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All Journal TA'DIBUNA: Jurnal Pendidikan Agama Islam Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Journal of Education and Learning Sciences Global Education Journal Indonesian Journal of Islamic Studies Indonesian Journal of Social Science and Education Jurnal Manajemen Pendidikan Islam Studia Quranika: Jurnal Studi Quran
Khoirul Anwar
Universitas Islam Sultan Agung Semarang
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Conflict Management in Islamic Education Institutions: An Islamic Approach to Problem-Solving Khoirul Anwar; Widyatmike Gede Mulawarman; Khalid Rahman; Sitti Anggraini; Hajer Abdallah Albshkar
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025): 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.v10i1.92

Abstract

This research examines the application of conflict management based on Islamic values in Kalimasada Islamic Boarding School, Jombang. Using a qualitative approach with a case study method, the research was conducted for six months (January-June 2024) through in-depth interviews, participatory observation, and document analysis. The results showed that conflict management in this pesantren is based on Islamic principles such as justice, peace, and dialog. The mediation system involving senior santri as mediators proved to be effective in resolving conflicts. The active involvement of pesantren administrators in monitoring and managing conflicts creates an environment conducive to conflict resolution. This study also reveals that effective communication and the application of Islamic values in conflict management not only help resolve conflicts but also support the creation of a more harmonious and inclusive educational environment. The findings make a significant contribution to the development of Islamic values-based conflict management approaches in Islamic educational institutions. The results of this study are expected to be a reference for the development of conflict management systems in other Islamic educational institutions
Implementasi Taḥfīẓ, Taḥsin dan Tadabur dalam Meningkatkan Kemampuan Menghafal Al-Qur'an pada Mahasiswa Universitas Darussalam Gontor Ponorogo Oky Ayu Agustin; Choeroni Choeroni; Khoirul Anwar
Studia Quranika Vol. 10 No. 2 (2026): January
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/studiaquranika.v10i2.8

Abstract

The fundamental problem in the implementation of Qur’an memorization programs in Islamic higher education institutions is that many students struggle to maintain the quality of their memorization due to inadequate foundations in Qur’anic recitation and fluctuating motivation. This study aims to analyze the implementation and impact of integrating taḥfīẓ, taḥsin, and tadabur (3T) in improving the Qur’an memorization ability of students in the Al-Qur’an and Tafsir Studies Program at Universitas Darussalam Gontor. This study employs a qualitative approach with a field research design. Data were collected through interviews, observations, and documentation involving students and lecturers or muhāfiẓ, and then analyzed using triangulation techniques. The findings show that taḥfīẓ enhances the quantity of memorization and student discipline, taḥsin improves accuracy of recitation and memorization stability, while tadabur strengthens verse comprehension and students’ intrinsic motivation. This study recommends strengthening individual mentoring, differentiating memorization targets, and optimizing the role of muhāfiẓ to ensure that the integration of the tahfid, taḥsin and tadabur is implemented more effectively and sustainably.
Structural Model of Teacher Work Productivity Based on Discipline and Compensation Khoirul Anwar; Abd Syakur; Istiyati Mahmudah; Achmad Agus Priyono
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): 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.v11i1.375

Abstract

Persistent challenges in improving teachers' work productivity motivate this study. This study aims to examine how work discipline and compensation both partially and simultaneously affect teachers' work productivity. A quantitative approach was used in the study, using a survey method. Data was gathered using a structured questionnaire that was tested for validity and reliability in order to ensure the accuracy and consistency of the measurement instruments. Multiple linear regression techniques were used to analyze the data before they were preceded by classical assumption tests, including normality, linearity, multicollinearity, and heteroscedasticity tests, in order to ensure that the regression model met the requirements. The results indicate that work discipline has a positive and significant effect on teachers’ work productivity. Likewise, compensation is proven to have a positive and significant influence on productivity. Simultaneously, work discipline and compensation significantly affect teachers’ work productivity, with a relatively strong explanatory power based on the coefficient of determination, indicating that a substantial proportion of variations in teachers’ productivity can be explained by these two variables. These findings emphasize that improving teachers’ work productivity requires not only consistent enforcement of work discipline but also a fair and adequate compensation system. The originality of this study lies in the integrated analysis of work discipline and compensation within the context of public secondary education, supported by comprehensive empirical evidence. This contribution enriches the literature on educational management and provides practical implications for school leaders and policymakers in formulating strategies to enhance teachers’ productivity in a systematic and sustainable manner
Development of Sasak Local Wisdom Based Quality Assurance Model for Islamic Religious Education to Enhance Learning Quality in Islamic Elementary Schools Kaharudin Kaharudin; Khoirul Anwar; Olivia Fachrunnisa
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.343

