Tarbawi: Jurnal Keilmuan Manajemen Pendidikan
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan contains publications on reviews, thought results, and research on education management that includes curriculum management, graduate management, learning process management, facility and infrastructure management, education management, financing management, assessment management, and management of educators and educational personnel. Scope of Tarbawi: Jurnal Keilmuan Manajemen Pendidikan as follows: 1. Curriculum Management includes Curriculum Management in Elementary School, Curriculum Management in Junior High School, Curriculum Management in High School, Content Standard Study, and Curriculum Study. 2. Graduate Management includes Management of Graduates in Elementary School, Graduate Studies in Elementary School, Management of Graduates in Junior High School, Graduate Studies in Junior High School, Management of Graduates in High School, and Graduate Studies in High School. 3. Learning Process Management includes Learning Process Management in elementary school, Learning Process Management in junior high school, Learning Process Management in high school, Classroom Management in elementary school, Classroom Management in junior high school, Classroom Management in high school, Learning Process Study in elementary school, Learning Process Study in junior high school, and Learning Process Study in high school. 4. Management of Facilities and Infrastructure include Management of Facilities and Infrastructure in Elementary School, Management of Facilities and Infrastructure in junior high school, Management of Facilities and Infrastructure in high school, Management of Science Laboratory, Management of Language Laboratory, Management of Computer Laboratory, Management of Teaching Resources, and Library Management. 5. Education Management includes Education Management in Elementary School, Education Management in Junior High School, Education Management in High School, Education Studies in Elementary School, Education Studies in Junior High School, and Education Studies in High School. 6. Financing Management includes Financing Management in Elementary School, Financing Management in Junior High School, Financing Management in High School, Management of Madrasah/School Operational Costs, Assessment of Madrasah/School Operational Costs. 7. Assessment Management includes Assessment Management in Elementary School, Assessment Management in Junior High School, Assessment Management in High School, Learning Assessment, Learning Evaluation Review, and Education Evaluation Review. 8. Management of Educators and Education staff include Management of Educators and Educational Personnel in Elementary School, Management of Educators and Educational Personnel in junior high school, Management of Educators and Educational Personnel in high school, Management of Teacher Resources, Management of Education Personnel, and Study of Educators and Education staff.
Articles
274 Documents
<![CDATA[MANAJEMEN PENDIDIKAN KARAKTER DI MADRASAH ]]>
<![CDATA[Ahmad Salim]]>
<![CDATA[ Tarbawi Vol 1 No 02 (2015): Desember 2015 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v1i02.1999
<![CDATA[The existence of inequality of educational outcomes in terms of the behavior of graduates like brawl, corruption, free sex, drug, theft and other deviant behavior. Even some immoral allegedly perpetrated by "madrasah". Ideally, "madrasah" students have good behavior because at the school has been given the charge of educational materials more than any other institution. Seeing these problems, the government stipulates that character education to be implemented in schools. This study is feasible to manage effectively character education in "madrasah" that starts from the planning, organizing, implementing, monitoring, and evaluation. The series of management functions are carried out in sequence from one to the next, so that the expected values of the characters can be internalized in the students’life with indicator; students knowing the character, feel the character and able to do it.]]>
<![CDATA[Learning Management in Developing Students' Hard Skills and Soft Skills ]]>
<![CDATA[Omo Permana]]>;
<![CDATA[Sutaryat Trisnamansyah]]>;
<![CDATA[Hendi Suhendraya Muchtar]]>;
<![CDATA[Kingking Muttaqien]]>;
<![CDATA[Yoyo Sudaryo]]>
<![CDATA[ Tarbawi Vol 7 No 02 (2021): November 2021 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v7i02.4949
