Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal IJGIE (International Journal of Graduate of Islamic Education)
Edy Rakhmadi
Unknown Affiliation
Religion Humanities Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The The Application Of The Kano Model In Enhancing Digital Learning Satisfaction: A Total Quality Management Perspective Edy Rakhmadi; Norliani; M. Muhaimin; Aslamiah; Celia Cinantiya
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.4364

Abstract

The transformation of digital learning demands a quality approach that is contextual and student-centered. This article explores the integration of the Kano Model and Total Quality Management (TQM) as a strategic framework for improving the quality of digital learning based on student satisfaction. The Kano Model is employed to classify learning attributes into must-be, one-dimensional, and attractive categories, based on students’ perceptions of various digital learning features. Meanwhile, TQM provides a systemic structure for continuous improvement and stakeholder involvement in quality enhancement processes. This study uses a descriptive qualitative approach, with data collected through Kano-based questionnaires, interviews, and documentation. The results indicate that the Kano Model, when applied in digital learning, enables educators and administrators to classify learning service attributes based on their influence on learner satisfaction, ranging from must-be to one-dimensional to attractive qualities. Meanwhile, TQM provides a comprehensive management foundation that emphasizes continuous improvement, data-driven decision-making, and stakeholder engagement. The combination of both models contributes to building an adaptive, responsive, and learner-centered digital education environment. This integration not only enhances satisfaction but also strengthens institutional competitiveness and quality assurance in the era of digital transformation.
Reviving Learning: Ventriloquism Based Instructional Innovation In Interactive Learning Design Edy Rakhmadi; Norliani; Muhammad Muhaimin; Suhaimi; Muhammad Saleh
IJGIE (International Journal of Graduate of Islamic Education) Vol. 6 No. 2 (2025): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v6i2.4475

Abstract

This study investigates the implementation of ventriloquism as an innovative instructional strategy in classroom learning at SMP Negeri 2 Kotabaru. Employing a qualitative case study approach, the research aims to explore how ventriloquism functions as an interactive pedagogical method and to examine its impact on student engagement, confidence, communication skills, and learning outcomes. Data were collected through in-depth interviews, participant observation, and document analysis involving teachers, students, and school stakeholders. The findings reveal that ventriloquism-based instruction significantly enhances student engagement and participation by transforming passive classroom dynamics into active and dialogic learning environments. Students demonstrated increased confidence in expressing ideas, reduced anxiety in speaking, and improved communication skills through interactions with the puppet. The use of character-based dialogue and storytelling also contributed to stronger conceptual understanding and better knowledge retention. Additionally, ventriloquism fostered a positive and inclusive classroom atmosphere, promoting emotional safety and collaborative learning. From the teacher’s perspective, the innovation stimulated creativity and reflective practice, encouraging more engaging instructional design. The study concludes that ventriloquism represents a low-cost, flexible, and culturally relevant instructional innovation aligned with the goals of the Merdeka Curriculum, particularly in supporting student-centered learning and character development. Despite challenges related to training and curriculum constraints, ventriloquism shows strong potential as a scalable pedagogical strategy for enhancing learning quality in Indonesian classrooms
Strengthening Pedagogical Competence Through Educational Hr Management: A Case Study At SMPN 1 Kotabaru Edy Rakhmadi; Norliani; Muhammad Muhaimin; Aslamiah; Ahmad Suriansyah
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.4476

Abstract

The rapid digitalization of education has reshaped pedagogical practices, requiring teachers to continually strengthen their competence in designing, implementing, and evaluating technology-integrated instruction. This study investigates the educational Human Resource Management (HRM) strategies used to enhance teachers’ pedagogical competence in the digital era through a case study at SMPN 1 Kotabaru. Employing a qualitative approach with an exploratory case study design, data were collected from 12 informants, consisting of school leaders, HR development coordinators, and teachers. The data collection techniques included semi-structured interviews, participant observation, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that HRM strategies are operationalized through four core components: systematic competency needs mapping, practice-based modular training, continuous performance monitoring, and reflective post-training evaluation. Teachers perceive these strategies as supportive, particularly when training emphasizes applicability, collaboration, and contextual problem-solving. Institutional challenges include limited time allocation, resistance to technological changes, and inconsistent training continuity. Five success-inducing factors are identified: visionary leadership, collaborative school culture, reflective evaluation mechanisms, institutional policy support, and teachers’ technological readiness. Theoretically, this study contributes to the discourse on strategic HRM in digital-era education, while practically offering guidance for policymakers and school leaders in designing adaptive and sustainable teacher development systems
Co-Authors Ahmad Suriansyah Aslamiah Celia Cinantiya M. Muhaimin Muhammad Muhaimin Muhammad Saleh Norliani Suhaimi