Abstract

This study aims to develop a Sasak local wisdom based quality assurance model for Islamic Religious Education (IRE) to enhance learning quality in Islamic elementary schools. The study was motivated by the limited integration of local cultural values within existing educational quality assurance systems, which often emphasize administrative compliance rather than contextual learning improvement. This research employed a Research and Development (R&D) approach using the ADDIE model and a mixed-method sequential exploratory design. Qualitative data were collected through observations, interviews, documentation studies, and focus group discussions, while quantitative data were obtained through expert validation, practicality assessments, and effectiveness testing. The developed model integrates six core Sasak cultural values—besemeton, saling ajinang, bedadayan, teguq, soloh, and reme—into all stages of the quality assurance cycle, including planning, implementation, monitoring, evaluation, and continuous improvement. Expert validation results indicated a validity score of 92.4% (very valid), while practicality testing by teachers and school stakeholders achieved 89.7% (very practical). Effectiveness testing showed a significant improvement in learning quality indicators, with mean scores increasing from 74.8 before implementation to 86.3 after implementation (p < .05). The novelty of this study lies in the development of a culturally responsive quality assurance model that systematically integrates indigenous Sasak values into the Islamic Religious Education quality assurance cycle. The model contributes theoretically to educational quality management and practically provides a contextual framework for strengthening learning quality and character development in Islamic elementary schools.
Reconstruction of the TPQ Quality Assurance Paradigm: Integration of the Khoiro Ummah Concept and the PPEPP Cycle in the Digital Era Khoirul Anwar; Olivia Fachrunnisa; Ridho Okthadiansyah
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1757

Abstract

The digital era brings a double disruption to the Al-Qur'an Education Park (TPQ), namely the demand for technological adaptation as well as the threat of moral decline in Early Childhood and Elementary School (Alpha Generation). On the other hand, conventional TPQ governance is generally still traditional and has not touched the aspect of systematic quality standardization. This article aims to reconstruct the TPQ quality assurance paradigm through a literature study approach (library research). Reconstruction is carried out by integrating the theological-philosophical value of the concept of Khoiro Ummah (QS. Ali Imran: 110) with modern management instruments, namely the PPEPP cycle (Determination, Implementation, Evaluation, Control, and Improvement). The results of the conceptual study formulated four new quality pillars: (1) Qur'an-Based Content Standards Based on Digital Literacy and Manners, (2) TPQ Adaptive PPEPP Cycle, (3) Standardization of Asatidz Techno-Pedagogic Competencies, and (4) External Evaluation Based on Digital Parent Partnerships. This integration results in a holistic quality assurance model, where the quality of TPQ is no longer measured by cognitive reading fluency, but rather the formation of an Islamic personality (syakhsiyah Islamiyah) that is responsive to digital reality.
Literacy Culture in Islamic Boarding Schools: The Relationship Between Free Time and the Reading and Writing Motivation of Students at the Hidayatus Sholihin Islamic Boarding School in Wringinjajar, Mranggen, Demak Choeroni Choeroni; Khoirul Anwar
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.%p