<![CDATA[This study aims to describe and analyze learning management in developing students' hard Skills and soft Skills at STIE INABA Bandung. This study uses a qualitative research method with a case study design. Data was collected by means of in-depth interviews, participant observation and documentation. After the data is obtained then it is organized, interpreted, analyzed and then concluded. While checking the validity of the data is done by triangulation of sources and methods. The results in this study are: 1) learning planning in developing students' hard Skills and soft Skills, carried out by compiling syllabus and semester learning plans (RPS), using various approaches, strategies, methods; 2) the implementation of learning in developing students' hard Skills and soft Skills is carried out using various methods, strategies, models and habituation of attitudes; 3) evaluation of learning in developing students' hard Skills and soft Skills, carried out by means of affective assessment and cognitive assessment; 4) learning outcomes in developing students' hard Skills and soft Skills, namely an increase in student abilities; 5) the problems faced in developing the hard Skills and soft Skills of students at STIE INABA Bandung include the competence of lecturers; student readiness, the use of one-way learning models, as well as the influence of different student environments; 6) Efforts made by STIE INABA tertiary institutions to overcome obstacles in instilling students' hard Skills and soft Skills include: preparing appropriate learning plans, using appropriate learning strategies, methods and models, providing models or examples by lecturers in attitude and speech, involving lecturers in seminars, workshops or training in order to develop appropriate learning management.]]>
<![CDATA[Determinants of Extra-role Behaviour of Lecturers in Islamic Higher Education ]]>
<![CDATA[Hesi Eka Puteri]]>;
<![CDATA[Anne Putri]]>;
<![CDATA[Sandra Dewi]]>
<![CDATA[ Tarbawi Vol 7 No 02 (2021): November 2021 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v7i02.4369
<![CDATA[This study investigated the determinants of Extra-role behaviour of lecturers at state Islamic universities in Indonesia. This study was quantitative research conducted through a survey of several Islamic Higher Education in Indonesia in 2020. Data were collected using a questionnaire and analyzed using PLS-Regression (Partial Least Square - Regression) on 173 active lecturers. The finding revealed that 49.8% of the Extra-role of lecturer achievement variation could be explained by factors covering Talent management, Job involvement, Personality, and Grit. Job involvement and Personality were strong predictors of lecturer Extra-roles. This empirical finding offers empirical evidence of Extra-role behaviour in Islamic Higher Education by examining some previous predictors in business institutions. This study recommends further testing of the relationship between Grit and lecturer's Extra-roles in more comprehensive cases. This study recommends that apart from Talent management and Job involvement, to improve the Extra-role behaviour of lecturers, it is also necessary to pay attention to character building]]>
<![CDATA[Study of Public Elementary School Regrouping in Magelang to Improve Education Quality Management ]]>
<![CDATA[Sri Haryati]]>;
<![CDATA[Sukarno Sukarno]]>;
<![CDATA[Astuty Astuty]]>;
<![CDATA[Ahmad Muhlisin]]>;
<![CDATA[Suwito Singgih]]>
<![CDATA[ Tarbawi Vol 7 No 02 (2021): November 2021 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v7i02.4620
<![CDATA[The research describes an analysis of regrouping public elementary school implementation plans in Magelang. The research method used is a qualitative method with instruments of open interview sheets and documents. The research results indicate that schools eligible for the regrouping consist of 1) SDN Wates 1 with SDN Wates 5; 2) SDN Rejowinangun Utara 2 with SDN Rejowinangun Utara 3; 3) SDN Kramat 2 with SDN Kramat 3. At the same time, schools that are less eligible for the regrouping include SDN Magersari 1 and SDN Magersari 3 since each school has unique characteristics that require special handling. Recommendations or suggestions that the regional department of education can apply are 1) intensive coordination or communication with all stakeholders; 2) unique approaches to potential resistant parties; 3) the design of the utilization of regrouped school assets; and 4) post-regroup buildings to meet the mandatory affairs of the Regional Government in the Education sector, such as community activity center (SKB) building, the secretariat of school supervisors, education council, and integrated art Council. The research implication becomes a reference in improving education quality in Magelang city through elementary school regrouping.]]>
<![CDATA[Implementation of a Character Education Strategy in the Perspective of Permendikbud Number 23 of 2015 at Raudhatul Athfal ]]>
<![CDATA[Novan Ardy Wiyani]]>
<![CDATA[ Tarbawi Vol 6 No 02 (2020): November 2020 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v6i02.2934
