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All Journal JPLED Journal of Educational Management Research
Ainurrafiq
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementing Student-Centered Learning Through Focus Group Discussion: A Strategic Approach to Educational Management in Al-Qur’an and Hadith Instruction Rahmatullah; M. Suparta; Ainurrafiq
Journal of Educational Management Research Vol. 4 No. 4 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i4.1346

Abstract

This study analyzes the implementation of the Student-Centered Learning (SCL) approach through the Focus Group Discussion (FGD) method in Qur’an–Hadith education. The research is motivated by challenges such as low student motivation, limited engagement, and the dominance of teacher-centered instruction in Islamic learning contexts. Employing a descriptive qualitative approach with a phenomenological design, data were collected through observation, interviews, and documentation. The findings reveal that the integration of SCL and FGD enhances students’ active participation, fosters critical and collaborative thinking, and deepens contextual understanding of Qur’anic and Hadith values. Teachers shift from authoritative transmitters to facilitators of learning, while students become autonomous agents who construct meaning through dialogue. From an educational management perspective, this approach encourages more participatory classroom governance, strengthens instructional leadership, and supports continuous professional development for teachers. The study concludes that the SCL–FGD model represents an effective pedagogical and managerial innovation for Islamic education—promoting interactive, reflective, and contextually relevant learning aligned with 21st-century educational goals.
Relevance of Teacher Personality Characteristics According to Imam al-Ghazali with the Director General of GTK Regulation Number 2626 of 2023 Regarding the Teacher Competency Model Ahmad Dawam Lutfi; Abdul Ghofur; Ainurrafiq
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.1035

Abstract

Teachers are required to have a well-rounded personality because they serve as role models for students. Teacher personality is one of the four core competencies, alongside pedagogical, professional, and social competencies. Teachers play a crucial role in shaping students who are not only intellectually capable but also spiritually mature. This study examines the thoughts of Imam al-Ghazali on teacher personality and relates them to the Indonesian teacher personality competency standards as stipulated in the Director General of Teacher and Education Regulation Number 2626 of 2023 concerning the Teacher Competency Model. Using a qualitative library research approach, this study analyzes Imam al-Ghazali’s views in Ihya Ulumuddin, particularly in the chapter al-Mu’allim wa al-Muta’allim. The results indicate that Imam al-Ghazali’s eight duties and obligations of teachers are highly relevant to the current teacher personality competency standards. This study concludes that teacher personality competence is essential, especially in the era of rapid technological and social change, since students naturally imitate their teachers’ behavior.
Co-Authors Abdul Ghofur Ahmad Dawam Lutfi M. Suparta Rahmatullah