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All Journal Al Ishlah Jurnal Pendidikan Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Indonesian Journal of Educational Management and Leadership
Mustofa Mustofa
Universitas Muhammadiyah Palembang
Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effects of Comprehensive Reading Strategy Instruction on Elementary Students’ Reading Comprehension: A Quasi-Experimental Study Surismiati Surismiati; Gunawan Gunawan; Ayu Wulandari; Mustofa Mustofa; Danto Danto; Kurnia Saputri; Jeni Amiriski
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9462

Abstract

Reading comprehension is a fundamental literacy skill that significantly influences the academic achievement of elementary school students. Despite its importance, classroom reading instruction frequently emphasizes surface-level activities and lacks explicit, integrated teaching of reading strategies. The present study investigates the impact of comprehensive reading strategies on the reading comprehension ability of elementary school students. A quasi-experimental design was employed, utilizing a pretest–posttest control group model. Data analysis was conducted using an independent t-test on posttest scores. The sample comprised 60 grade V students from SD Muhammadiyah 16 Palembang, divided equally into experimental (n = 30) and control groups (n = 30). The experimental group received integrated, strategy-based reading instruction encompassing pre-reading, while-reading, and post-reading stages, whereas the control group received conventional reading instruction. Reading comprehension was assessed using a test measuring four aspects: literal, inferential, critical, and creative comprehension. Data were analyzed with an independent sample t-test after confirming normality and homogeneity of variance. Results indicated that the experimental group achieved a higher posttest mean score (M = 82.30) compared to the control group (M = 71.25). This difference was statistically significant, t(58) = 4.87, p .001, with a large effect size (Cohen's d ≈ 1.26). These findings indicate that comprehensive reading strategies are effective in enhancing elementary students’ reading comprehension. Successful implementation of these strategies requires teacher training and systematic integration into the elementary reading curriculum. Limitations of the study include non-randomized group assignments, restriction to a single school, and a relatively short intervention period.
Transforming pesantren educational management through religious moderation in the era of technological disruption Ani Aryati; Mustofa Mustofa; Zulkipli Jemain; Nur Azizah; A Suradi
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1874

Abstract

Purpose − Technological disruption has posed both challenges and opportunities for Pesantren as Islamic educational institutions rooted in tradition. On the one hand, rapid digital transformation demands managerial adaptation and innovation; on the other hand, Pesantren bear a strategic responsibility to cultivate religious moderation amid the proliferation of exclusive and intolerant religious narratives in digital spaces. This study aims to analyze the transformation of Pesantren educational management based on religious moderation in response to technological disruption through the POAC management framework (planning, organizing, actuating, controlling) Method − Employing a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis. Findings − The findings reveal that the transformation of Pesantren educational management occurs in a systematic and contextual manner. At the planning stage, religious moderation is integrated into the vision, mission, and strategic educational policies. At the actuating stage, Pesantren mobilize educational resources adaptively by combining traditional learning methods with selective and value-oriented use of digital technology. Meanwhile, at the controlling stage, evaluation is conducted holistically by assessing not only academic achievement but also the internalization of moderate religious attitudes and digital ethics among students. The novelty of this study lies in the development of an integrated Pesantren educational management model that embeds religious moderation across all POAC functions within the context of technological disruption. This study contributes to the advancement of Islamic educational management scholarship and offers a practical framework for managing Pesantren in an adaptive, moderate, and sustainable manner in the digital era.
Pelatihan dan Pendampingan Penerapan Inquiry-Based Learning Untuk Meningkatkan Kreativitas Guru dan Siswa Sakdiah Wati; Mustofa Mustofa
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 5, No 2: August 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v5i2.40142

Abstract

Strengthening teachers' competence in implementing student-centered learning is essential for supporting the implementation of the Merdeka Curriculum. However, Indonesian language instruction at MI Firqoniah and MTs Furqoniyah Gandus was still predominantly conducted using conventional teaching approaches, limiting students' active participation and creativity. This community service program aimed to improve teachers' understanding, skills, and readiness to implement Inquiry Based Learning in Indonesian language instruction. The program employed a participatory approach consisting of preparation, training sessions, discussions, lesson planning workshops, mentoring, evaluation, and follow-up activities. The program was conducted on 20–21 June 2025 and involved 25 teachers from MI Firqoniah and MTs Furqoniyah Gandus. Evaluation was carried out using a qualitative descriptive approach through observation, documentation, and reflective discussions focusing on participants' attendance, engagement, conceptual understanding, lesson-planning skills, and readiness to implement Inquiry Based Learning. The results indicated that all participants actively engaged in the program, demonstrated a clear understanding of the concepts and instructional procedures of Inquiry Based Learning, successfully developed inquiry-based lesson plans, and expressed readiness to apply the approach in Indonesian language classrooms. The program contributed to strengthening teachers' pedagogical competence in designing more active, innovative, and student-centered learning while providing a foundation for sustainable professional mentoring within schools.
Co-Authors A Suradi Ani Aryati Ayu Wulandari Danto Danto Gunawan Ismail Jeni Amiriski Kurnia Saputri Nur Azizah Sakdiah Wati Surismiati Surismiati Zulkipli Jemain