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All Journal Benchmarking: Jurnal Manajemen Pendidikan Islam Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Mukhtar Latif
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Humanities Education Social Sciences

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IMPLEMENTATION OF QUALITY ASSURANCE IN CURRICULUM STANDARDIZATION AND BENCHMARKING AT SPK SCHOOLS: A CASE STUDY OF CONTINUOUS QUALITY DEVELOPMENT AT KGS JAMBI Mukhtar Latif; Jamrizal Jamrizal; Zulfa Rahmat Hidayati; Abdi Setiawan
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27987

Abstract

This study examines the implementation of quality assurance in curriculum standardization and benchmarking at a Cooperation Education Unit School (SPK), with KGS Jambi serving as a single case. The research aims to analyse how internal quality assurance mechanisms, dual curriculum standardization, and systematic benchmarking practices are designed and implemented to support continuous quality improvement. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis involving school leaders, curriculum coordinators, senior teachers, and administrative staff. The findings show that KGS Jambi applies a comprehensive quality assurance system that aligns closely with Harvey and Green's five perspectives of educational quality, integrating national and international accreditation, performance monitoring, stakeholder evaluation, and alumni tracking. Curriculum standardization is carried out through the simultaneous adoption of the Merdeka Curriculum and the Cambridge Curriculum, supported by curriculum mapping, integrated syllabi, and regular curriculum reviews, thus balancing national values with global competitiveness. Benchmarking is implemented continuously through participation in SPK associations and the international Cambridge network, enabling the school to compare, adapt, and internalise best practices in management, curriculum, and assessment. The study concludes that KGS Jambi's model of quality assurance, curriculum standardization, and benchmarking offers a viable best-practice framework that can be adapted by Islamic educational institutions and other schools seeking to enhance their educational quality. It recommends the development of comprehensive quality assurance systems, structured curriculum standardization, and sustained benchmarking and networking as strategic pathways for continuous quality improvement in education
IMPLEMENTASI PENDEKATAN PEMBELAJARAN YANG BERBASIS PENGALAMAN LOKAL (LOCAL WISDOM) DALAM MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH MENENGAH ATAS Isnaini Ulfa Intan ‘Arifani; Meisya Nurkhalifa; Muhammad hafiz; Reyhan Prayuga; Mukhtar Latif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18132

Abstract

The implementation of a learning approach based on local wisdom in Islamic Religious Education is one strategy for enhancing the relevance of learning to students’ lives. Learning that integrates local cultural values not only strengthens students’ understanding of the subject matter but also contributes to character development, religious attitudes, and a love for local culture. This study aims to describe the implementation of a local wisdom-based learning approach in Islamic Religious Education courses at high schools and to identify its benefits for the learning process. The study employs a qualitative method, specifically a literature review. Data were obtained through a review of various scholarly sources, including books, national and international journal articles, conference proceedings, and documents relevant to the concepts of local wisdom and Islamic Religious Education. Data analysis was conducted through the stages of data collection, reduction, presentation, and drawing conclusions from the literature review. The results of the study indicate that the application of a local experience-based learning approach is capable of connecting Islamic Religious Education material to the real-life context of students through the utilization of cultural values, traditions, and local wisdom that have developed within the community. This approach enhances student engagement, strengthens understanding of religious concepts, and fosters religious character, tolerance, responsibility, and a commitment to preserving local culture. Thus, the local-experience-based learning approach can serve as an effective contextual learning alternative for improving the quality of Islamic Religious Education in high schools
STRATEGI GURU PAI DALAM MENCEGAH RADIKALISME DAN MENGEMBANGKAN SIKAP MODERASI BERAGAMA DI KALANGAN REMAJA Resti Nurul Hidayah; Mustakim; Sandi Aqura Yoga; Dinda Wati; Mukhtar Latif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18137

Abstract

Radicalism among adolescents is one of the challenges facing the education sector because it can influence the way they think, behave, and interact in society. Islamic Religious Education (PAI) teachers play a strategic role in preventing the spread of radical ideologies through a learning process that instills moderate, tolerant Islamic values and respect for diversity. This study aims to describe the strategies used by PAI teachers to prevent radicalism and foster religious moderation among adolescents. The study employs a qualitative approach using a literature review method. Data were obtained from various scholarly sources, including books, national and international journal articles, conference proceedings, and documents relevant to the research topic. Data analysis was conducted through data reduction, data presentation, and the drawing of descriptive conclusions. The study’s findings indicate that PAI teachers’ strategies for preventing radicalism involve integrating the values of religious moderation into instruction, strengthening character education, fostering attitudes of tolerance, developing critical thinking skills regarding religious information, setting a positive example through teachers’ behavior, and the wise use of digital media. Furthermore, collaboration among schools, families, and the community is a key factor in fostering an environment that supports the development of religious moderation. These strategies contribute to fostering mutual respect, rejecting violence committed in the name of religion, strengthening national spirit, and shaping the character of adolescents to be inclusive, tolerant, and capable of living harmoniously in a diverse society
ANALISIS KETERAMPILAN BERPIKIR KRITIS SISWA MELALUI MODEL PROBLEM-BASED LEARNING (PBL) PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA: STUDI LITERATUR Raudah Azzahra; Patricia Anya Devista; Aryo Dwi Nugroho; Ahyatul Ihsan; M. Nur Ikhsan; Mukhtar Latif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18133

