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AIM: Journal of Islamic Education Management
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 30251141     EISSN : 30251087     DOI : https://doi.org/10.15575/aim.v2i2.37991
Core Subject : Education,
Education
AIM: Journal of Islamic Education Management is a research journal focuses on Islamic education management with the scope limited to the various dimensions including: leadership in education, organizational culture, education management functions, the substance of education management, education administration and supervision, quality management, management information systems, management of formal and non formal education.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Strategi dan Menejemen
Articles 32 Documents
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Evaluating Zoning-Based Learning Management For Education Quality Improvement: A Case Study Of State Senior High School 24, Bandung Moch Hary Ramdany, Hanhan
AIM: Journal of Islamic Education Management Vol. 1 No. 1 (2023): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i1.28882

Abstract

The primary aim of this research is to critically assess the impact of zoning-based learning management on the overall quality of education at State Senior High School 24, Bandung. Employing a rigorous and systematic approach, the study employed multiple data collection methodologies, including documentation, interviews, and observations, to gather comprehensive and in-depth insights. The findings reveal that State Senior High School 24, Bandung has demonstrated a commendable proficiency in formulating and executing effective zoning-based learning management strategies. This encompasses proficiently allocating tasks and responsibilities within the institution. Furthermore, the evaluation of the implemented zoning-based learning management approach exhibited a high level of efficacy. Through meticulous examination, both supportive and obstructive elements influencing the implementation of zoning-based learning management at State Senior High School 24, Bandung have been meticulously identified. Particularly, the study delves into the significant hindrance posed by student heterogeneity or diversity, adversely affecting the implementation process. 
Enhancing Teacher Competence In Implementing The Independent Learning Curriculum: The Role Of Change Management Zakawali Al-Fathoni, Bilal
AIM: Journal of Islamic Education Management Vol. 1 No. 1 (2023): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i1.28884

Abstract

The implementation of the independent learning curriculum is a fundamental endeavor undertaken by the government to enhance the quality of education and learning in schools. However, this implementation is often impeded by the inadequate grasp of various principles within the independent learning curriculum among teachers. A prevailing concern is that a significant number of teachers lack a comprehensive understanding of the independent learning curriculum, leading to the non-adherence in developing lesson plans (RPP) in accordance with the principles and guidelines set forth in the independent learning policy. To address the issue of insufficient teacher proficiency in the independent learning curriculum, the School Principal proactively initiated change management activities. The research employed descriptive and verificative methods, drawing on the action research model proposed by Kemmis & McTaggart, encompassing four stages: planning, implementation, observation, and reflection. Descriptive statistical analysis and interactive analysis techniques were employed for data analysis, utilizing various research instruments such as researchers, tests, observation sheets, and questionnaires. The study’s results indicate that the application of change management positively influences teachers’ mastery of the independent learning curriculum, particularly in their capacity to develop effective and student-oriented lesson plans (RPP), deliver instruction tailored to students’ needs, and implement self-directed learning assessments, as outlined in the independent learning curriculum. The implementation of change management measures significantly enhanced teachers’ proficiency in mastering the independent learning curriculum at SDN 131 Cijawura. This improvement is evident in various aspects of their mastery of the independent learning curriculum, which was previously developed by the researcher. Notably, the average score increased from 71.06 in the pre-action phase, with a success rate of 27.78%, to an average score of 81.06 with a success rate of 83.33% in Cycle I, and further improved to an average score of 91.28 with a success rate of 100% in Cycle II.
Education Paradigm Reform for Quality and Equitable Learning: A Qualitative Analysis Amir, Abdul Rozak
AIM: Journal of Islamic Education Management Vol. 1 No. 1 (2023): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i1.28885

Abstract

Reforming the educational paradigm towards equitable and quality education is an imperative endeavor to establish a more effective and inclusive education system. This research adopts a qualitative approach, employing library research as the primary data collection technique. The sources utilized in this study encompass books, scientific journals, literature, and pertinent publications. The findings reveal a comprehensive reform agenda, encompassing inclusivity and accessibility, enhancements in learning quality, the implementation of competency-based education, resource provision and capacity building, as well as active engagement with the community and stakeholders. By embracing this educational paradigm reform, the aspiration is to foster a more equitable educational landscape, providing equal opportunities for all individuals, devoid of any form of discrimination
Transformative Education: Emphasizing 21st Century Skills and Competencies in The Independent Learning Curriculum Anwar, Saeful; Umam, Hoerul
AIM: Journal of Islamic Education Management Vol. 1 No. 1 (2023): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i1.28886

