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Jurnal Manajemen Pendidikan Islam Al-Munadzomah
Published by Institut Ummul Quro Al-Islami Bogor
ISSN : 28100891     EISSN : 28100883     DOI : https://doi.org/10.51192/almunadzomah.v1i2.316
Core Subject : Religion, Science, Education, Social,
Religion Education Physics Social Sciences
Al-Munadzomah : Jurnal Manajemen Pendidikan Islam diterbitkan oleh Fakultas Tarbiyah dan Ilmu Keguruan. Jurnal ini menerbitkan artikel yang menarik bagi praktisi pendidikan, guru, pembuat kebijakan pendidikan, dan peneliti. Jurnal ini mencakup artikel penelitian, laporan penelitian asli, review pendidikan Islam di bidang apapun termasuk: 1) Kepemimpinan, 2) Manajemen Humas, 3) Perilaku Organisasi, 4) Budaya Organisasi, 5) Manajemen Sumber Daya Manusia, 6) Manajemen Keuangan, 7) Pengambilan Keputusan.
Arjuna Subject : Umum - Umum
Articles 48 Documents
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KEBIJAKAN PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM Selamet; Supiana; Qiqi Yuliati Zaqiah
AL-MUNADZOMAH Vol. 1 No. 2 (2022): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1298.291 KB) | DOI: 10.51192/almunadzomah.v1i2.320

Abstract

Kurikulum merupakan komponen terpenting dalam pendidikan. Pengembangan kurikulum dalam pendidikan Islam merupakan sebuah keniscayaan, karena perubahan pasti terjadi mengikuti zamannya. Maka tujuan penulisan ini akan mengkaji terkait kebijakan pengembangan kurikulum pendidikan Islam khususnya di Indonesia dengan memperhatikan sejarah dan regulasi yang berlaku. Tulisan ini menggunakan metode library research dengan pendekatan content analysis. Hasil penelitian menunjukan bahwa kurikulum pendidikan Islam dalam tinjauan sejarah dari masa kemerdekaan hingga era reformasi terus mengalami perubahan sesuai dengan kondisi dan kebutuhan. Pengembangan kurikulum pendidikan Islam terbagi atas 3 masa; yaitu pertama, masa orde lama, terjadi 3 kali perubahan yaitu kurikulum tahun 1947, 1952, dan kurikulum 1964; kedua, masa orde baru, terjadi 4 kali perubahan yaitu kurikulum 1968, 1975, 1984, dan Kurikulum 1994; ketiga, masa reformasi, tejadi 3 kali perubahan yaitu kurikulum 2004 (KBK), Kurikulum 2006 (KTSP), kurikulum 2013 yang dipakai hingga kini. Sedangkan dalam tinjauan regulasi kurikulum pendidikan islam terdapat 4 kategori yakni: pertama, regulasi kurikulum madrasah mengikuti UU nomor 20 tahun 2003 tentang sistem pendidikan nasional; kedua, regulasi kurikulum pesantren mengikuti UU nomor 18 tahun 2019 tentang Pesantren; ketiga, regulasi kurikulum perguruan tinggi keagamaan Islam menginduk UU nomor 12 tahun 2012 tentang pendidikan tinggi; dan keempat, regulasi kurikulum pendidikan agama Islam untuk sekolah/kampus umum menginduk UU nomor 20 tahun 2003.
ANALISIS SUPERVISI AKADEMIK KEPALA MADRASAH DALAM MENINGKATKAN KINERJA GURU DI MADRASAH Mardia; Muhammad Mukhtar. S
AL-MUNADZOMAH Vol. 1 No. 2 (2022): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1196.438 KB) | DOI: 10.51192/almunadzomah.v1i2.321

