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All Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Journal of Multidisciplinary Sustainability Asean Maneggio At-Ta'lim : Media Informasi Pendidikan Islam
Martinis Yamin
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Implementation of Cooperative Learning with Numbered Heads Together (NHT) Technique to Improve Students' Educational Interaction in Islamic Education Wahyu Aji Sewoko; Ifeoma Chinyere Umeji; Martinis Yamin; Rudyn Alaldaya
At-Ta'lim : Media Informasi Pendidikan Islam Vol 23, No 2 (2024): DECEMBER
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v23i2.6439

Abstract

ENGLISH: The Implementation of Cooperative Learning with Numbered Heads Together Technique to Improve Students' Educational Interaction in Islamic Education SubjectsObjective: This study aims to implement the Numbered Heads Together (NHT) with a cooperative learning model to improve students' educational interaction in Islamic education. This research was conducted at SMPN 34 Mukomuko. Method: The research used a Classroom Action Research design. Data was collected through observation, documentation, and interviews. Data was analyzed using three interrelated components: reduction, display, and conclusion drawing. Results: Numbered Heads Together (NHT) technique in cooperative learning significantly improves students' educational interaction in the classroom. Conclusion: The NHT technique encourages students to actively participate, discuss, and share knowledge within the group, thus creating an inclusive and collaborative learning environment. Contribution: This research guides teachers and managers of educational institutions in designing Islamic education learning strategies by prioritizing Islamic values.INDONESIAN: Implementasi Pembelajaran Kooperatif dengan Teknik Numbered Heads Together (NHT) untuk Meningkatkan Interaksi Edukatif Siswa pada Mata Pelajaran Pendidikan Agama IslamTujuan: Penelitian ini bertujuan untuk mengimplementasikan model pembelajaran kooperatif tipe Numbered Heads Together (NHT) dalam meningkatkan interaksi edukatif siswa pada mata pelajaran Pendidikan Agama Islam. Penelitian ini dilaksanakan di SMPN 34 Mukomuko. Metode: Desain penelitian menggunakan Classroom Action Research. Pengumpulan data melalui pengamatan, dokumentasi dan wawancara. Analisis data menggunakan reduksi data. Hasil: Penggunaan teknik Numbered Heads Together (NHT) dalam pembelajaran berbasis pembelajaran kooperatif secara signifikan meningkatkan interaksi edukatif siswa di dalam kelas. Kesimpulan: Teknik NHT mendorong siswa untuk berpartisipasi aktif, berdiskusi, dan berbagi pengetahuan di dalam kelompok, sehingga menciptakan lingkungan belajar yang inklusif dan kolaboratif. Kontribusi: Penelitian ini memberikan panduan bagi guru dan pengelola Madrasah Aliyah dalam merancang strategi pembelajaran pendidikan Islam dengan mengedepankan nilai-nilai Islam.
Communication as the Lifeblood of Islamic Educational Organizations: A Systems and Sensemaking Perspective Yudo Handoko; Martinis Yamin; Minnah El Widdah; Nurul Huda
Journal of Multidisciplinary Sustainability Asean Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijmsa.v3i1.3312

Abstract

Background. Educational organizations increasingly operate within complex and dynamic environments that demand not only effectiveness but also long-term organizational sustainability. Despite this condition, communication in educational institutions is often treated instrumentally as a managerial tool, rather than as a constitutive process that sustains organizational coherence, learning, and ethical legitimacy. This limitation is particularly evident in Islamic educational organizations, where bureaucratic structures, cultural hierarchies, and normative values intersect. Purpose. This article aims to reconceptualize communication as the lifeblood of Islamic educational organizations by integrating systems theory and sensemaking theory. It seeks to provide a theoretical framework that positions communication as a central sustainability mechanism enabling organizational integration, adaptive capacity, and meaning construction. Method. This study employs a conceptual and theoretical analysis through critical synthesis of systems theory, organizational sensemaking theory, and Islamic communication ethics. Relevant literature from organizational communication, educational leadership, and Islamic education studies is systematically examined to develop an integrative conceptual framework. Results. The analysis demonstrates that communication functions as the primary integrative flow connecting organizational subsystems, facilitating feedback loops, and enabling collective sensemaking. Within Islamic educational organizations, communicative principles such as shura (consultative deliberation), amanah (trust and responsibility), and an-na???ah (ethical counsel) operate as ethical sensemaking practices that strengthen organizational coherence and sustainability. Conclusion. The analysis shows that communication functions as a key integrative flow connecting organizational subsystems, facilitating feedback, and enabling collective sensemaking. In Islamic educational organizations, communicative principles such as shura (deliberation), amanah (trust and responsibility), and an-na???ah (ethical advice) operate as ethical sensemaking practices that strengthen organizational coherence and sustainability.
Islamic Psychological Employability: The Role of Self-Confidence in Pesantren-Based Vocational Schools M. Syukron Maksum; Martinis Yamin; Kasful Anwar Us; Sodiah Sodiah
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14558

Abstract

Employability has become an essential outcome of vocational education, requiring not only technical competence but also strong psychological readiness among students. This study aimed to examine the direct and indirect effects of self-esteem, self-efficacy, and self-confidence on employability among students in pesantren-based vocational schools. Using a quantitative survey design, data were collected from 80 students enrolled in three pesantren-based vocational schools through a Likert-scale questionnaire and analyzed using path analysis. The findings revealed that self-confidence had the strongest direct effect on employability (R² = 81.8%), while self-esteem and self-efficacy demonstrated relatively weak direct effects. However, both variables showed stronger indirect effects through self-confidence, with mediation effects of 33.5% and 17.3%, respectively. The study contributes to employability research by highlighting self-confidence as a central psychological mechanism linking psychological resources to work readiness and proposes the Islamic Psychological Employability (ISPE) Model. The findings recommend integrating confidence-building programs into vocational education to strengthen graduates' employability.
The Influence of Institutional Goals, Participation, and Lecturer Commitment on Lecturers’ Performance University of Riau Yundri Akhyar; Martinis Yamin; Abdul Halim
Maneggio Vol. 3 No. 4 (2026): AUGUST - MJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/06hc1q60

Abstract

This study aims to analyze the influence of institutional goals, participation, and lecturer commitment on lecturer performance at the University of Riau. The research employed a quantitative correlational design. The population consisted of 1,464 permanent lecturers registered in SINTA, from which a sample of 147 was selected using proportional stratified random sampling. Data were collected through a five-point Likert scale questionnaire that had been tested for validity and reliability. Data analysis was conducted using multiple regression and mediation testing with the bootstrap method to examine both direct and indirect effects. The results revealed that institutional goals, participation, and lecturer commitment have positive and significant effects on lecturer performance, with an adjusted R² value of 0.63, indicating that these three variables explain 63% of the variance in lecturer performance. Lecturer commitment showed the most dominant effect and partially mediated the relationship between institutional goals and lecturer performance. These findings indicate that lecturer performance is determined not only by structural factors such as institutional goal clarity but also by psychological factors such as engagement and commitment. The study implies that strengthening institutional communication, encouraging lecturer participation in decision-making, and developing professional commitment are essential strategies to achieve sustainable academic excellence.
Co-Authors Abdul Halim Handoko, Yudo Ifeoma Chinyere Umeji Kasful Anwar Us M. Syukron Maksum Minnah El Widdah Nurul Huda Rudyn Alaldaya Sodiah Sodiah Wahyu Aji Sewoko Yundri Akhyar