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All Journal Jurnal Manajemen Pendidikan Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Attractive : Innovative Education Journal Bulletin of Science Education PENDALAS: Jurnal Penelitian Tindakan Kelas dan Pengabdian Masyarakat Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah
Muhammad Fadhli
Universitas Islam Negeri Sumatera Utara, Indonesia
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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PERAN KEPALA SEKOLAH DAN GURU EKSTRAKURIKULER DALAM MENGEMBANGKAN MINAT BAKAT SISWA Hasian Rambe; Muhammad Fadhli
Raudhah - Proud To Be Professional مجلد 9 عدد 2 (2024): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah- Agustus 2024
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v9i2.689

Abstract

Penelitaian ini bertujuan untuk mendeskripsikan peran kepala sekolah dan guru ekstrakulikuler dalam meningkatkan bakat siswa di smp an-nizam medan. Adapun responden dari penelitian ini peneliti melibatkan kepala sekolah, guru ekstrakulikuler dan siswa SMP AN-NIZAM. Penelitian ini menggunankan pendekatan deskriptif kualitatif. Berdasarkan hasil penelitian, dapat disimpulkan bahwa kepala sekolah sebagai pemimpin di lembaga pendidikan harus dapat melaksanakan tugasnya dengan baik. Peran kepala sekolah dalam meningkatkan bakat siswa adalah dengan menyediakan fasilitas seperti gedung dan peralatan yang diperlukan untuk pengembangan bakat. Faktor-faktor pendukung untuk meningkatkan bakat siswa termasuk penyusunan program pengembangan minat dan bakat, fasilitas yang memadai, serta penunjukan guru pembina yang berpengalaman dan berdedikasi di SMP AN-NIZAM, kemudian guru ekstrakulikueler memberikan peran dalam mengembangkan minat bakat dengan mengimplementasikan program-program yang dibuat dan mengevaluasi program yang ada.
INOVASI PEMBELAJARAN ABAD 21: STRATEGI PENERAPAN MODEL BERBASIS PROYEK DAN MASALAH DI SEKOLAH INDONESIA Jamaluddin Jamaluddin; Muhammad Amin; Muhammad Fadhli; Usiono Usiono; Muhammad Jailani
PENDALAS: Jurnal Penelitian Tindakan Kelas dan Pengabdian Masyarakat Vol 6 No 1 (2026): PENDALAS
Publisher : Yayasan Pendidikan Islam dan Multikultural