Abstract

Supervisi akademik kepala madrasah merupakan kemampuan membina kinerja guru dalam meningkatkan mutu proses pembelajaran dan mengembangkan keprofesian guru. Tujuan penelitian ini untuk mengetahui supervisi akademik kepala madrasah dalam meningkatkan kinerja guru. Metode penelitian menggunakan kajian pustaka dengan dua sumber data yaitu data primer dan sukunder. Hasil penelitian menunjukkan bahwa keberhasilan supervisi akademik kepala madrasah yang dilaksanakan bukan hanya ditujukan bagi penilaian kinerja guru dalam mengelola proses pembelajaran, melainkan juga membantu guru dalam meningkatkan kemampuan profesionalnya. Pelaksanaan supervisi akademik secara optimal harus meliputi kegiatan perencanaan, pelaksanaan, monitoring, dan tindak lanjut. Tahap perencanaan meliputi, (1) menetukan tujuan supervisi, (2) membuat jadwal supervisi, (3) menentukan teknik dan pendekatan supervisi, (4) menelaah instrumen supervisi. Tahap pelaksanaan meliputi, (1) Melaksanakan Supervisi Perangkat Pembelajaran, (2) Melakasanakan Supervisi Pemantauan RPP, (3) Melaksanakan Supervisi Proses Pembelajaran, dan (4) Melaksanakan Supervisi Penilaian Hasil Belajar. Tahap monitoring meliputi menilai program tahunan, program semester, silabus, rencana pelaksanaan program pembelajaran, pemetaan, kriteria ketuntasan minimal, jurnal guru, buku nilai, kisi-kisi soal, analisis nilai, program perbaikan dan pengayaan dan buku sumber yang dipakai untuk memberikan materi kepada siswa. Tahap tindak lanjut meliputi dua aspek kegiatan, yaitu (1) melihat kembali catatan-catatan hasil supervisi, (2) melakukan pembinaan terhadap guru, baik secara individu maupun secara kelompok
POLA KEPEMIMPINAN KEPALA MADRASAH DALAM MENJAGA KUALITAS KERJA GURU DI MASSA PANDEMI COVID 19 PADA MADRASAH ALIYAH SWASTA PERSIAPAN NEGERI BESITANG Wahyu Ziaulhaq
Jurnal Manajemen Pendidikan Islam Al-Munadzomah Vol 2 No 1 (2022): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almunadzomah.v2i1.305

Abstract

Penelitian ini mendeskripsi pola kepemimpinan kepala madrasah dalam  menjaga kualitas kerja guru di massa pandemi covid 19 pada madrasah aliyah swasta persiapan negeri Besitang. Tujuan penelitian ini sebagai edukasi kepada khayalak  pembaca dan guru madrasah agar selalu mengevaluasi kualitas kerja guru agar tetap terjaga meskipun dilanda wabah Covid 19.  Jenis penelitian ini adalah penelitian kualitatif yang memaparkan fenomena-fenomena sosial yang sedang berkembang pada massa sekarang. Teknik pengumpulan data yang dilakukannya adalah observasi dan wawancara tidak terstruktur kemudian data dianalisis secara objektif dan dideskripsikan secara ilmiah dengan mengikuti prosedur penulisan karaya tulis ilmiah. Dari hasil penelitian ini maka ditemukan; Pertama, melakukan pelatihan kepada para guru madrasah  dalam membuat perencanaan pembelajaran dan model pembelajaran dengan memanfaatkan teknologi digital. Kedua memberikan tugas kepada  guru untuk menyampaikan materi kepada siswa sesuai dengan petunjuk yang telah ditetapkan pemerintah. Ketiga, pimpinan madrasah melakukan pengawasan secara berkala berupa memonitoring proses pembelajaran daring (on line) dan daftar penilaian siswa sesuai dengan kompetensi siswa. Keempat, pimpinan madrsah terus berkoordinasi kepada orang tua siswa terkait dengan aktivitas belajar siswa selama berada di rumah.
PENGORGANISASIAN KEGIATAN TABLIGH DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI PESERTA DIDIK DI MDTA SYEIKH ZAINUDDIN PANYABUNGAN Sahria Ramadani; Rohman
Jurnal Manajemen Pendidikan Islam Al-Munadzomah Vol 2 No 1 (2022): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almunadzomah.v2i1.421

Abstract

Kemampuan komunikasi sangat penting untuk ditingkatkan oleh seseorang. Pada hakikatnya selaku makhluk sosial manusia sangat memerlukan interaksi satu dengan yang lainnya. Komunikasi yang baik bisa kita lihat dari sistem pengorganisasian. Adapun tujuan adanya penelitian ini adalah untuk pertama, pengorganisasian kegiatan tabligh, kedua, kemampuan komunikasi. Penelitian ini adalah penelitian kualitatif yang bersifat deskriptif. Informan dalam penelitian ini adalah kepala sekolah, pembina, guru, dan peserta didik MDTA Syeikh Zainuddin. Adapun teknik pengumpulan datanya menggunakan observasi, wawancara dan dokumentasi. Teknik keabsahan data dengan teknik triangulasi sumber data dan triangulasi metode pengumpulan data. Hasil penelitian ini menunjukkan bahwa: pertama pengorganisasian kegiatan tabligh sudah berjalan dengan baik. Pengorganisasian kegiatan tabligh dimulai dari penentuan aktivitas kegiatan yaitu dari MC, pidato, puisi, qasidah, membaca sifat 20, syair nahwu. Pengelompokan perta didik dipilih setiap minggu dari kelas I sampai IV secara bergantian. Anggaran dalam kegiatan tabligh dibebankan dari SPP siswa. Kedua Kemampuan komunikasi siswa sudah cukup baik karena dalam pengorganisasian kegiatan tabligh sudah ditugaskan untuk menyampaikan ajaran-ajaran keislaman atau pesan keagamaan.
STUDENTS PERCEPTION OF LIMITED FACE-TO-FACE LEARNING MANAGEMENT DURING PANDEMIC IN ISLAMIC EDUCATION CLASS Hega Nurazizah
Jurnal Manajemen Pendidikan Islam Al-Munadzomah Vol 2 No 2 (2023): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almunadzomah.v2i1.590