Abstract

This research aims to comprehensively investigate the implementation of the 21st-century independent learning curriculum, with a specific focus on critical thinking literacy, life skills, and mastery of tools for work. A qualitative research approach was employed, enabling in-depth description and elaboration of the implementation process and educational competencies associated with 21st-century learning. Data collection for this study was conducted through a thorough analysis of relevant literature sources, utilizing library research as the primary method. The research findings demonstrate that the implementation of the independent learning curriculum (KMB) within the context of 21st-century education represents a viable and promising approach to enhance the overall quality of learning in educational institutions. Through the strategic implementation of KMB, educators can effectively facilitate a more interactive, enjoyable, and efficient learning environment, thereby fostering meaningful educational experiences for students. Furthermore, KMB proves instrumental in nurturing students' ability to engage in autonomous learning, collaborative endeavors, and the cultivation of critical and creative thinking capacities
Strengthening Student Discipline through Digital Record-Keeping: A School Action Research at SMP IT al-Amanah Abdul Muhyi, Ujang
AIM: Journal of Islamic Education Management Vol. 1 No. 1 (2023): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i1.29012

Abstract

Schools, as educational entities, bear the responsibility for the process of cultivating students' disciplined character. Therefore, the character of discipline is not solely rooted and nurtured within the dimensions of individual humans but also collectively within educational entities or institutions. The primary objective of this research is to evaluate the enhancement of discipline within the school environment using the Attitude Record approach as an analytical tool. The method employed in this study is the School Action Research (SAR) approach. The research findings reveal that implementing the Attitude Record as a tool for recording and analyzing student behavior data yields significant benefits in enhancing discipline within the school. The Attitude Record enables school management to conduct more precise evaluations of disciplinary situations, identify student behavioral patterns, and formulate actions that align with the existing conditions. Schools can take practical and targeted measures to improve discipline comprehensively through this approach.The implications of these findings extend not only to the relevant school environment but also to offer guidance for other educational institutions. The utilization of similar applications to manage student behavioral data holds the potential to elevate discipline across various educational establishments. The case analyzed in this research, specifically at SMP  IT Al-Amanah, is a valuable example for other institutions to adopt a similar approach to enhance student discipline
Enhancing the Analytical Abilities of Fifth Grade Students at SDN 1 Pasirgintung CikulurThrough the Application of the Picture and Student Learning Model Nurjanah, Siti
AIM: Journal of Islamic Education Management Vol. 2 No. 1 (2024): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v2i1.30525

Abstract

This research aims to enhance the analytical skills of fifth-grade students at SD Pasirgintung, Lebak Banten, on the subject of the Struggle Against Dutch and Japanese Colonization. The study design utilizes Classroom Action Research developed by Kemmis & McTaggart, consisting of four stages: planning, acting, observing, and reflecting. The research was conducted over two cycles, with each cycle comprising two meetings. The subjects were 28 fifth-grade students at SD Pasirgintung, Lebak Banten. Data collected included information on the results and processes of learning through the implementation of the Picture and Student Active model on the aforementioned topic. Data collection techniques employed were observation, tests, and questionnaires. The findings indicate that the application of the Picture and Student Active model significantly improved the students' analytical abilities. This conclusion is based on the achievement of average scores and completion percentages. Observations of the learning process using the Picture and Student Active model showed that students were able to analyze the background of Dutch and Japanese colonization in Indonesia. Based on the results of the analytical ability tests, the average score achieved in the first cycle was 76.16 with a completion percentage of 52.51%. In the second cycle, the average score was 81.75 with a completion percentage of 83.97%. Therefore, the application of the Picture and Student Active model effectively enhanced the students' analytical skills on the subject of the Struggle Against Dutch and Japanese Colonization
Application of Contextual Learning Model to Improve Students' Problem Solving Ability Herwendi, Ayi
AIM: Journal of Islamic Education Management Vol. 2 No. 1 (2024): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v2i1.30528

Abstract

This study aims to enhance the problem-solving abilities of Class VIII students at MTS Negeri Bekasi in the subject of Ranked Numbers. Using Classroom Action Research developed by Kemmis & McTaggart, the study followed four stages: planning, acting, observing, and reflecting, conducted over two cycles with each cycle comprising two meetings. The subjects were 35 Class VIII students. Data was collected through observations, tests, and questionnaires, focusing on the learning outcomes and processes using contextual learning models. The findings indicate that the application of contextual learning models significantly improved students' problem-solving skills. Observations revealed that students could analyze and interpret data from frequency distribution tables and histograms and solve related problems effectively. The problem-solving ability test results showed an improvement from cycle I, where the average score was 77.43 with a completeness percentage of 77.14%, to cycle II, where the average score increased to 82.14 with a completeness percentage of 94.29%. Therefore, the implementation of contextual learning models successfully enhanced the problem-solving skills of students in the Ranked Numbers topic
Application of the KWL (Know, Want to Know, Learned) Learning Model to Improve Students' Reading Comprehension Baehaqi, Kholil
AIM: Journal of Islamic Education Management Vol. 1 No. 2 (2023): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i2.30724

