Article Per Year (5 Year)
p-Index From 2021 - 2026
5.393
P-Index
This Author published in this journals
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 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 EDUKASI Jurnal Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Al-Hayat: Journal of Islamic Education 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

Published : 45 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 45 Documents
Search

 1   2   3   4   5 
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.
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
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.
Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences Makherus Sholeh
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.
Enhancing religious tolerance among students through an integrative approach in elementary school teachers: a mixed-methods study Moh Masduki; Makherus Sholeh; Mowafg Abrahem Masuwd; Tri Wahyudi Ramdhan
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.26707

Abstract

Promoting religious tolerance is essential in multicultural societies, particularly in Indonesia, where diverse religious identities coexist. This study aimed to examine the impact of a religious identity-based seminar on prospective elementary school teachers’ self-efficacy, beliefs about religious diversity, and stereotype awareness. Using a mixed methods design, 70 teacher candidates were divided into an intervention group and a control group. The intervention group participated in an eight-week seminar focused on religious identity, stereotype reflection, and inclusive pedagogy, while the control group attended conventional diversity training. Quantitative data were collected using validated scales for self-efficacy, curriculum beliefs, and stereotype awareness, and were analyzed using repeated-measures ANCOVA. Results showed that the intervention group experienced significant improvements across all three domains, with large effect sizes noted particularly in stereotype awareness (η² = 0.19). Qualitative data from reflective responses supported these findings, revealing increased self-awareness, implementation of inclusive teaching strategies, and recognition of challenges such as a lack of resources and fear of miscommunication. The seminar effectively encouraged critical reflection and practical application, equipping participants to foster interfaith understanding in their future classrooms. This study underscores the value of culturally responsive, identity-focused training in teacher education and highlights the need for policy and institutional support to sustain inclusive teaching practices in diverse educational contexts.
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 Laili Rahmawati Laili Rahmawati, Laili Lilik Indriharta, Lilik Mahmudah Mahmudah Mochammad Noor Dwicahyo Moh Masduki Mowafg Abrahem Masuwd Mubaraq, Muhammad Zaki Muhamad Fatih Rusydi Syadzili Muhammad Arif Syihabuddin Muhammad Fadhli Mulyadi, Rida 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