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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah EDUKASI: Jurnal Pendidikan Islam JALIE: Journal of Applied Linguistics and Islamic Education Muallimuna : Jurnal Madrasah Ibtidaiyah Al-Hayat: Journal of Islamic Education Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Edukasi AUD Journal AL-MUDARRIS Jurnal PTK dan Pendidikan Al-Ta'lim Madrosatuna: Journal of Islamic Elementary School Bada'a: Jurnal Ilmiah Pendidikan Dasar Al-Bidayah: Jurnal Pendidikan Dasar Islam DIMAR: Jurnal Pendidikan Islam Journal of Integrated Elementary Education Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam Ibtidai'y Datokarama: Jurnal Pendidikan Dasar DINAMIKA ILMU: Jurnal Pendidikan MIYAH: Jurnal Studi Islam IDARAH : Jurnal Pendidikan dan Kependidikan Saree : Research in Gender Studies Development : Studies in Educational Management and Leadership MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN Journal of Educational Research and Practice Al-Bidayah : jurnal pendidikan dasar Islam IERA, Islamic Education and Research Academy Jurnal Pendidikan IPA Indonesia EDUKASI Jurnal Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Al-Hayat: Journal of Islamic Education Journal of Elementary Education Research and Practice Ta'allum: Jurnal Pendidikan Islam Management of Education: Jurnal Manajemen Pendidikan Islam
Sholeh, Makherus
Sayyid Ali Rahmatullah State Islamic University, Tulungagung, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Principal Challenges in Addressing School Bullying Through Peer Empowerment Approaches in Elementary Schools Khofi, Mohammad Bilutfikal; Sholeh, Makherus
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/0qd2aj18

Abstract

This study examines the challenges faced by school principals in implementing peer empowerment approaches to address bullying in elementary schools. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines. Twelve peer-reviewed articles published between 2015 and 2025 were selected from reputable databases, including Scopus, Web of Science, ERIC, Google Scholar, DOAJ, and Garuda. Data were analyzed using thematic analysis to identify recurring psychosocial barriers and leadership-related challenges in the implementation of peer-based anti-bullying programs. The findings reveal four dominant barriers: diffusion of responsibility, students’ fear of becoming subsequent victims, pluralistic ignorance, and observers’ limited knowledge of appropriate intervention strategies. Collectively, these factors contribute to a pattern of collective passivity that weakens students’ capacity to function as active bystanders in bullying prevention. Furthermore, the effectiveness of peer empowerment programs is strongly contingent upon principals’ leadership capacity to cultivate a safe, supportive, and prosocial school climate. This includes the implementation of witness protection mechanisms, the correction of erroneous social norms, the strengthening of moral courage literacy, and the provision of evidence-based intervention training.
Transformational Leadership: Principals’ Inspirational Motivation in Fostering Teachers’ Professionalism Sholeh, Makherus; Aziz, Abd; Kholis, Nur; Gürhan, Ethem
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1017

Abstract

Principals’ leadership plays a pivotal role in strengthening teacher professionalism, particularly in Islamic primary schools facing growing demands for quality and adaptability. This study examines how inspirational motivation, a core dimension of transformational leadership, is enacted in daily leadership practices to enhance teacher professionalism. Using a qualitative multicast design, the research was conducted in two Islamic primary schools in Indonesia. Data were gathered through in-depth interviews, participant observation, and document analysis involving 20 participants, including principals, teachers, and key stakeholders. The findings indicate that inspirational motivation is not expressed through isolated motivational speeches but through integrated and sustained leadership practices. Principals demonstrate inspirational motivation through three interconnected strategies: exemplary leadership that builds moral credibility and professional role modelling; consistent oral and written motivational communication that strengthens teachers’ professional awareness; and structured programs that institutionalize ongoing professional development. These combined practices nurture internal commitment, responsibility, and continuous competence improvement among teachers. This study proposes a contextual framework of inspirational motivation that emphasizes the interdependence of leader behaviour, symbolic communication, and organizational support. It contributes to transformational leadership literature by conceptualizing inspirational motivation as an enacted, practice-based process within Islamic primary education settings.
Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences Sholeh, Makherus
AT-TA'LIM Vol 28, No 2 (2021)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v28i2.708