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/pendalas.v6i1.724

Abstract

Abstrak Pembelajaran abad ke-21 menuntut sekolah tidak lagi berfokus pada transfer pengetahuan semata, tetapi pada pengembangan keterampilan berpikir kritis, kreativitas, komunikasi, kolaborasi, serta literasi digital yang relevan dengan perubahan sosial dan teknologi. Dalam konteks Indonesia, tuntutan tersebut menjadi semakin penting karena implementasi Kurikulum Merdeka mengharuskan guru menghadirkan pembelajaran yang lebih kontekstual, partisipatif, dan berorientasi pada penguatan Profil Pelajar Pancasila. Artikel ini bertujuan menganalisis strategi penerapan dua model pembelajaran inovatif, yaitu Project-Based Learning (PjBL) dan Problem-Based Learning (PBL), dalam mendukung pembelajaran abad ke-21 di sekolah Indonesia. Penelitian ini menggunakan pendekatan kualitatif deskriptif melalui studi dokumentasi terhadap kebijakan pendidikan, publikasi ilmiah, dan hasil penelitian terkait PjBL, PBL, kompetensi abad ke-21, serta implementasi kurikulum. Hasil kajian menunjukkan bahwa PjBL dan PBL memiliki relevansi tinggi dalam membangun pengalaman belajar autentik, meningkatkan keterlibatan peserta didik, serta mengembangkan kemampuan berpikir tingkat tinggi dan kolaborasi. Namun, efektivitas implementasinya masih dipengaruhi oleh kesiapan guru, dukungan kebijakan sekolah, ketersediaan sarana-prasarana, dan kualitas asesmen autentik. Artikel ini menegaskan bahwa keberhasilan PjBL dan PBL membutuhkan pendekatan sistemik melalui penguatan kapasitas guru, penyediaan panduan teknis, integrasi teknologi, dan pembentukan budaya kolaboratif di sekolah. Kata Kunci: pembelajaran abad 21, PjBL, PBL, Kurikulum Merdeka, inovasi pembelajaran Abstract Twenty-first-century learning requires schools to move beyond knowledge transmission toward the development of critical thinking, creativity, communication, collaboration, and digital literacy in response to rapid social and technological change. In the Indonesian context, this demand has become increasingly significant as the Merdeka Curriculum encourages more contextual, participatory, and student-centered learning aligned with the Profile of Pancasila Students. This article aims to analyze the implementation strategies of two innovative instructional models, namely Project-Based Learning (PjBL) and Problem-Based Learning (PBL), in supporting twenty-first-century learning in Indonesian schools. The study employed a descriptive qualitative approach through document analysis of educational policies, scholarly publications, and previous studies related to PjBL, PBL, twenty-first-century competencies, and curriculum implementation. The findings indicate that both PjBL and PBL are highly relevant for fostering authentic learning experiences, increasing student engagement, and developing higher-order thinking and collaborative skills. However, their effectiveness remains influenced by teacher readiness, school policy support, the availability of facilities and infrastructure, and the quality of authentic assessment. This article concludes that successful implementation of PjBL and PBL requires a systemic approach involving teacher professional development, technical implementation guidelines, technology integration, and the cultivation of collaborative school culture. Keywords: Twenty-First-Century Learning, PjBL, PBL, Merdeka Curriculum, instructional innovation
Implementation of the Balanced Scorecard for Performance Evaluation at Universitas Prima Indonesia Nazli Fahada; Tien Rafida; Muhammad Fadhli
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2472

Abstract

This study aims to analyze the implementation of the Balanced Scorecard (BSC) in evaluating the performance of Universitas Prima Indonesia (UNPRI) as one of the leading private universities in North Sumatra. The Balanced Scorecard approach is selected because it provides a comprehensive overview of organizational performance through four main perspectives: financial, customer, internal business processes, and learning and growth. This research employs a qualitative approach. Data were collected through interviews, observations, and analysis of institutional documents related to financial management, human resources, academic services, and institutional development. The data were analyzed using a descriptive-analytical technique to illustrate the actual condition of the university’s performance based on the four perspectives of the Balanced Scorecard. The findings indicate that the implementation of the Balanced Scorecard at Universitas Prima Indonesia has supported a more structured and strategic performance evaluation. The financial perspective shows relatively effective resource management in supporting institutional sustainability. The customer perspective reflects a high level of satisfaction among students and stakeholders regarding educational services. From the internal business process perspective, UNPRI demonstrates a systematic governance and quality assurance system. Meanwhile, the learning and growth perspective reveals a strong commitment to developing the competencies of lecturers, staff, and students. This study provides both theoretical and practical contributions to the development of a Balanced Scorecard-based performance evaluation model in higher education. It can also serve as a strategic reference for other universities in improving institutional performance and competitiveness in a sustainable manner.
Principals' Academic Supervision in Strengthening Teachers' Pedagogical Competence for Deep Learning Implementation Jainatin Halomaon Hrp; Muhammad Fadhli
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i2.3537