Abstract

This study aims to determine students' perceptions of limited face-to-face learning during the COVID-19 pandemic at SMAN 1 Singaparna in the 2021/2022 academic year. The research method used is a qualitative method with a descriptive qualitative approach with data collection techniques in the form of an open questionnaire to class XI MIPA 4 AND XI MIPA 5, especially in the subject of Islamic education SMAN 1 Singaparna. The results showed that the students towards this limited face-to-face learning were very enthusiastic. With limited face-to-face learning, students can return to school and interact with teachers and their peers, can directly receive lessons from the teacher, and can discuss related lessons learned. This makes the learning process more enjoyable. The learning delivered by the teacher is easier to understand because the teacher explains directly not only giving assignments so that this limited face-to-face learning is the right solution to the problems faced by students during distance learning
IMPLEMENTASI KONSEP PENDIDIKAN K.H. IMAM ZARKASYI DI PONDOK PESANTREN DARUSSALAM BOGOR Nur Apriani; Fuad Ahmad Riva'i; Milahtul Latifah
Jurnal Manajemen Pendidikan Islam Al-Munadzomah Vol 2 No 2 (2023): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almunadzomah.v2i1.591

Abstract

Islamic education has given the biggest contribution to the almost of institutions, include of it is pesantren. Pesantren is the central of dakwah for creating umat’s cadre. This study examines the K.H. Imam Zarkasyi’s education concept and its implementation in Darussalam Bogor Islamic boarding school. To achieve these aims, analytic descriptive research was carried out, both by interview and observation. With this metodh found that Imam Zarkasyi’s concept of education was Islamic Teachers Training College (ITTC) with direct method that purpose the Islamic, knowledge, and civil orientation. The teacher’s qualification was paid attention to the quality and the social skills. The students, with boarding system are learning languages, islamic, and universes studys. Learning media focus on teaching aids. The community environment was heterogeneous, and the evaluation system was structured and tiered. The education system in Darussalam Bogor boarding school has the similarity with Imam Zarkasyi’s with some additional in education aims that seeking knowledge is worship in order the graduation has strong desire to continue his study to the higher. On the side of subject, the students study the Islamic classic book, recite shalawat, and ratib. Besides that, the teachers didn’t able to fully imitate. In management evaluation aspect didn’t able to evaluate the attitudes and ways of thinking
PERAN QUANTUM LEARNING DALAM MENINGKATKAN SECARA BERLIPAT TARGET BELAJAR BAHASA INGGRIS DI SMA PGRI CICURUG Ima Muslimatul Amanah; Siti Qomariyah; Andi Sukandi
Jurnal Manajemen Pendidikan Islam Al-Munadzomah Vol 2 No 2 (2023): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almunadzomah.v2i1.592

Abstract

This study aims to describe the concept of quantum learning model, the steps of applying quantum learning model, the role of quantum learning in increasing multiple learning targets, and the advantages and disadvantages of quantum learning model. Quantum learning model is a learning model that can make students directly experience problems, find their own answers to problems and activities in accordance with the competencies to be achieved.  The research method used is descriptive qualitative research method. Qualitative descriptive research method according to Kirk and Miller, defines that qualitative research is a certain tradition in social science that fundamentally relies on observations of humans both in their areas and in their terms. The research subjects were the English teacher, and the principal. The object of research is the students of class X-4 SMA PGRI Cicurug. The results showed that the success of quantum learning depends on the teacher's ability to understand the concept and implement quantum learning steps in their learning activities. Its application in English subjects is enough to show that there is an increase in student learning targets
DIGITAL COMPETENCES LEVEL OF INDONESIAN TEACHERS IN PROFESSIONAL LEARNING COMMUNITY Mohamad Zaenuri Ari
Jurnal Manajemen Pendidikan Islam Al-Munadzomah Vol 2 No 2 (2023): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almunadzomah.v2i1.594