Abstract

Various efforts have been made to improve teacher competence, but there are still many institutions that have not optimized teacher capacity development. This study examines the intellectual stimulation of principals in improving teacher competence in two favorite institutions in the East Java region of SDI Qurrota A'yun Tulungagung and MI Perwanida Blitar. This study uses a qualitative descriptive method with a multi-case study design. Data were collected through 16 teachers and one school committee, one student guardian, one community leader, and one employee determined by random purposive sampling. Information was obtained through interviews, documentation, and observation. The results of this study indicate the role of leaders in forming various teacher competency improvement programs; (a) Program in-service education. The leader delegates teachers to improve professional and pedagogical competencies, which consist of advanced study programs, equivalency studies, Teacher Professional Education (PPG), (b) Program in-service training. Leaders delegate teachers to improve pedagogical and professional competencies through training activities, seminars, workshops, and webinars. (c) Leaders conducted program on-service training as a facility to improve teacher competence, (1) Supervision Activities and Teacher Working Groups (KKG), (2) teachers are actively competing, (3) actively writing papers, (4) collaboration activity, (5) social service activities, (6) religious activity (7) Job rotation, (8) Curriculum integration according to the institution's development distinction, (9) Technology-based learning.
Student-Generated Concept Cartoons as Multimodal Learning Tools for Conceptual Understanding in Primary Science Education: A Case Study from Türkiye Gürhan, Ethem; Sholeh, Makherus
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.38186

Abstract

Persistent misconceptions in force and motion continue to challenge conceptual understanding in primary science education, particularly within teacher-centered learning contexts that limit students' epistemic agency. Although researchers widely use concept cartoons to stimulate discussion, most studies focus on teacher-generated materials and rarely explore the pedagogical potential of student-generated concept cartoons. This study investigates how student-authored concept cartoons function as multimodal learning tools to promote conceptual change among fourth-grade students. This study employed a mixed-methods case study with an embedded quasi-experimental design in a public primary school in western Türkiye, involving 30 students assigned to an experimental group and a comparison group receiving conventional learning. Quantitative pre- and post-test data were analyzed using inferential statistics and effect size calculations. The study thematically analyzed qualitative data from student-generated artifacts, classroom observations, and interviews using a multimodal representation framework. The findings revealed a statistically significant improvement in the experimental group's conceptual understanding, with a large effect size (Cohen's d = 1.89), alongside marked gains in visual representational accuracy and dialogic reasoning. These results indicate that learning improvements stemmed not merely from visual exposure but from students' active authorship and negotiation of scientific representations. The study concludes that student-generated concept cartoons serve as effective learning and formative assessment tools, supporting student-centered multimodal pedagogy aligned with SDG 4 and current curriculum reform initiatives in Türkiye.
Social Marketing as a Strategic Mechanism for Strengthening Educational Social Capital in Indigenous Communities: Evidence from the Dayak Meratus of Indonesia Haris Fadillah; Nauriatul Muharramah; Alvita Sari; Mochammad Noor Dwicahyo; Makherus Sholeh
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam In-Press
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i1.20063

