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Bibliometric and Systematic Review of Islamic Education Learning Quality: Trends, Gaps, and Future Directions Wanada Siti Salsabilah; Maisah Maisah; Roudoh Roudoh
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1518

Purpose of the study: The purpose of this study is to identify trends and developments in research on the quality of Islamic Religious Education (IRE) learning in the period 2015–2025 using a bibliometric approach and systematic review and to reveal the main factors that contribute to improving the quality of Islamic religious education learning. Methodology: This study used bibliometric analysis and systematic review. Data were obtained from the Scopus database with related keywords. The analysis was performed using VOSviewer software for network visualization and research trends. Articles were selected based on the inclusion criteria of 2015–2025 and in English. Quantitative and qualitative approaches were used in data analysis. Main Findings: This study found that the research trend on the quality of Islamic Religious Education (IRE) learning increased significantly from 2017 to 2020, decreased in 2021, and then increased again from 2022 to 2025. The main contributing factors include teacher competence, quality management, madrasah leadership, and the integration of technology. The Total Quality Management (TQM) approach and innovation in learning methods have proven effective in improving the quality of Islamic Religious Education (IRE) learning. Novelty/Originality of this study: This study provides new insights into the global trends of Islamic Religious Education learning quality research through bibliometric analysis and systematic review. This study identifies research gaps, key factors for improving learning quality, and the integration of technology and Total Quality Management (TQM) in IRE, which have not been comprehensively discussed in previous studies.

Rethinking the Indonesia Smart Program (PIP): A Policy Review and Solutions for Better Student Outcomes Roudoh; Wanada Siti Salsabilah; Aji Wahyudin; Suci Hidayati
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 3 (2024): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v9i3.43

The Indonesia Smart Program (PIP), initiated by the government, is a financial assistance scheme targeting students from economically disadvantaged families to ensure equitable access to education. As stipulated in the Ministry of Education and Culture Secretary General Regulation No. 3 of 2021, PIP aims to reduce barriers to education by increasing enrollment rates, providing opportunities for continued schooling, and minimizing dropout rates. By allocating substantial educational subsidies, the program seeks to alleviate financial burdens, enabling students to focus on their education. This research examines the effectiveness and challenges of PIP implementation, employing William Dunn's public and educational policy analysis framework. The findings highlight that PIP has positively influenced student participation and academic achievement, particularly for underprivileged groups. However, the study identifies critical issues in the distribution process, including potential misuse of funds by schools or parents. To address these concerns, stringent monitoring by schools and committees is essential to ensure funds are used as intended. This study underscores PIP’s role as a strategic policy solution to bridge educational inequalities while calling for enhanced transparency and accountability in its implementation. Recommendations are provided to optimize fund utilization and ensure the program's long-term impact on improving education access and quality.

Implementasi Merdeka Belajar Kampus Merdeka (MBKM) di Perguruan Tinggi Keagamaan Islam: Tantangan dan Peluang dalam Peningkatan Mutu Pendidikan Tinggi Roudoh; Rifatul Uliah; Raihan Delpha Amir; Wita Seftiani
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 4 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i4.9507

Merdeka Belajar Kampus Merdeka (MBKM) merupakan kebijakan pendidikan tinggi yang dirancang untuk memberikan fleksibilitas pembelajaran serta meningkatkan kompetensi mahasiswa sesuai dengan kebutuhan dunia kerja dan perkembangan zaman. Penelitian ini bertujuan untuk menganalisis konsep MBKM, implementasinya di Perguruan Tinggi Keagamaan Islam (PTKI), serta mengidentifikasi tantangan dan peluang yang dihadapi dalam upaya meningkatkan mutu pendidikan tinggi. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Data diperoleh dari berbagai sumber, seperti buku, artikel jurnal ilmiah, dan dokumen kebijakan yang berkaitan dengan MBKM dan pendidikan tinggi keagamaan Islam. Analisis data dilakukan menggunakan teknik content analysis melalui proses pengumpulan, klasifikasi, dan interpretasi data berdasarkan tema penelitian. Hasil penelitian menunjukkan bahwa implementasi MBKM di PTKI dilakukan melalui pengembangan kurikulum berbasis Outcome Based Education (OBE), pemberian hak belajar di luar program studi, pelaksanaan delapan bentuk kegiatan MBKM, serta penguatan kerja sama dengan berbagai mitra. Implementasi tersebut tetap mempertahankan nilai-nilai keislaman sebagai karakteristik utama PTKI. Adapun tantangan yang dihadapi meliputi penyesuaian kurikulum, kesiapan dosen dan tenaga kependidikan, keterbatasan sarana pendukung, serta kemandirian belajar mahasiswa. Di sisi lain, MBKM memberikan peluang yang besar dalam meningkatkan kompetensi mahasiswa, memperluas jejaring kerja sama, memperkuat relevansi pendidikan dengan dunia kerja, dan meningkatkan daya saing lulusan. Dengan demikian, MBKM menjadi strategi penting dalam mendukung peningkatan mutu pendidikan tinggi di lingkungan PTKI

