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All Journal Sunan Kalijaga International Journal on Islamic Educational Research Indonesian Journal of Innovation Studies
Nazikhah, Ridha Khusnun
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Computer Science & IT Education Engineering Law, Crime, Criminology & Criminal Justice

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Value-Based Monitoring and Evaluation in Islamic Education Governance: Monitoring dan Evaluasi Berbasis Nilai dalam Tata Kelola Pendidikan Islam Auf, Muhammad Azmi; Widodo, Sembodo Ardi; Pradipa, Rafi; Huda, Syariful; Nazikhah, Ridha Khusnun
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1472

Abstract

Background: Islamic education has long served as the foundation for shaping character and civilization, but institutional quality often lags behind rapid quantitative growth. Specific Background: Monitoring and evaluation (M&E) are frequently treated as administrative tools, detached from the spiritual values inherent in Islamic education. Knowledge Gap: Few studies have integrated modern management approaches with Islamic ethical principles to build a comprehensive conceptual framework for M&E in Islamic educational settings. Aim: This study explores a value-based M&E model in Madrasah Aliyah Diponegoro Yogyakarta, examining its role in institutional governance. Results: The findings show that M&E functions as a reflective and participatory mechanism that aligns modern quality management with Islamic ethics, strengthens moral identity, and supports sustainable governance. Novelty: This research proposes a synthesized model that bridges technical evaluation methods and spiritual values, positioning M&E as a strategic governance tool rather than a bureaucratic requirement. Implications: The model offers theoretical and practical contributions for policymakers and Islamic educational institutions aiming to establish value-integrated, participatory, and sustainable governance systems. Highlight Value-based monitoring and evaluation integrates modern management and Islamic ethics. Participatory approaches strengthen institutional identity and governance sustainability. The model provides a conceptual and practical reference for Islamic education reform. Keywords Monitoring And Evaluation, Islamic Education Management, Quality Management, Spiritual Values, Madrasah
Stakeholder Ownership in Evaluating a Qur'an Memorization Program: an Empowerment Evaluation Study Nazikhah, Ridha Khusnun; Suwadi
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.11

Abstract

This study analyzes how stakeholder ownership is formed, distributed, and limited in the evaluation of a Qur'an memorization program at Madrasah Ibtidaiyah Al-Islamiyah Grojogan, Bantul, Indonesia. Although tahfidz programs are increasingly used to strengthen Qur'anic literacy and religious character in Islamic elementary schools, their evaluation is often limited to memorization targets, administrative reports, and student assessment results. Using a qualitative case study design and an empowerment evaluation perspective, this study involved nine stakeholders consisting of a tahfidz coordinator, tahfidz teachers, parents, and students. Data were collected through semi-structured interviews, observation of memorization activities and evaluation meetings, and analysis of memorization records, progress reports, and coordination notes. Data were analyzed using Miles, Huberman, and Saldana's interactive model and coded through the stages of establishing a mission, taking stock, and capacity building, combined with ownership indicators: choice, voice, control, responsibility, and emotional attachment. The findings show that ownership emerged in a hierarchical pattern. The coordinator and teachers demonstrated strong ownership because they had access to goals, data, reflection, and follow-up decisions. Parents and students supported the program emotionally and practically, but their evaluative voice and control remained limited. The study contributes to Islamic education evaluation by showing that empowerment evaluation can strengthen ownership when participation is supported by evaluation literacy, child-friendly reflection, and clear mechanisms for shared follow-up action.
Co-Authors Auf, Muhammad Azmi Huda, Syariful Pradipa, Rafi Sembodo Ardi Widodo Suwadi