Abstract

As the principal pedagogical approach within Indonesia's Kurikulum Merdeka (Independence Curriculum), deep learning requires adequate teacher pedagogical competence to ensure that learning unfolds in a mindful, meaningful, and joyful manner. However, prior studies have tended to examine principals' academic supervision and deep learning implementation as separate domains, leaving limited insight into how supervision can be specifically designed to support deep learning, particularly in Islamic-based schools. This study aims to describe and critically analyze the planning, implementation, and follow-up of principals' academic supervision in strengthening teachers' pedagogical competence for deep learning implementation at SMP An-Nizam, Medan. The study employed a qualitative approach with a descriptive case study design, involving one principal, one vice-principal for curriculum affairs, and three subject teachers selected as informants through purposive sampling. Data were collected through semi-structured interviews, non-participant observation, and documentation study, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing; data trustworthiness was established through source and technique triangulation. The findings indicate that supervision planning was carried out systematically through scheduled and incidental pathways, preceded by teacher competence strengthening and supported by deep-learning-based instruments; supervision implementation involved classroom observation, CCTV monitoring, multi-party collaboration, and reflective feedback; while follow-up was realized through mentoring, training, periodic evaluation, and the provision of appreciation. The critical analysis reveals that although supervisory practice at SMP An-Nizam is relatively comprehensive, the use of CCTV monitoring risks generating a performative impression that is not fully consistent with the principles of clinical supervision, which emphasize collegial, non-evaluative relationships. This study establishes its novelty by integrating the concepts of principals' academic supervision and deep learning implementation within a single, coherent framework at an Islamic-based secondary school a focus that remains limited in the existing literature while also offering critical reflection on the boundary between surveillance and professional development in contemporary supervisory practice.
SISTEM INFORMASI MANAJEMEN DALAM PENGELOLAAN DATA DI MTS ISLAMIYAH SUNGGAL Eka Satya; Muhammad Fadhli
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.3420

Abstract

The advancement of information technology has prompted educational institutions to strengthen the utilization of Management Information Systems (MIS) as an essential tool for enhancing the efficiency of data management. The availability of accurate, well-organized, and easily accessible data plays a crucial role in supporting administrative functions and facilitating informed decision-making within educational institutions. This study seeks to examine the implementation of a Management Information System in managing data at MTs Islamiyah Sunggal, with particular attention to data accuracy, the use of information in decision-making, and the system’s flexibility and accessibility. A qualitative descriptive method was adopted in this research. Data were gathered through direct observation, semi-structured interviews, and document analysis involving the principal, school operator, and teachers as research participants. The results reveal that MTs Islamiyah Sunggal has integrated several Management Information System applications, including EMIS, EMIS GTK, Madrasah Digital Report (RDM), Student Verification, Teacher Verification, and ERKAM, to facilitate institutional data management. Data accuracy is maintained through a systematic verification process based on official documents before information is entered into the system. The processed data subsequently serve as the primary basis for policy formulation, allowing school management to make more appropriate and evidence-based decisions.
The Effects of Madrasah Principals’ Leadership, Compensation, and Teamwork on Teachers’ Professional Development at the MTs Level in Ulu Barumun District Tulus Abdul Wahid Hrp; Muhammad Fadhli; Yahfizham Yahfizham
Bulletin of Science Education Vol. 6 No. 2 (2026): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v6i2.1130

Abstract

This study aims to analyze the effects of madrasah principal leadership, compensation, and teamwork on teacher professional development at Madrasah Tsanawiyah (MTs) across Ulu Barumun District, Padang Lawas Regency.. This study employed a quantitative approach using a survey method. The population consisted of all 75 teachers at Madrasah Tsanawiyah institutions across Ulu Barumun District, and the entire population was included as the research sample using a total sampling technique. Data were collected through questionnaires that had been tested for validity and reliability. The data were analyzed using descriptive and inferential statistical techniques, including multiple linear regression analysis, preceded by prerequisite tests, as well as partial (t) tests, simultaneous (F) tests, and the coefficient of determination (R²). The results showed that: (1) madrasah principal leadership had a positive and significant effect on teacher professional development; (2) compensation had a positive and significant effect on teacher professional development; (3) teamwork had a positive and significant effect on teacher professional development; and (4) madrasah principal leadership, compensation, and teamwork simultaneously had a positive and significant effect on teacher professional development at Madrasah Tsanawiyah institutions across Ulu Barumun District. 48.0% was attributable to other factors not examined in this study. Based on these findings, improving teacher professional development requires effective madrasah leadership, a fair and adequate compensation system, and a strong culture of teamwork. These three factors should be strengthened in an integrated manner to enhance the quality of human resources and educational outcomes at Madrasah Tsanawiyah institutions.
Co-Authors Eka Satya Fahada, Nazli Hasian Rambe Jainatin Halomaon Hrp Jamaluddin Jamaluddin Muhammad Amin Muhammad Jailani Tien Rafida Tulus Abdul Wahid Hrp Usiono Usiono Yahfizham Yahfizham