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All Journal Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Cendekia: Jurnal Kependidikan dan Kemasyarakatan At-Tadzkir: Islamic Education Journal EDUCARE: Journal of Primary Education Proceeding Of International Conference On Education, Society And Humanity Business and Applied Management Journal Journal of Islamic Education Research
Lama, Alma Vorfi
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Education Management in Building a Strong and Sustainable Brand Image Maisaroh, Hindun; Rohman, M Azka Zulfar; Lama, Alma Vorfi
Business and Applied Management Journal Vol. 2 No. 2 (2025): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/bamj.v2i2.507

Abstract

Building a strong and sustainable brand image is a crucial strategy for companies to gain a competitive advantage and foster customer trust and loyalty. A well-established brand image enhances brand recognition while reinforcing consumer engagement and long-term commitment. This article explores essential aspects of building a lasting brand image, ranging from a deep understanding of brand values and identity to the implementation of consistent and authentic communication strategies. Emphasis is placed on continuous innovation, reputation management, and active engagement with target audiences. Through case studies and in-depth analysis, this article discusses the challenges and solutions involved in maintaining a brand image that remains relevant in an ever-evolving market landscape. The findings of this research highlight the significance of social skills development, effective communication, and the ability to handle conflicts constructively as critical components in brand sustainability. Social skills play a pivotal role in strengthening brand-community relationships, while effective communication ensures brand messages are consistently conveyed to maintain credibility and trust. Additionally, the capacity to manage conflicts constructively enhances stakeholder engagement and institutional reputation, particularly in the educational sector. This study provides practical guidance and strategic insights for companies and institutions seeking to build a resilient and impactful brand image in today's dynamic environment.
Enhancing Contextual Understanding and Critical Thinking in Fiqh Learning through Problem-Based Learning Listrianti, Feriska; Hidayah, Tutik; Lama, Alma Vorfi
Journal of Islamic Education Research Vol. 6 No. 1 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i1.469

Abstract

This study examines the impact of Problem-Based Learning (PBL) on students' participation, critical thinking skills, and understanding of fiqh concepts. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis. The findings indicate that PBL fosters a dynamic and inclusive learning environment, encouraging previously passive students to actively engage in discussions, share ideas, and connect fiqh theory to real-life contexts. Teachers observed increased student confidence in questioning, arguing, and problem-solving. These results highlight PBL as an effective alternative for enhancing fiqh education in madrassas and other Islamic institutions. By integrating PBL, students not only improve their conceptual understanding but also develop essential critical and collaborative thinking skills for their future.
THE ROLE OF DIGITAL LEARNING IN IMPROVING STUDENTS' UNDERSTANDING OF ISLAMIC RELIGIOUS EDUCATION MATERIALS: TEACHER AND STUDENT PERSPECTIVES Barokah, Miftahul; Pradani, Rizki Febri Eka; Lama, Alma Vorfi
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 2, No 2 (2024): Third International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

Digital learning has become an effective alternative for improving students' understanding of Islamic Religious Education (PAI) material. This study aims to explore the role of digital learning in improving students' understanding of PAI material at SMP Negeri 9 Kota Probolinggo by looking at the perspectives of teachers and students. The approach used in this study is qualitative with a case study design. Data were collected through in-depth interviews, participatory observations, and documentation involving PAI teachers and students as respondents. Data analysis was carried out using thematic analysis techniques. The results of the study showed that digital learning positively impacts students' understanding, especially in terms of ease of accessing materials and increasing student engagement through digital applications and platforms such as Google Classroom and learning videos. Students feel more motivated and can repeat the material according to their needs. However, the challenges faced include limited direct interaction between teachers and students, technical problems such as unstable internet connections, and the difficulty some students need help accessing adequate technology. This study concludes that although digital learning can improve students' understanding of PAI material, factors such as access to technology, teacher training, and more intensive interaction must be considered so that digital learning can be more effective. Recommendations for further development include increasing internet access and teacher training in learning technology. With these steps, digital learning can be utilized optimally in improving the quality of religious education in schools.  
Implementing ISO-Based Educational Reform: ISO 21001:2018 Effectiveness in Enhancing State Islamic University Services Alifana, Fairus Tahta; Fauzi, Imron; Lama, Alma Vorfi
JURNAL AL-TANZIM Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v9i3.11286

