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All Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Mauriduna : Journal of Islamic studies
Permana, Moch Andi
Unknown Affiliation
Religion Education Other

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Peran Pembiayaan Pendidikan dalam Mendukung Program Sekolah Permana, Moch Andi; Almubarokah, Lutfiah; Mizana, Fadhila
Mauriduna: Journal of Islamic Studies Vol 6 No 1 (2025): Mauriduna: Journal of Islamic Studies, January 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/mauriduna.v6i1.1321

Abstract

Penelitian ini bertujuan untuk menganalisis pembiayaan pendidikan di MI Al-Fitroh Tangerang dalam peningkatan program sekolah. Metode penelitian kualitatif melalui studi kasus. Pengumpulan data dengan wawancara, observasi dan dokumentasi . Pengolahan data dengan kondensasi, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa MI Al-Fitroh Tangerang memahami pentingnya pendanaan pendidikan mendukung program ekstrakurikuler yang penting bagi pengembangan bakat siswa. Sekolah mengalokasikan sebagian anggaran tahunannya untuk kegiatan ekstrakurikuler, sehingga siswa dapat berpartisipasi dalam berbagai kegiatan yang memperkaya pengalaman belajar mereka. Selain itu, sekolah juga mengalokasikan dana untuk perbaikan infrastruktur dan pelatihan tenaga pengajar. Kegiatan seperti seminar dan workshop bertujuan untuk meningkatkan keterampilan guru. This research aims to analyze education financing at MI Al-Fitroh Tangerang in improving school programs. Qualitative research method through case studies. Data collection using interviews, observation and documentation. Data processing by condensation, data presentation and drawing conclusions. The research results show that MI Al-Fitroh Tangerang understands the importance of educational funding to support extracurricular programs which are important for developing students' talents. Schools allocate a portion of their annual budget for extracurricular activities, so that students can participate in a variety of activities that enrich their learning experience. Apart from that, schools also allocate funds for infrastructure improvements and teaching staff training. Activities such as seminars and workshops aim to improve teacher skills.
Building Trust and Collaboration: The Impact of Hybrid Leadership on Stakeholder Relations in Islamic Education Dhuhuri, Agung Harliyadi Imam; Permana, Moch Andi; Zahroh, Ismatu; Mahfiroh, Lailatul
JURNAL AL-TANZIM Vol 9, No 4 (2025)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v9i4.12117

Abstract

This study examines how a principal's leadership style manages stakeholder dynamics in an Islamic elementary school. A qualitative case-study design was used with key informants (principals, teachers, foundation managers, administrative staff, and parents). Data were gathered through interviews, direct observation, and literature review, and analysed descriptively-narratively using the interactive model of Miles, Huberman, and Saldaña. Findings indicate that the principal employs a hybrid style that blends transformational, servant, and situational leadership; that spiritual values guide decision-making; that two-way communication and team empowerment are core strategies; and that flexibility is exercised to fit the context. The study identifies perceptual gaps—particularly regarding decision-making transparency, role clarity in school–foundation–parent relations, the extent of stakeholder involvement in planning, and alignment on long-term direction. Foundation backing, structured parent collaboration, and strengthened interpersonal capacities emerge as critical enablers. These findings explain why value-driven, reflective, and participatory leadership can foster a healthy, collaborative school culture: the combination of spiritually anchored decisions, open communication, participative forums, and adaptive role negotiation reduces misunderstandings, builds trust, and coordinates action. Realising holistic and sustainable Islamic education nevertheless requires tighter stakeholder synergy and continuous capacity building.
Co-Authors Almubarokah, Lutfiah Dhuhuri, Agung Harliyadi Imam Mahfiroh, Lailatul Mizana, Fadhila Zahroh, Ismatu