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All Journal Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Cendekiawan: Jurnal Pendidikan dan Studi Keislaman
Wahyu Iskandar
Institut Islam Muaro (INISMA) Jambi
Religion Humanities Education Social Sciences Other

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ISLAMIC EDUCATION MANAGEMENT STRATEGIES FOR SDG 4: EDUCATION COMPARISON INDONESIA AND TURKIYE Muhammad Rizki Syahputra; Wahyu Iskandar; Masringgit Marwiyah Nst; Mahdi Handayani Sidik
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 1 (2026): February-May
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i1.2823

Abstract

Despite growing scholarly interest in Islamic education reform, empirical comparative studies examining how Madrasah Ibtidaiyah (MI) in Indonesia operationalize institutional management strategies to meet modernity's demands, benchmarked against internationally recognized models such as Turkey's Imam Hatip schools, remain absent from Scopus-indexed literature. This research gap motivated a qualitative multi-site case study at three MI in North Sumatra, Indonesia, complemented by cross-national comparative analysis with Turkish Imam Hatip schools, aimed at identifying, theorizing, and benchmarking management strategies that align with Sustainable Development Goal 4 (SDG 4). Data were gathered through semi-structured interviews with 18 institutional stakeholders across three MI in Deli Serdang and Medan, participant observation, and institutional document analysis over six months. Five strategic dimensions emerged: (1) integrative curriculum design combining Kurikulum Merdeka with Islamic studies; (2) character-based pedagogy embedded in daily Islamic routines; (3) participatory musyawarah governance; (4) ethically framed digital integration; and (5) teacher professionalism reinforced through PPG Madrasah certification. Comparative analysis reveals that while MI and Imam Hatip schools share foundational Islamic educational values, Turkey demonstrates stronger state-institutional coherence and systematized teacher formation, whereas MI exhibit greater community-driven governance flexibility. These findings offer a replicable governance framework for Indonesian MI reform and inform SDG 4 policy implementation within Muslim-majority educational systems.
Bringing Digital Learning to Madrasah Ibtidaiyah: Undestanding Its Influence on Student Motivation and Engagement in Grades 4-6 Kharis Sulaiman Hasri; Wahyu Iskandar; Suwandi Simangunsong
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 4 No 1 (2025): March Edition: Multiple Intelligences of Students in Formal, Informal, and Nonfor
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v4i1.323

Abstract

This research examines the influence of digital learning on student motivation and engagement in Madrasah Ibtidaiyah, particularly in grades 4-6. Despite the development of digital technology, the implementation of digital learning in madrasah is still limited and not optimal in influencing the learning process. The main issue raised is the extent to which digital technology can increase students' learning motivation and engagement in the madrasah environment. The purpose of this study is to understand the impact of digital learning on student motivation and engagement, as well as to identify factors that support or hinder its implementation. This research used a qualitative approach, with data collection through in-depth interviews and observation. Data was analyzed using N-Vivo assistance. The results show that digital learning significantly increases student motivation and engagement, with factors such as interactivity of digital media, use of relevant content, and teacher support playing an important role in the achievement. The main impact of this study is to provide insights for curriculum development and teacher training to improve the effectiveness of technology-based learning in madrasah.
Co-Authors Kharis Sulaiman Hasri Mahdi Handayani Sidik Marwiyah, Masringgit Muhammad Rizki Syahputra Suwandi Simangunsong