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All Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Journal Education Innovation PERSPEKTIF: Journal of Social and Library Science
Hasibuan, Arfin
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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MODEL KOOPERATIF TIPE ROTATING TRIO EXCHANGE (RTE) DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA   KELAS V  SD  NEGERI 1501 HURUNG JILOK Hasibuan, Arfin; Rani Astria Silve; Harahap, Nurhalimah; Hasibuan, Annis
Journal Education Innovation (JEI) Vol. 3 No. 2 (2025): April 2025
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/yyv3sb23

Abstract

Based on the research results, it can be concluded that: (1) The mathematical concept understanding ability of students in the pre-cycle obtained a total score of 1330, with an average of 57.83, the highest score of 80 and the lowest score of 40. (2) The mathematical concept understanding ability of students in cycle I obtained a total score of 1710, an average of 74.35, the highest score of 90 and the lowest score of 50. The mathematical concept understanding ability of students in cycle II obtained a total score of 1930, an average of 83.91, the highest score of 90 and the lowest score of 60. The results of observations of the mathematical concept understanding of class V students at SD Negeri 1501 Hurung Jilok in cycle II have increased, namely there are only 20 students or 86.96% who understand the mathematical concept "very good", 3 students or 13.14% who understand the mathematical concept "good", no students who understand the mathematical concept "sufficient", no students who understand the mathematical concept "poor" and no students who understand the mathematical concept "poor". understanding of mathematical concepts is “very lacking”.
LAW AND REGULATION IN EDUCATION MANAGEMENT Hasibuan, Arfin; Hasibuan, Amanda; Daulay, Nur Gabena; Hasibuan, Nurliana
PERSPEKTIF: Journal of Social and Library Science Vol. 3 No. 3 (2025): December
Publisher : Academic Solution Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70489/perspektif.v3i3.955

Abstract

Laws and regulations play a strategic role in shaping the direction, structure, and effectiveness of education management. Education is understood not only as a pedagogical process but also as an institutional practice within the framework of state administration and public policy. This article aims to analyze the role of laws and regulations in education management and identify challenges that arise in their implementation. This study uses a qualitative approach with a library research design, with data sources consisting of educational legislation, policy documents, academic books, and relevant journal articles. Data are analyzed using a juridical-normative approach and thematic analysis to interpret the function of regulations, implementation patterns, and their implications for education governance. The results of the study indicate that laws and regulations function as instruments of legitimacy, control, and direction in education management, particularly in ensuring accountability, quality standards, and legal certainty. However, this study also identified challenges in the form of gaps between norms and practices, regulatory rigidity, and policy inconsistencies between levels of government that have the potential to hinder innovation and managerial effectiveness. Therefore, a more adaptive, coherent, and evidence-based regulatory approach is needed so that the law does not only function as an administrative control tool, but also as a facilitator for improving the quality and sustainability of education management.
Towards a Holistic Assessment Framework: Integrating Islamic Values into Madrasah Curriculum Evaluation Hasibuan, Arfin; Nurhalimah, Nurhalimah; Lubis, Zultoni; Barus, Yenita Anggraini
JURNAL AL-TANZIM Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i1.13956

Abstract

The Islamic education value-based curriculum evaluation system is an important element in realising holistic madrasah education. This study aims to analyse the Islamic education value-based curriculum evaluation system in madrasahs, including planning, evaluation models, and implementation effectiveness. This study uses a qualitative case study approach that integrates in-depth interviews, observations, and document analysis. The uniqueness of this study lies in its holistic approach, which combines authentic, character-based, and habituative assessment models to measure students’ cognitive, affective, spiritual, and social aspects. The results of the study show that the evaluation plan was systematically developed in accordance with KMA Number 1503 of 2025 and integrated Islamic values into learning indicators, attitude assessment, worship, and morals. Evaluation has evolved into a holistic assessment that covers cognitive, affective, spiritual, and social aspects through authentic assessment, observation, attitude journals, and religious habits. The evaluation model applied is effective in shaping students’ discipline, honesty, responsibility, and awareness of worship. This research reinforces the importance of Islamic value-based evaluation, strengthens Islamic character and the quality of madrasah education, and makes new contributions to Islamic education research through a holistic, integrated evaluation approach.
Co-Authors Barus, Yenita Anggraini Daulay, Nur Gabena Harahap, Nurhalimah Hasibuan, Amanda Hasibuan, Annis Hasibuan, Nurliana Lubis, Zultoni Nurhalimah Nurhalimah Rani Astria Silve