Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Lembaran Ilmu Kependidikan
Setya Raharja
Unknown Affiliation
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Revitalizing Islamic Education: The Role of Management and Curriculum Design in Addressing Social Change in Pesantren Luthfi Setya Rahmadani; Setya Raharja
Fikri : Jurnal Kajian Agama, Sosial dan Budaya Vol. 10 No. 1 (2025): Fikri : Jurnal Kajian Agama, Sosial dan Budaya
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jf.v10i1.6166

Abstract

This study aims to examine how Islamic boarding schools (pesantren) manage and redesign their curricula to respond to the challenges of modernization and social change. The present study employs a qualitative research method of a phenomenological nature. This study was conducted at two educational institutions: the Pondok Pesantren Nurul Ummah Kotagede and the Pondok Pesantren Kotagede Hidayatul Mubtadi'ien (PPKHM). The informants in this study consist of the head of the Madrasah Diniyah, the deputy head of the curriculum department of the Madrasah Diniyah, and teachers at the Madrasah Diniyah. The data collection techniques employed in this study encompass in-depth interviews, non-participant observation, and document analysis. The data analysis techniques employed the phenomenological data analysis model of Moustakas through researcher reflexivity, textual description, structural description, and extracting the 'essence' of informants' experiences, which reveal "what" and "how" they experience a phenomenon or concept under study. The research findings indicate that the modernization of management and curriculum design in Islamic education at Islamic boarding schools involves: Firstly, the integration of an educational system that combines the salafiyah (traditional) boarding school typology, which focuses on bandongan, sorogan, memorization, and learning methods based on the Kitab Kuning ‘Classical Islamic Texts’ as the primary reference in learning activities at the boarding school, with the Madrasah Diniyah Takmiliyah educational system, which has classical-based learning and includes levels and stages in the learning process, namely I'dad, Ula or Awwaliyah, Wustho, and Ulya, is of particular interest. Secondly, the institution has initiated a practice-based learning program for final-year students. This program is facilitated through community service, specifically via the PKR (Ramadan Activity Program). Additionally, the institution holds religious study sessions with the objective of developing knowledge and religious education for the community.
The Effect of Principal Leadership and Teacher Competence on Teacher Performance with Learning Management as a Mediating Variable Chulaelah, Siti Yuli; Setya Raharja
Lembaran Ilmu Kependidikan Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i1.21402

Abstract

Background - Teacher competencies include pedagogic, professionalism, social and personality. However, there are still many problems faced regarding the development and implementation of these competencies in schools. Purpose - This study aims to describe the effect of principal leadership and teacher competence on teacher performance with learning management as a mediating variable. Method/approach - The approach used in this research is quantitative with a correlational design. Findings - The results showed that: (1) principal leadership has a positive but insignificant effect on performance, T-count = 0. 943 and p-value = 0.346; (2) learning management has a positive and significant effect on teacher performance, T-count = 6.261 and p-value = 0.000; (3) teacher competence has a positive and significant effect on teacher performance, T-count = 6.033 and p-value = 0.000; (4) principal leadership, learning management, and teacher competence simultaneously have a positive and significant effect on teacher performance, R-square = 0.684 and SRMR = 0.064; (5) through the mediation path on learning management it is found that leadership indirectly has a positive and significant effect on teacher performance, T-count = 4.510 and p-value = 0.000; (6) through the mediator of learning management it is found that teacher competence indirectly has a positive and significant effect on teacher performance, T-count = 17.477 and p-value = 0. 000. Improving teacher performance is expected to be followed up with concrete steps through various competency improvement programs, training, and relevant policy improvements. Conclusion – Learning management plays a crucial mediating role in enhancing the impact of both leadership and competence on teacher performance. Strengthening this variable is key to improving teacher outcomes in schools. Novelty/Originality/Value – This study contributes to the literature by empirically validating learning management as a significant mediating factor between leadership, competence, and teacher performance—a relationship that is rarely explored in previous studies. The integration of leadership, competence, and instructional management provides a comprehensive model for improving educational quality.
Co-Authors Chulaelah, Siti Yuli Luthfi Setya Rahmadani