Abstract

Literacy culture is an essential element in developing the intellectual tradition within Islamic boarding schools (pesantren). The productive use of leisure time is considered to contribute to strengthening literacy culture while enhancing students' reading and writing motivation. This study aims to describe the literacy culture developed at Pondok Pesantren Hidayatus Sholihin Wringinjajar Mranggen Demak, analyze how students utilize their leisure time for literacy activities, and examine the impact of leisure time utilization on students' reading and writing motivation. This study employed a qualitative field research approach. Data were collected through observation, in-depth interviews, and documentation involving the boarding school leader, teachers, library manager, and students. Data were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that literacy culture is fostered through habitual reading of classical Islamic texts, supporting books, group discussions, lesson reviews, and note-taking activities within a conducive learning environment. Students productively utilize their leisure time for various literacy activities, making it an integral part of their independent learning strategies. The productive use of leisure time positively influences students' reading and writing motivation, as reflected in increased reading interest, improved writing skills, active participation in discussions, and stronger independent learning habits. This study concludes that optimizing students' leisure time is a significant factor in strengthening literacy culture and enhancing reading and writing motivation in Islamic boarding schools.
MODEL PENJAMINAN MUTU PEMBELAJARAN AL-QUR’AN DI MI PLUS ASY SYUKRIYYAH TANGERANG Sudirman; Khoirul Anwar; Olivia Fachrunnisa
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/x87vzh89

Abstract

This study aims to describe the quality assurance model of Al-Qur’an learning at MI Plus Asy Syukriyyah Tangerang. Despite the growing implementation of quality assurance systems in Islamic education, studies specifically examining an integrated quality assurance model for Al-Qur'an learning that combines differentiated learning, academic supervision, continuous evaluation, and Qur'anic culture remain limited. This study addresses this gap by proposing an integrated quality assurance model for Al-Qur'an learning in Islamic elementary education. The study employed a descriptive qualitative approach using interviews, observations, and documentation studies as data collection techniques. The research informants consisted of the principal, vice principal of curriculum, Al-Qur’an coordinator, tahsin and tahfidz teachers, and students’ parents. The findings reveal that the quality assurance system of Al-Qur’an learning was developed integratively through strengthening input standards, learning processes, monitoring and evaluation, and Qur’anic culture. The learning process was implemented using the Utsmani method through halaqah grouping based on students’ abilities, differentiated learning, periodic supervision, and tiered evaluations through UKM and munaqasyah. Supporting factors include leadership commitment, teacher competence, parental involvement, and a Qur’anic school culture. Meanwhile, inhibiting factors include differences in students’ abilities, limited learning time, and the less optimal implementation of muroja'ah at home. The novelty of this study lies in the integration of quality planning, differentiated halaqah-based learning, tiered evaluation, academic supervision, and Qur'anic culture into a single quality assurance framework. The findings contribute theoretically to the development of quality assurance studies in Islamic education and practically provide a reference model for Islamic schools seeking to strengthen the quality of Al-Qur'an learning programs.
IMPLEMENTASI STRATEGI PEMBELAJARAN PAI BERBASIS NILAI DALAM MEMBANGUN NASIONALISME PESERTA DIDIK DI SMKN 1 MODAYAG KABUPATEN BOLAANG MONGONDOW TIMUR Agus Triyana; Khoirul Anwar; Toha Makhshun
Indonesian Journal of Islamic Studies (IJIS) Vol. 2 No. 2 (2026): Vol. 2 No. 2 Edisi Juli 2026
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijis.v2i2.2635

Abstract

This study aims to describe the implementation of value-based Islamic Religious Education (PAI) learning strategies in building student nationalism at SMKN 1 Modayag, East Bolaang Mongondow Regency, identify supporting and inhibiting factors, and analyze their impact on students' nationalistic attitudes and behavior. This study uses a qualitative approach with data collection techniques through interviews, observation, and documentation. The results show that value-based PAI learning is implemented through the planning, implementation, and evaluation stages. Teachers integrate the values ​​of faith, morals, worship, honesty, responsibility, tolerance, cooperation, social concern, and love of the homeland in the learning process. The strategies used include storytelling, discussions, history learning, religious activities, social activities, and student involvement in school activities such as ceremonies, Scouts, and Paskibraka. Supporting factors include the principal's commitment, teacher quality, curriculum, facilities and infrastructure, the school environment, and parental and community support. Obstacles include low student motivation, limited time, lack of participation, and limited learning methods. The implementation of this strategy has a positive impact on increasing love for the homeland, tolerance, discipline, honesty, cooperation, and responsibility among students.
STRATEGI KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI GURU DI MADRASAH TSANAWIYAH MUHAMMADIYAH KOTAMOBAGU SULAWESI UTARA Anton Paputunga; Khoirul Anwar; Toha Makhshun
Indonesian Journal of Islamic Studies (IJIS) Vol. 2 No. 2 (2026): Vol. 2 No. 2 Edisi Juli 2026
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijis.v2i2.2637