Abstract

The education practices also changed for the past 20 years because the introduction of technology. Digital competences become an important goal to teachers’ development. Professional Learning Community that become a central development of teachers’ knowledge and practice must also implement the digital competences. This study aims to determine the digital competences level of Indonesian teachers based on the DigCompEdu framework, and teachers’ experience effect on their digital competence level. The data gathered by using translated version of Check-in tool. This research used descriptive statistics analysis. The research conducted in one of the professional teacher associations in Indonesia. The result shows that most teachers are still in the Exploration and Integration phase, 43% majority of Integrator levels and 17.2% of Exploration levels, also 26.9% Expert level, and 6,5% each of The Leader and Pioneer levels. Indonesian teachers need more opportunities to develop their digital competence, hence the more experienced teacher has consistent of high-level teachers. PLC on this note could become a central of teachers’ digital competence development by collaborating with teachers in the different digital competence level
IMPLEMENTASI PENGEMBANGAN KURIKULUM MERDEKA DI SDN WALAHAR I KARAWANG Nina Erma Januarsih; Kurnia Meida Dewi; Nula Tutilawati; Riska Dwi Hamidah; Nur Aini Farida
Jurnal Manajemen Pendidikan Islam Al-Munadzomah Vol 3 No 1 (2023): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almunadzomah.v3i1.701

Abstract

This study aims to examine the implementation of kurikulum merdeka development at SDN Walahar 1 which includes: Teacher readiness in implementing an independent curriculum, school support in implementing an independent curriculum, supporting and inhibiting factors for implementing an independent curriculum, and steps to overcome obstacles to implementing an independent curriculum. This study uses a qualitative method with a descriptive approach. Data collection techniques used are interviews, observation, and documentation with data analysis methods, data presentation, and conclusion The process of implementing the independent curriculum has been carried out in grades 1 and grade 4 at SDN Walahar 1 with the option of changing the curriculum. By Following with per under the facts, the school only implements some parts of the independent curriculum and all teachers have not received training, including not implementing learning according to the Achievements of the Independent Curriculum and support from schools that are lacking in implementing the independent curriculum at SDN Walahar 1
GAYA KEPEMIMPINAN KEPALA SEKOLAH DALAM UPAYA MENINGKATKAN KINERJA GURU DAN STAFF DI MI SEKOLAH CINTA ILMU Cepi Budianto; Toni Yoga Ramadhan
Jurnal Manajemen Pendidikan Islam Al-Munadzomah Vol 3 No 1 (2023): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almunadzomah.v3i1.703

Abstract

Leadership in education is the key to implementing effective education. The selection of the right leadership style by the school principal will be able to lead the school towards improving quality and service. This research aims to describe and analyze the leadership style of school principals in an effort to improve the performance of teachers and education staff at MI Sekolah Cinta Ilmu and to explore the factors that influence the leadership style of school principals at MI Sekolah Cinta Ilmu. This research uses a descriptive qualitative approach with a case study research design. The data collection techniques used were non-participant open observation, semi-structured interviews and documentation studies. Data validity techniques use credibility, transferability, dependability and confirmability. The results of the research can be explained as follows: (1) the principal's leadership style is concluded from eight aspects that have been determined by the researcher, namely: (a) the daily behavior of the principal shows an attitude of attention, openness, cheerfulness, firmness, wisdom, discipline and commitment and has emotions. which is stable; (b) delegation of tasks is carried out fairly and direction is given; (c) decision making is carried out jointly/consensusally; (d) supervision is carried out by directly monitoring progress; (e) school development includes development of school facilities and infrastructure, extracurricular activities, learning and teachers and educational staff; (f) open and two-way communication with clear and easy to understand language; (g) motivation by providing encouragement/encouragement and fulfilling the needs of all school personnel and (h) rewards in the form of praise and thanks. In leading the school principal uses a group leadership style. So it can be understood that in an effort to improve the performance of teachers and education staff, school principals empower teachers and education staff, develop the competence of teachers and education staff, provide motivation and rewards; (2) factors that influence the group leadership style are: (a) the leader himself has personality, past experience, and high expectations for all school personnel to develop the school; (b) characteristics of superiors who prioritize the process of carrying out tasks; (c) subordinate characteristics that demonstrate enthusiasm and willingness to change; (d) task requirements by providing guidance regarding task clarity; (e) organizational climate and policies can help improve the quality of human resources in the school environment

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