Abstract

Ensuring high-quality educational services is a growing challenge for State Islamic Universities (UIN) in Indonesia, particularly in efforts to harmonise Islamic educational values with international standards. This study aims to assess the effectiveness of ISO 21001:2018 implementation in improving service quality at State Islamic Religious Universities. The method used is a qualitative case study, with data collection through in-depth interviews, participant observation, and document analysis. Data were obtained from 25 purposively selected informants, consisting of quality assurance staff, lecturers, and students. The results show that ISO 21001:2018 significantly improves institutional accreditation through standardising quality management processes and strengthening human resources and infrastructure. The certification process increases stakeholder trust and strengthens academic quality assurance through regular evaluations and transparent audits. The integration of ISO 21001:2018 also encourages the creation of a participatory environment and continuous improvement in educational services. This study emphasises the importance of adapting international standards to local educational contexts and religious values. The ISO 21001:2018 structure can be a strategic model for quality governance in other Islamic universities.
THE EMERGING FUTURE OF AI CHATBOTS IN HIGHER EDUCATION Sain, Zohaib Hassan; Vasudevan, Asokan; Lama, Alma Vorfi
Jurnal Ilmiah Didaktika Vol 25 No 1 (2024): Jurnal Ilmiah Didaktika August 2024
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v25i1.25583

Abstract

Incorporating Artificial Intelligence (AI) chatbots within Higher Education Institutions (HEIs) is revolutionizing the educational domain, presenting new avenues for improved student support and administrative effectiveness. This research delves into the prospective impacts of AI chatbots in HEIs, focusing on their influence on teaching, learning, and research activities. Adopting a Narrative Literature Review (NLR) approach, the study compiles and synthesizes existing research on the role of AI chatbots in higher education, drawing from a wide range of academic sources and scholarly literature. The results underscore the significant potential of AI chatbots to streamline administrative functions, enrich student learning experiences, and facilitate research endeavours. Nonetheless, challenges such as concerns over academic integrity, difficulties in accurately interpreting user inputs, and the need for appropriate resource allocation present substantial barriers to the successful adoption of AI chatbots in HEIs. The study emphasizes the critical need for proactive strategies to address ethical issues, ensure comprehensive training for all stakeholders, and formulate clear guidelines for the responsible deployment of AI chatbots in higher education. By overcoming these challenges and capitalizing on the advantages of AI technologies, HEIs can fully exploit the capabilities of AI chatbots, thereby fostering a more efficient, effective, inclusive, and forward-thinking educational environment.  
Measure Levels of Social Conformity, Self-Regulation, and Self-Identity Development Among Students Lama, Alma Vorfi; Zarkasyi, Ahmad; Abbasov, Ramil; Sain, Zohaib Hassan
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.237