The Influence of Teachers' Resilience and Digital Competence on the Effectiveness of Digital Learning Media in Elementary Schools Roudhoh; Anas Fachruddin; Suci Hidayati; Rini Nafsiati Astuti; Wahid Murni
BASICA Vol. 5 No. 2 (2025)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/basica.v5i2.9230

This study aims to analyze the influence of teachers' resilience and digital competence on the effectiveness of the utilization of digital learning media in public elementary schools in Malang Regency. The digital transformation in education requires teachers to possess not only technical digital skills but also psychological and spiritual resilience in the face of change. This study uses a quantitative, correlational design and analyzes the data using Partial Least Squares–Structural Equation Modeling (PLS-SEM). Data were collected using a 1–5 Likert-scale questionnaire distributed to elementary school teachers, with a sample of 445. The rowdon sampling technique was chosen to conduct data analysis using the PLS-SEM statistical tool. The results of the study showed that the R Square value was 0.552 (Adjusted R² = 0.541), which means that teacher resilience and digital competence simultaneously were able to explain 55.2% of the variation in the effectiveness of digital learning media utilization. Teacher digital competence had a significant effect on the effectiveness of digital learning media (β = 0.455; t = 4.566; p < 0.05), while teacher resilience showed a lower, statistically insignificant effect in one of the test models (p < 0.05). This finding confirms that digital competence is a dominant factor in increasing the effectiveness of digital learning media, while resilience plays a supporting factor in strengthening teacher readiness to improve the quality of learning in the era of digital transformation. The research results recommend that schools provide digital competency training for teachers that integrates the development of spiritual and psychological resilience values to create effective, adaptive, and sustainable digital learning.

Bibliometric and Systematic Review of Islamic Education Learning Quality: Trends, Gaps, and Future Directions Wanada Siti Salsabilah; Maisah Maisah; Roudoh Roudoh
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1518

Purpose of the study: The purpose of this study is to identify trends and developments in research on the quality of Islamic Religious Education (IRE) learning in the period 2015–2025 using a bibliometric approach and systematic review and to reveal the main factors that contribute to improving the quality of Islamic religious education learning. Methodology: This study used bibliometric analysis and systematic review. Data were obtained from the Scopus database with related keywords. The analysis was performed using VOSviewer software for network visualization and research trends. Articles were selected based on the inclusion criteria of 2015–2025 and in English. Quantitative and qualitative approaches were used in data analysis. Main Findings: This study found that the research trend on the quality of Islamic Religious Education (IRE) learning increased significantly from 2017 to 2020, decreased in 2021, and then increased again from 2022 to 2025. The main contributing factors include teacher competence, quality management, madrasah leadership, and the integration of technology. The Total Quality Management (TQM) approach and innovation in learning methods have proven effective in improving the quality of Islamic Religious Education (IRE) learning. Novelty/Originality of this study: This study provides new insights into the global trends of Islamic Religious Education learning quality research through bibliometric analysis and systematic review. This study identifies research gaps, key factors for improving learning quality, and the integration of technology and Total Quality Management (TQM) in IRE, which have not been comprehensively discussed in previous studies.

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