Abstract

Critical thinking skills are one of the essential competencies that students must possess in the 21st century, including in Islamic Religious Education (PAI) instruction. However, the PAI learning process in schools is still often dominated by conventional methods that do little to encourage students to analyze, evaluate, and solve problems critically. One learning model considered capable of developing these skills is Problem-Based Learning (PBL). This study aims to analyze the application of the Problem-Based Learning (PBL) model in enhancing students’ critical thinking skills in Islamic Religious Education classes at high school based on various previous research findings. The study employed a qualitative approach using the library research method. Data were obtained by searching for and reviewing various scholarly sources, including journal articles, books, conference proceedings, and academic documents relevant to the research topic. Data analysis was conducted using content analysis techniques through the stages of data reduction, data presentation, interpretation, and drawing conclusions. The results of the study indicate that the implementation of the PBL model contributes positively to the improvement of students’ critical thinking skills, as evidenced by enhanced abilities to analyze problems, present arguments, evaluate information, make decisions, and solve problems systematically. Furthermore, PBL fosters more active, collaborative, and contextual learning, thereby supporting the achievement of Islamic Religious Education learning objectives. The success of PBL implementation is influenced by teacher competence, student readiness, and adequate support from the learning environment
STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MENUMBUHKAN KESADARAN BERMEDIA SOSIAL YANG BERETIKA Rahma jariani; Enjelita; Muzzaki Ramadhani; Hevia Gustin; Mukhtar Latif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18138

Abstract

The rise of social media has brought significant changes to people’s lives, particularly among students. On the one hand, social media makes it easier to access information and communicate; on the other hand, it has also given rise to various problems, such as the spread of misinformation, hate speech, cyberbullying, and a lack of ethical conduct in digital interactions. These conditions require Islamic Religious Education (PAI) teachers to play an active role in fostering awareness of ethical social media use based on Islamic values. This study aims to analyze the strategies used by Islamic Religious Education teachers in fostering awareness of ethical social media use among students. The study employed a qualitative approach using a literature review method. Data were obtained from various scholarly sources, such as books, national and international journal articles, and documents relevant to the research topic. Data analysis was conducted through the stages of data collection, reduction, presentation, and drawing conclusions regarding the various findings from the reviewed literature. The results of the study indicate that PAI teachers’ strategies for fostering ethical social media awareness can be implemented through the integration of moral values into the learning process, setting a good example in the use of digital media, cultivating responsible digital literacy, strengthening Islamic character education, and fostering collaboration among schools, families, and the community. These strategies contribute to shaping students who are wiser, more critical, responsible, and capable of using social media in accordance with religious norms, ethics, and moral values in the digital age.
PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KARAKTER DAN MORAL SISWA DI ERA DIGITAL Nabila Mulyanti; Muhammad Rendy Firdaus; M Al Fadly; Rika Istiani; Raka Shiwie D'Amore Firdaus; Mukhtar Latif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18141

Abstract

Character and moral degradation among students in the digital era has become a growing concern in Islamic education, as unrestricted access to information and social media exposes learners to values that often contradict Islamic teachings. This study aims to describe the role of Islamic Religious Education (PAI) teachers in shaping the character and moral values of students amid the challenges and opportunities offered by digital technology. This research employs a qualitative approach using the literature study method, in which data were collected from relevant scientific journal articles and books published within the last five years, then selected, categorized, and synthesized to answer the research problem. The findings show that PAI teachers play multiple interrelated roles, namely as moral exemplars (uswah hasanah), spiritual guides (murabbi), and facilitators of religious digital literacy who direct students toward the wise use of technology. Strategies commonly applied include habituating daily worship, integrating Islamic values into contextual and technology-based learning, and building close personal communication with students to reinforce religious character amid digital distraction. This study concludes that the strategic role of PAI teachers remains essential and needs to be strengthened through continuous digital competency training so that character education can adapt without losing its spiritual orientation.
Co-Authors Abdi Setiawan Ahyatul Ihsan Aryo Dwi Nugroho Dinda Wati Enjelita Hevia Gustin Isnaini Ulfa Intan ‘Arifani Jamrizal M Al Fadly M. Nur Ikhsan Meisya Nurkhalifa Muhammad hafiz Muhammad Rendy Firdaus Mustakim Muzzaki Ramadhani Nabila Mulyanti Patricia Anya Devista Rahma jariani Raka Shiwie D'Amore Firdaus Raudah Azzahra Resti Nurul Hidayah Reyhan Prayuga Rika Istiani Sandi Aqura Yoga Zulfa Rahmat Hidayati