Abstract

The increase in juvenile delinquency by 10.7% between 2021 and 2024 indicates a serious problem in the psychosocial development of the younger generation. This phenomenon is influenced not only by individual factors but also by increasingly complex social environmental pressures. This study aims to measure levels of social conformity, self-management, and identity formation among students of the Faculty of Tarbiyah at the Miftahul Ulum Islamic Institute in Lumajang in the 2024–2025 academic year. The research focuses on obtaining empirical evidence regarding students’ tendencies in social behavior and self-regulation when facing academic and social environmental demands. A descriptive quantitative method was employed using a five-point Likert-scale questionnaire. The study involved 96 respondents selected through snowball sampling techniques. Data analysis was conducted using SPSS version 21.0, with descriptive statistics, particularly mean scores, to represent the central tendency of each research variable. The results indicate that students’ levels of social conformity range from moderate to high, particularly in aspects related to opinion adjustment and concerns about social acceptance. Meanwhile, students’ self-management abilities and identity formation are categorized as good, with the highest mean scores found in the dimensions of self-understanding and identity commitment. These findings underscore the importance of strengthening character education programs, counseling services, and the development of self-management skills within higher education institutions. Such efforts are expected to reduce deviant behavior while fostering students’ personal, social, and moral maturity.
Enhancing Student Participation through Gamification-Based Digital Learning Media: A Study of Structural Gamification Aisyah, Nur; Ratna Rufaida; Rozi, Fathor; Lama, Alma Vorfi
Cendekia: Kependidikan dan Kemasyarakatan Vol 23 No 2 (2025)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v23i2.11640

Abstract

This study investigates the implementation of digital gamification at MTs Nurul Jadid as a strategy to enhance student participation in learning. With the increasing integration of digital technology in education, gamification offers a promising approach to boost student motivation and engagement. Using a qualitative case study design, this study examines key gamification elements, including point systems, levels, and leaderboards, within teaching and learning activities. The findings reveal that gamification positively influences students' intrinsic motivation, leading to increased participation in discussions, questions, and interactions with teachers. This approach fosters a more interactive and enjoyable classroom environment, promoting intensive collaboration and social interaction among students, while improving teacher-student relationships. Consequently, learning extends beyond knowledge transfer to active peer collaboration and mutual support. The study contributes valuable insights toward developing gamification-based learning models suitable for Islamic boarding schools and other educational institutions, aiming to improve learning effectiveness in line with contemporary educational trends.
Systemic strategies for enhancing elementary school teachers’ competence in the use of instructional media in Kosovo Lama, Alma Vorfi; Munir, Akhmad
EDUCARE Journal of Primary Education Vol. 6 No. 2 (2025): EDUCARE Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i2.392

Abstract

Elementary school teachers in Kosovo demonstrate positive attitudes toward instructional media, yet their classroom implementation remains limited. Structural constraints, unequal digital infrastructure, insufficient professional development, and weak teacher retention systems hinder the effective integration of instructional media, ultimately constraining pedagogical innovation and the quality of learning in elementary education. This study examines Kosovo primary teachers’ instructional media competency needs, identifies implementation barriers, and formulates effective enhancement strategies by analyzing teacher readiness and contextual constraints in integrating digital and non-digital media into classroom practice. This study employed a descriptive qualitative design involving purposively selected primary teachers, principals, and supervisors from urban and rural schools in Kosovo. Data were collected through interviews, observations, document analysis, and focus group discussions, and analyzed thematically to ensure credibility and contextual depth. This study concludes that teacher competence in Kosovo is shaped by interconnected structural, institutional, and motivational factors rather than individual capacity alone. Limited infrastructure, insufficient professional development, teacher attrition, and weak retention systems undermine learning quality. Despite positive attitudes toward innovation, inadequate educational ecosystems hinder implementation, highlighting the need for integrated, sustainable, and context-sensitive systemic reforms. The findings imply that education improvement in Kosovo requires systemic policy reforms, including sustained professional development, teacher retention strategies, curriculum renewal, and equitable digital infrastructure, to effectively translate teachers’ positive attitudes into improved instructional practices and learning quality.
Co-Authors Abbasov, Ramil Alifana, Fairus Tahta Barokah, Miftahul Hidayah, Tutik Imron Fauzi Listrianti, Feriska Maisaroh, Hindun Munir, Akhmad Nur Aisyah Pradani, Rizki Febri Eka Ratna Rufaida Rohman, M Azka Zulfar Rozi, Fathor Sain, Zohaib Hassan Vasudevan, Asokan Zarkasyi, Ahmad