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis strategi kepala sekolah dalam meningkatkan kompetensi guru di MTs Muhammadiyah Kotamobagu, menganalisis proses perencanaan, pelaksanaan, dan evaluasi program peningkatan kompetensi guru, serta mengidentifikasi faktor pendukung dan penghambat dalam implementasinya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data diperoleh melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa strategi kepala sekolah dalam meningkatkan kompetensi guru dilaksanakan secara terencana, sistematis, dan berkelanjutan. Strategi yang diterapkan meliputi peningkatan kesejahteraan guru, sertifikasi guru profesional, supervisi akademik, MGMP, pelatihan daring dan luring, mentoring, serta penegakan tata tertib secara tegas. Kompetensi yang menjadi prioritas utama adalah kompetensi kepribadian karena dianggap sebagai dasar dalam membangun komunikasi, keteladanan, dan motivasi kerja guru. Proses perencanaan program dilakukan pada akhir tahun ajaran berdasarkan analisis kebutuhan melalui supervisi administrasi pembelajaran dan praktik mengajar. Evaluasi program dilakukan pada akhir tahun ajaran dengan melihat hasil belajar siswa dan antusiasme siswa terhadap pembelajaran. Faktor pendukung meliputi perencanaan, fasilitator, administrasi, fasilitas, dan evaluasi, sedangkan faktor penghambat utama adalah keterbatasan kesiapan pemateri dalam pelaksanaan program.
STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM PEMBENTUKAN KARAKTER SISWA DI SMPN 2 TUTUYAN KABUPATEN BOLAANG MONGONDOW TIMUR Chandra Mokoginta; Khoirul Anwar; Toha Makhshun
Indonesian Journal of Islamic Studies (IJIS) Vol. 2 No. 2 (2026): Vol. 2 No. 2 Edisi Juli 2026
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijis.v2i2.2639

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi guru Pendidikan Agama Islam dalam pembentukan karakter siswa di SMPN 2 Tutuyan Kabupaten Bolaang Mongondow Timur, menganalisis nilai-nilai karakter yang ditanamkan, serta mengidentifikasi faktor pendukung dan penghambat dalam pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Informan utama dalam penelitian ini adalah guru Pendidikan Agama Islam yang terlibat langsung dalam proses pembelajaran dan pembinaan karakter siswa. Hasil penelitian menunjukkan bahwa strategi guru PAI dalam pembentukan karakter dilakukan secara terencana, sistematis, dan berkelanjutan melalui perencanaan pembelajaran, pembiasaan, keteladanan, pemberian nasihat, penerapan aturan kelas, konsekuensi logis, kegiatan keagamaan, serta kerja sama dengan kepala sekolah, wali kelas, dan orang tua. Nilai-nilai karakter yang ditanamkan meliputi religius, jujur, disiplin, tanggung jawab, hormat, peduli sosial, empati, kerja sama, dan gotong royong. Faktor pendukung pembentukan karakter meliputi budaya sekolah yang positif, kegiatan keagamaan, keteladanan guru, dan dukungan pihak sekolah. Sementara itu, faktor penghambatnya adalah rendahnya motivasi siswa, pengaruh pergaulan, penggunaan media sosial, serta kurangnya keterlibatan orang tua.
Co-Authors Abd Syakur Achmad Agus Priyono Agus Triyana Agustrisno Mokoginta Anton Paputunga Chandra Mokoginta Choeroni Choeroni Dani Paramata Didi Mufly Mamonto Fitriati Nggilu Hajer Abdallah Albshkar Istiyati Mahmudah Kaharudin Kaharudin Khalid Rahman Maharani Kairupan Mardia Mamonto Muhammad Mustofa Nurul Fajrina Mokondongan Oky Ayu Agustin Olivia Fachrunnisa Rama Shinta Dewi Kartiman Ridho Okthadiansyah Sakina Ginto Santrini Modeong Sitti Anggraini Sudirman Toha Makhshun Toha Makshun Widyatmike Gede Mulawarman Zakaria Makaminan Zuzanna Ramlah Wua