Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Educational Management Research NAAFI: JURNAL ILMIAH MAHASISWA
Wahyudi, Moh. Imam
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Library & Information Science Social Sciences

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

Found 2 Documents
Search

 1 
PENERAPAN SUPERVISI AKADEMIK DALAM PENGELOLAAN KURIKULUM OLEH KEPALA SEKOLAH DI SD DARUSSALAM BLOKAGUNG Wahyudi, Moh. Imam
NAAFI: JURNAL ILMIAH MAHASISWA Vol. 1 No. 5 (2025): Agustus: JURNAL ILMIAH MAHASISWA (NAAFI)
Publisher : Pusat Penelitian dan Pengabdian (P3M) STKIP Majenang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62387/naafi.v1i5.244

Abstract

The purpose of this study is to analyze in depth how principals implement academic supervision in curriculum management at SD Darussalam Blokagung. This study uses a qualitative case study approach with the location at SD Darussalam Blokagung, which was selected purposively because it integrates the national curriculum and Islamic values. Data was collected through in-depth interviews, participatory observation, and documentation, with subjects including the principal, teachers, and curriculum staff. Data analysis was conducted interactively through reduction, presentation, and conclusion drawing. Triangulation techniques were used to test the validity of the data. This study aims to understand academic supervision strategies and their impact on curriculum management in the context of pesantren-based education. The results of this study show that the implementation of academic supervision by the principal at SD Darussalam Blokagung has distinctive characteristics, namely being based on Islamic values, being transformational, and being able to harmoniously integrate the national curriculum and pesantren curriculum. This supervision does not only focus on technical aspects but also nurtures teachers' moral, spiritual, and professional development. This approach fosters a religious and collaborative school culture. These findings indicate that value-based supervision is highly relevant for implementation in Islamic boarding school-based schools and can serve as a model for developing more contextual, humanistic, and visionary academic leadership.
Quality as Ideology: Criticism of Instrumental Rationality in Internal Quality Assurance at School Wahyudi, Moh. Imam; Aimah, Siti
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1787

Abstract

This study aims to examine internal quality assurance as an ideology constructed through instrumental rationality and to analyze its implications for educational management, pedagogical practices, and student learning experiences. Employing a qualitative approach within an interpretive paradigm, this study explores how quality assurance is socially constructed and enacted in school management. Data were collected through in-depth interviews with school leaders, teachers, and administrative staff, participatory observations, and document analysis. The data were analyzed thematically to identify patterns related to managerial rationality, quality discourse, and pedagogical consequences. Trustworthiness was ensured through source and method triangulation, informant verification, and contextual interpretation. The findings reveal that internal quality assurance is predominantly framed as an administrative and symbolic mechanism to achieve institutional legitimacy. Quality management practices emphasize documentation, reporting, and quantitative indicators, while pedagogical depth and student learning experiences receive less attention. This technocratic orientation constrains teacher autonomy, limits pedagogical innovation, and creates tensions between managerial accountability and instructional responsiveness. The study highlights the need to reform quality assurance systems in educational management by balancing administrative compliance with pedagogical development, empowering teachers, and repositioning student learning experiences as the core objective of quality improvement.
Co-Authors Siti Aimah