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All Journal Tadbir: Jurnal Manajemen Pendidikan Islam Journal of Social Studies and Education At Turots: Jurnal Pendidikan Islam
Helmawati
Universitas Islam Nusantara
Humanities Education Social Sciences

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RELEVANSI PAI DALAM KEHIDUPAN MODERN DI SMA PLUS PARIWISATA BANDUNG Agus Hermawan; Aceng Nurul Huda; Helmawati; Iyad Suryadi
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 13 No 2 (2025): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v13i2.6686

Abstract

This study aims to examine the application of the relevance of Islamic Religious Education (PAI) in the modern lives of students at Bandung Tourism High School. In the era of globalization and technological advancement, the younger generation faces significant challenges in maintaining religious values ​​amidst the currents of modernization, especially in a tourism education environment that is open to cultural and lifestyle diversity. This study uses a descriptive qualitative approach. This approach was chosen because it is appropriate for exploring and understanding the meaning, experiences, and interpretations of informants regarding the application of Islamic Religious Education (PAI) in the context of modern life in a tourism-based high school environment. Data collection techniques were carried out through observation, in-depth interviews, and documentation of PAI teachers, students, and school officials. The results of the study indicate that PAI teachers have a contextual understanding of the challenges of modern life. Teachers not only teach PAI normatively, but also align the material with contemporary issues relevant to the students' world, such as technology, adolescent lifestyles, and ethics in the tourism workplace. This builds students' understanding that Islamic teachings remain relevant and necessary in facing the challenges of the modern era. Students respond positively to the application of Islamic values ​​in the context of modern life. Most students found it helpful to understand religious values ​​through a contextual approach. They stated that Islamic Religious Education is not just a theory, but a guide to life
Management of coaching-based academic supervision by principals to improve teacher performance in cianjur regency Gandi Wibowo; Helmawati
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1200

Abstract

This study aims to analyze the management of coaching-based academic supervision in improving teacher performance at SDN Wanasari, Agrabinta District, Cianjur Regency. Coaching-based academic supervision integrates John Whitmore’s coaching principles with George R. Terry’s management functions, including planning, organizing, implementing, and evaluating, to encourage teachers to become reflective, innovative, and self-directed in their professional development. This study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and document analysis over three months, involving the school principal and two classroom teachers as main informants. Data analysis followed Miles, Huberman, and Saldaña’s (2014) interactive model, supported by triangulation and member checking to ensure validity. Findings show that supervision planning was participatory, identifying teacher needs and arranging flexible schedules. Organizing emphasized collaborative coordination and communication, fostering a culture of shared leadership. Implementation followed three stages (pre-observation, observation, post-observation) using a dialogical approach guided by the GROW model, enhancing teachers’ reflection, pedagogical competence, and confidence. Evaluation focused on joint reflection and follow-up development, rather than administrative assessment. Main challenges included time constraints, teacher resistance, and limited coaching competence of the principal, addressed through flexible scheduling, personal mentoring, and peer collaboration. This study extends existing literature by demonstrating that the effectiveness of coaching-based supervision depends not only on coaching techniques but also on systematic management by school leaders. Practically, the study recommends participatory planning, transparent organizing, reflective coaching dialogues, and developmental evaluation, enabling academic supervision to function as transformative leadership that enhances teacher professionalism and overall learning quality.
Contextualized Supervisory Management and Principal Performance: A Comparative Analysis of Administrative Stabilization and Transformational Innovation Rohmat Rohendi; Helmawati
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1254

Abstract

This study examines the supervisory management practices of school supervisors in Pagelaran and Sukanagara Districts, focusing on how contextual conditions shape supervisory approaches and outcomes. Using a qualitative comparative design, the research employed in-depth interviews, participant observations, document analysis, and member checking to ensure data validity. A total of 56 interviews, 32 observations, and 48 administrative documents were analyzed using thematic coding supported by NVivo 12. Findings reveal that both districts operate within identical structural mandates but demonstrate markedly different supervisory trajectories. In Pagelaran, supervision centers on administrative stabilization due to significant foundational gaps such as incomplete school planning documents and limited managerial capacity among principals. A directive, compliance-oriented model proved effective, resulting in a 57 percent increase in administrative adherence. In contrast, Sukanagara exhibits a more advanced supervisory ecosystem characterized by reflective coaching, collaborative problem-solving, design thinking sessions, and peer-based supervision. This developmental model stimulated substantial innovation, with schools producing an average of 2.3 new programs per semester and sustaining 78 percent of them. The study concludes that effective supervision must be adaptive, sequenced, and aligned with school readiness levels. Administrative reinforcement is essential in low-capacity contexts, while collaborative and transformative strategies thrive in schools with stronger cultural and organizational maturity. The research contributes to supervisory theory by highlighting the importance of contextual differentiation and ecosystemic perspectives in supervision, and it recommends policy reforms related to supervisory workload, digital systems, and differentiated competency development.
Navigating Educational Disruption: Challenges and Opportunities for Differentiated Learning in Islamic Primary Education Anang Setiawan; Merina Khoirunisa; Sutisna; Deding Ishak; Helmawati
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2974

Abstract

This study aims to examine the challenges and opportunities in implementing differentiated learning in Madrasah Ibtidaiyah during the era of disruption and to identify technological innovations that can support personalized learning. This study employed a qualitative research design using a case study approach. Data were collected through in-depth interviews with 14 teachers, classroom observations, and document analysis. The data were analyzed thematically to identify patterns related to the implementation of differentiated learning, challenges encountered by teachers, and opportunities for technological integration. The findings reveal several major challenges, including limited teacher competencies, inadequate technological infrastructure, time constraints, and large class sizes. Despite these challenges, significant opportunities exist through digital transformation, the implementation of the Merdeka Curriculum, and the use of collaborative digital learning platforms. These developments can facilitate more flexible, personalized, and student-centered learning practices. The study implies that successful implementation of differentiated learning requires strengthening teacher competencies, improving digital infrastructure, providing adequate institutional support, and integrating technology strategically. Policy support and continuous professional development are essential for creating sustainable conditions for student-centered education in diverse classrooms.
Co-Authors Aceng Nurul Huda Agus Hermawan Anang Setiawan Deding Ishak Gandi Wibowo Iyad Suryadi Merina Khoirunisa Rohmat Rohendi Sutisna