Abstract

Educational social capital within families plays a pivotal role in shaping children's academic trajectories, particularly in marginalized indigenous communities; however, limited parental education and constrained interaction patterns have hindered the development of educational support among the Dayak Meratus community in South Kalimantan, Indonesia. This study examines social marketing as a strategic mechanism for strengthening educational social capital in indigenous contexts using a participatory action research design integrated with social marketing strategies, involving eighteen Dayak Meratus parents through focus group discussions, poster-based interventions, and structured home visits. Data were collected using validated pretest and posttest questionnaires measuring parental intentions, attitudes, and subjective norms, complemented by teacher observations of student engagement and academic performance, while program effectiveness was analyzed using nonparametric statistical techniques and effect size interpretation. The findings indicate meaningful improvements in parental intention, attitude, and subjective norms toward supporting children's education, demonstrating the effectiveness of social marketing in enhancing parental engagement and strengthening educational social capital within indigenous families; although student engagement and academic performance showed positive trends, the changes were not yet substantial, suggesting that academic outcomes require longer-term intervention and sustained parental involvement. This study contributes to the literature by integrating social marketing with participatory action research and offers practical insights for promoting educational equity and inclusion in indigenous contexts.
Evaluation of Learning Implementation Islamic Religious Education Yuni Masrifatin; Eliana Masfufah; Makherus Sholeh; Muhamad Fatih Rusydi Syadzili; Muhammad Arif Syihabuddin
IERA, Islamic Education and Research Academy Vol 5 No 3 (2024): October 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study evaluates the implementation of Islamic Religious Education (PAI) at SMPN 1 Ngronggot Nganjuk. The role of Islamic education teachers is crucial, as they are responsible for not only teaching but also evaluating students' understanding and application of Islamic principles. The research uses a qualitative method, employing interviews, observations, and document analysis to gather data from the Islamic education teachers at the school. The findings reveal that the implementation of PAI at SMPN 1 Ngronggot has been carried out effectively, with significant efforts made to engage students and ensure they grasp the religious teachings. The study highlights the importance of continuous evaluation to enhance the effectiveness of Islamic education and prevent issues such as juvenile delinquency.
Principal's Strategy in Implementing a Culture of Quality in Elementary School: A Perspective of David Hunger and Wheelen Nabila, Haya; Sholeh, Makherus; Gürhan, Ethem
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 9 No. 2 (2025): Idarah (Jurnal Pendidikan dan Kependidikan)
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v9i2.6083

Abstract

This study is situated within the broader discourse on educational quality culture and strategic leadership, particularly in faith-based schooling contexts where institutional effectiveness is closely linked to value internalization and stakeholder alignment. This study aims to examine principals’ strategic management processes in implementing and sustaining quality culture in Islamic elementary schools. A qualitative multi-case study design was employed involving semi-structured interviews, non-participant observations, and document analysis, analyzed using an interactive data analysis model consisting of data condensation, data display, and conclusion drawing. Quality culture development operates through an integrated strategic cycle encompassing environmental scanning, participatory planning, value-based implementation, and reflective evaluation. Applications of this study: The findings are applicable to educational leadership, school management, quality assurance systems, and faith-based education development. The study integrates the Hunger and Wheelen strategic management framework with Islamic value institutionalization processes, producing an empirically grounded strategic leadership model for supporting quality culture development. Sustainable quality culture in Islamic elementary education is achieved through cyclical strategic alignment integrating institutional diagnostics, stakeholder engagement, ritualized character habituation, and developmental supervision systems.
Co-Authors ABD Aziz, ABD Adiyono Ahmad Salabi Ahyatun Najiah Alvita Sari Aziz, Abd. Binti Salamah, Anis Cardoso, Luís Miguel Oliveira de Barros Dina Hermina Eliana Masfufah Fitriah Fitriah Ghada Tosson Ghina Amaliatul Khasanah Gürhan, Ethem Hafidz , Muhammad Haris Fadillah Hendawi, Manal Irayana, Ika Jannah, Raihanatul Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khairunnisa khofi, Mohammad Bilutfikal Laili Rahmawati Laili Rahmawati, Laili Lilik Indriharta, Lilik Mahmudah Mahmudah Mansur Mansur Mochammad Noor Dwicahyo Mubaraq, Muhammad Zaki Muhamad Fatih Rusydi Syadzili Muhammad Arif Syihabuddin Muhammad Fadhli Mulyadi, Rida Nabila, Haya Nauriatul Muharramah Nisa, Hairon Norsiva, Norsiva Nur Kholis Nur Kholis Nur Kholis Nuril Mufidah Nurul Hikmah Prasetyo, Nova Tri Rahmasari, Sitti Raihanatul Jannah Ramdanil Mubarok Ramdhan, Tri Wahyudi Remanita, Yuan Restu Khaliq Restu Khaliq, Restu Salsabila, Nadya Sari, Diah Ayu Puspita Sarkati, Ahmad Sa’idah, Siti Siti Helmyati Sulistyowati Sulistyowati Tamjidnor, Tamjidnor Tosson, Ghada Yulia Handayani Yuni Masrifatin Zahrah, Zahrah