Abstract

This research endeavors to augment the reading comprehension proficiency among eighth-grade students at SMP Tunas Pertiwi, Cirebon, focusing on the material of descriptive text. The research design adopts the Classroom Action Research framework, as conceptualized by Kemmis & McTaggart, encompassing four iterative stages: planning, acting, observing, and reflecting. The study unfolds through two meticulously executed cycles, each comprising two meticulously planned sessions. The research cohort comprises 36 eighth-grade students at SMP Tunas Pertiwi, Cirebon. The findings underscore the pivotal role played by the KWL model in fostering an enhancement in the reading comprehension capabilities of students, substantiated by a nuanced assessment involving average scores and completion percentages. Observational analyses conducted throughout the instructional phases employing the KWL model unveil the students' aptitude in discerning the social functions, textual structures, and linguistic intricacies inherent in a diverse array of oral and written descriptive texts. Their ability to provide and solicit information pertinent to straightforward text attests to the contextual mastery facilitated by this pedagogical approach. Analyzing the results of the reading comprehension test, the initial cycle reveals an average score of 73.77 with a completion percentage of 71.34%. Subsequently, in the second cycle, a notable improvement is observed with an average score of 82.44 and a completion percentage soaring to 89.27%. Consequently, the judicious implementation of the KWL model emerges as an efficacious means to elevate the reading comprehension skills of students, particularly in the realm of descriptive text material.   
Evaluating the Impact of Guided Inquiry Learning on Analytical Skills in Civics Education Sofy, Malik
AIM: Journal of Islamic Education Management Vol. 1 No. 2 (2023): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i2.30727

Abstract

This research is undertaken with the primary objective of enhancing the analytical skills of eighth-grade students at MTs Negeri 2, Cirebon, particularly in the domain of the Functions of the 1945 Constitution and Other Legislation. The research design is grounded in the Classroom Action Research methodology as conceptualized by Kemmis & McTaggart, encompassing four distinct phases: planning, implementation, observation, and reflection. The study unfolds across two cycles, each comprising two instructional sessions, and involves a cohort of 32 students from the eighth grade at MTs Negeri 2, Cirebon. The findings of this research underscore the efficacy of the guided inquiry model in bolstering the analytical competencies of students. These conclusions are derived from the tangible outcomes represented by average scores and completion percentages. Insight gained through observational analysis during the guided inquiry model application reveals that students not only grasp the intricacies of the Functions of the 1945 Constitution and other legislation but also exhibit the ability to dissect various sections of these legal documents. The analytical skills assessment results demonstrate that in Cycle I, students achieved an average score of 71.25 with a completion rate of 68.75%. Subsequent to the intervention in Cycle II, the average score increased to 80.59, with a notable improvement in the completion rate to 95.75%. This affirms the successful impact of the guided inquiry model on elevating students’ analytical capabilities concerning the Functions of the 1945 Constitution and Other Legislation.  
Enhancing Teachers Scientific Writing Proficiency through Effective Coaching Clinic Implementation: A Case Study at MA Salafiyah Bode Plumbon, Cirebon Yudi Yanto, Eko
AIM: Journal of Islamic Education Management Vol. 1 No. 2 (2023): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i2.30728

Abstract

The primary objective of this research is to enhance the proficiency of teachers at MA Salafiyah Bode Plumbon, Cirebon, in the composition of scientific papers. Employing the Action Research methodology as developed by Kemmis & McTaggart, the study encompasses four integral stages: planning, acting, observing, and reflecting. Over the course of two cycles, a cohort of 16 teachers at MA Salafiyah Bode Plumbon, Cirebon, actively participate as the subjects of this research. The data collection methodology comprises various techniques, including observation, tests, and questionnaires, with a specific focus on extracting information related to the outcomes and processes of the coaching clinic. The research findings signify that the implementation of the coaching clinic significantly enhances the adeptness of teachers in crafting scientific papers. This conclusion is substantiated by the achieved average scores and the percentage of mastery. Observations during the coaching clinic sessions vividly illustrate the progressive improvement in teachers’ capabilities to articulate scientific content effectively. In the initial cycle, the average score for the ability to write scientific papers stands at 73.75, with a corresponding mastery rate of 50%. Advancing to the subsequent cycle, there is a notable increase in the average score to 84.81, coupled with a commendable mastery rate of 100%. Consequently, the application of the coaching clinic emerges as an efficacious strategy in augmenting the proficiency of teachers in scientific paper composition at MA Salafiyah Bode Plumbon, Cirebon.   

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