<![CDATA[This study is aimed at obtaining a description of the various habituation activities carried out to form the character of students that are relevant to Permendikbud Number 23 of 2015 concerning Cultivation of Character. The research approach used is qualitative with the type of phenomenological research. Data were collected by interview, observation and documentation then analyzed using data analysis techniques Miles and Huberman's model. The results showed that there are seven strategies in implementing character education based on Permendikbud Number 23 of 2015. First, cultivating moral and spiritual values through habituation. Second, developing national values and diversity through habituation. Third, develop positive interactions between students and teachers and parents through habituation. Fourth, developing positive interactions between students through habituation. Fifth, taking care of yourself and the school environment through habituation. Sixth, develop the full potential of students through habituation. Seventh, the involvement of parents and the community in schools through habituation. The seven strategy activities have been implemented optimally because each of the objectives in them can be achieved.]]>
<![CDATA[Implementation of Total Quality Management (TQM) on Teaching Factory (TEFA) Vocational Middle School in Bogor District ]]>
<![CDATA[Tjipto Djuhartono]]>;
<![CDATA[Prasetio Ariwibowo]]>;
<![CDATA[Lubban Anwari Alhamidi]]>
<![CDATA[ Tarbawi Vol 7 No 02 (2021): November 2021 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v7i02.4847
<![CDATA[The purpose of this qualitative research was to determine and analyze the effectiveness of the implementation of the Total Quality Management (TQM) program in Vocational High Schools in Bogor Regency and to determine and analyze the effectiveness of the implementation of Total Quality Management (TQM) on Teaching Factory (TEFA) in Vocational High Schools in the District. Bogor. The research location was conducted at SMK Negeri 01 Bogor Regency and SMKS PGRI Citeureup based on purposive sampling and library research from statistical data at the Bogor Regency Education Office and the Bogor Regency Ministry of Religion as the primary and secondary data objects for analysis. Data collection techniques using interview techniques, observation or observation, and documentation studies with data analysis techniques using data reduction, data presentation, and drawing conclusions or verification. The results of this study are The process of implementing TQM teaching factory in learning at SMK PGRI 01 Cibinong and SMKS PGRI Citeureup refers to the concept of Plan - Do - Check - Action (PDC). The plan (input) includes planning learning tools such as curriculum implementation, syllabus, lesson plans, attendance, teaching materials, media, assessment sheets and worksheets. Do (Process) includes carrying out learning according to planned lesson plans and the teaching factory learning model and block system. Output (Control) includes the implementation of learning evaluation, competency evaluation, teacher performance evaluation and internal audit, and making improvements and adjustments according to the assessment from the industry on an ongoing basis.]]>
<![CDATA[The Implementation of Student Management in Discipline Guidance at Modern Islamic Boarding Schools Gontor ]]>
<![CDATA[Taufik Rizki Sista]]>;
<![CDATA[Albab Sodiqin]]>
<![CDATA[ Tarbawi Vol 8 No 01 (2022): May 2022 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v8i01.5879
<![CDATA[The objective of this study was to determine the pattern of student discipline development at Gontor campus 2, determine the implementation of student management in the development of student discipline at Gontor campus 2, and determine the supporting and inhibiting factors in implementation of student management in student discipline development at Gontor campus 2. The research method used by the researcher is a qualitative research method with a phenomenological approach where the discipline enforcement system is a unique phenomenon that was pointed out in this study. The data analysis technique utilized is Milles and Huberman triangulation in data reduction, display, and verification. The results of this study are (1) the pattern of student discipline development at Gontor campus 2 is based on the pesantren system with 24-hour parenting patterns with security discipline settings, class entry discipline, and language discipline. (2) The implementation of student management at Gontor is carried out by the guidance staff collaborating with KMI staff and the language advisory council. Implement the POACE system to implement the discipline. (3) there are supporting and inhibiting factors in implementing student management in Gontor campus 2. The summarized conclusion describes that the application of student management at Gontor is an effort to maintain the existence of the Pesantren as a moral education institution. Efforts to improve students' morale are performed by applying POACE's performance in the implementation of student management.]]>
<![CDATA[Principal competency model development: Phenomenological design with coaching techniques in Sekolah Penggerak ]]>
<![CDATA[Muhamad Galang Isnawan]]>;
<![CDATA[Sudirman Sudirman]]>
<![CDATA[ Tarbawi Vol 8 No 01 (2022): May 2022 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v8i01.5867
<![CDATA[Sekolah Penggerak is one of the best episodes of the many Merdeka Belajar episodes. A separate curriculum known as Kurikulum Merdeka was prepared to support the program. The change in the principal’s competency model then became one of the unique phenomena in the curriculum change. The facts reveal that school principals cannot adapt quickly to this phenomenon, so this study aims to help school principals adapt more quickly to changes in competency models with coaching techniques. This study uses a phenomenological design because it wants to know the experiences that principals experience regarding the use of coaching techniques in responding to the phenomenon of changing competency models. The participants were three principals (51-55 years old) with 2-5 years of experience as principals. The instruments used are coaching questions developed in Sekolah Penggerak. Data is collected online through Google Meet and analyzed using qualitative data analysis techniques. The study results then revealed that coaching techniques could to assist school principals in developing a model of school leadership competence, especially self-development and other people’s development, as well as learning leadership. This study also hopes that the principal will actively involve parents or guardians of students as mentors and learning resources.]]>
<![CDATA[Evaluation of Multi-Literacy Education Program at The Community Learning Activity Center in Palangka Raya City ]]>
<![CDATA[Sardimi Sardimi]]>;
<![CDATA[Ety Ariani]]>;
<![CDATA[Aghnaita Aghnaita]]>
<![CDATA[ Tarbawi Vol 8 No 01 (2022): May 2022 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v8i01.4994
<![CDATA[This is related to the quality of one's life so that it can open up public insight. The purpose of this study was to analyze the evaluation of the program on the aspects of context, input, process, and product of the multi-literacy education program at Learning Center (PKBM) Luthfillah, Palangka Raya. PKBM is an educational facility provided to provide non-formal education for citizens. Evaluation of the program that has been implemented uses the Context, Input, Process, and Product (CIPP) model by analyzing the components of the context, input, process, and product of the Multiliteracy Education program implemented. This research is a type of qualitative research. The research instruments used were observation, interviews, and documentation. The results of the research show: (1) in the context aspect, the program implemented has fulfilled the learning needs of the students, and the program objectives can be achieved as expected; (2) in the input aspect, educators and program organizers already have the expected competencies. It's just that for the initial abilities of students, the basic requirements for ownership of the Sukma have not been met; (3) in the process aspect, the learning strategies used are in accordance with the conditions of the students, namely andragogic, practical, and thematic strategies; (4) in the product aspect, students have graduated from the advanced literacy education program and have been able to apply the learning outcomes that have been obtained. However, the student's graduation certificate has not been received in the form of SUKMA-L.]]>
<![CDATA[Exploring INQF-Based Curriculum in English Education Study Programs: Investigation of Curriculum Implementation ]]>
<![CDATA[Lamhot Naibaho]]>;
<![CDATA[Mardin Silalahi]]>
<![CDATA[ Tarbawi Vol 8 No 01 (2022): May 2022 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v8i01.5925
<![CDATA[This study is about implementing the higher education curriculum based on the Indonesian National Qualification Framework (INQF). It was done at Universitas Kristen Indonesia strictly in the English Language Education Study Program. This study aims to find out how the implementation of the higher education curriculum based on INQF is. The study method used was a qualitative study with a descriptive design. The data of the study were collected through interviews. The instrument of the study was the interview sheet. The informants of the study were the head of the Quality Assurance Agency of Universitas Kristen Indonesia, the head of the Faculty Quality Assurance Agency, and the lecturers of the English Language Education Study Program. The data taken through interviews were analyzed descriptively through transcribing the interview data, data reduction, data display, and drawing conclusions. The result of the study is that the implementation of the learned curriculum is found to be through applicable, simple, and appropriate syllabus content, adding new information, and achieving goals and objectives, according to curriculum planning and quality standards. However, it requires improvement in certain parts of the curriculum implementation that some of the lecturers did not adjust the INQF-Based curriculum into the course they taught. Then it is concluded that although the INQF-Based curriculum has been structurally and well organized, it needs to be implemented by the whole lecturers in their learning and teaching. These findings suggest to the leadership of the University through the Quality Assurance Agency to control the implementation of the curriculum both at the Study Program level and at the lecturer level in carrying out the teaching and learning process.]]>
