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M Sahrawi Saimima
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eureka@iainambon.ac.id
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Prodi Manajemen Pendidikan Islam Fakultas Ilmu Tarbiyah dan Kejuruan UIN Abdul Muthalib Sangadji Ambon
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Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Published by Institut Agama Islam Negeri Ambon
ISSN : 30267935     EISSN : 30267366     DOI : -
Core Subject : Religion, Science, Education,
Religion Decision Sciences, Operations Research & Management Education Other
Eureka (Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam) adalah jurnal ilmiah yang secara khusus menerbitkan kajian non-empiris dan empiris tentang manajemen pendidikan islam, manajemen sekolah islam, kepemimpinan pendidikan islam, serta manajemen pendidikan berdasarkan perspektif pendidikan, filsafat, sejarah, teologi, sosiologi, antropologi, psikologi, dll. Jurnal ini bertujuan untuk menyebarluaskan kemajuan gagasan ilmiah dan temuan empirik secara kritis untuk penerapan dan praktik berbasis bukti. Jurnal ini terbit dua kali setahuan (April & Oktober).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 45 Documents
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Konsep Kepemimpinan Kenabian Dan Implementasinya Di Lembaga Pendidikan Islam: Studi Kasus Di Pondok Pesantren Al-Anshar Pinang Putih Puncak Ambon Iyama, Dandy; La Rajab; M K Ramdhani Pelupessy
Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam Vol. 2 No. 1 (2024): Eureka: Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Islam Islam Negeri Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/eureka.v2i1.16023

Abstract

In essence, Islamic educational institutions really need a leader with a prophetic leadership style, namely a leader who can set a positive example both in terms of behavior, speech and others so that they can have a better positive impact on educational institutions, members of organizations and students. Ideal leadership can be seen from the example of the leadership of the Prophet PBUH. In the context of Islam, a leader is expected to have four qualities possessed by the Prophet PBUH, namely: Shidiq (honest), Amanah (trustworthy), fathonah (intelligent) and Tabligh (always conveying the right things). This research uses a qualitative descriptive method with a case study approach. The time for this research was carried out from March 18, 2024 to April 18, 2024. Data collection techniques used through observation, interviews and documentation. Data analysis techniques are in the form of data reduction, data presentation and conclusion drawn. The results of the study show that: 1) The concept of prophetic leadership at the Al-Anshar Pinang Putih Puncak Islamic boarding school has been carried out and applied with reference to a leadership model that prioritizes Islamic values based on the teachings of the Prophet PBUH, including the values of justice, honesty, empathy and example. 2) The implementation of prophetic leadership at the Al-Anshar Pinang Putih Puncak Islamic boarding school has been carried out by applying aspects such as: Shidiq, Amanah, Tabligh and Fathonah. In addition, the implementation of prophetic leadership is also carried out through daily activities such as providing examples, providing teaching and coaching and holding religious activities. Thus, it can be concluded that prophetic leadership and its implementation at the Al-Anshar Pinang Putih Puncak Islamic boarding school have been well pursued and are expected to be able to produce a generation that is not only intellectually intelligent but also strong in upholding the values of honesty, justice and others.
Implementasi Kurikulum Merdeka Belajar Dalam Mata Pelajaran Pendidikan Agama Islam Di SMAS Al-Hilal Ambon Siompo, La Tamsir; M Sahrawi Saimima; La Sugi
Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam Vol. 2 No. 1 (2024): Eureka: Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Islam Islam Negeri Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/eureka.v2i1.16028

Abstract

Along with the process of implementing the independent curriculum in schools in the field of study of Islamic religious education, students are not only given learning in the form of theory in the classroom, but students are also given practical activities that give them an understanding that is directly related to the material they have received, both existing outside the classroom and inside the classroom, this includes SMAS Al-Hilal Ambon itself, therefore the implementation of the independent learning curriculum in Islamic religious education subjects. The type of research used in this research is qualitative phenomenological research. This research was carried out from 30 October 2023 to 16 November 2023. Data collection techniques were carried out through observation, interviews and documentation. Data analysis techniques include data reduction, data presentation and drawing conclusions. The results of the research show that: 1) Actions in implementing the independent curriculum in Islamic religious education subjects, namely taking action in the form of responses taken from the school principal in relation to ministerial policies regarding the implementation of the independent learning curriculum by holding a meeting stage involving all teachers in the field studies at school. 2) Activities in implementing the independent curriculum in Islamic religious education subjects, activities in implementing the independent learning curriculum by carrying out activities in the form of training by facilitators, to train teachers in preparing learning outcomes (CP) which will later describe the Learning Objectives Flow (ATP). 3) Implementation of the independent curriculum in Islamic religious education subjects, implementation is a plan that has been prepared since this policy was published, therefore its implementation has not been effective or due to a lack of books to support teaching and learning in schools. 4) This motivational supporting factor is very important, especially in the current era of independent learning, students also need motivation from their teachers in participating in the learning process. 5) The inhibiting factor for infrastructure is something that is most needed, especially books that support the learning of Islamic religious education subjects. Thus, it can be concluded that the implementation of the independent learning curriculum at SMAS Al-Hilal Ambon must be improved to achieve the desired results together.
SUPERVISI AKADEMIK: PENILAIAN PERENCANAAN DAN PELAKSANAAN PEMBELAJARAN GURU DI MTS AL-ANSHOR AMBON Tulhimma Rehalat, Madiana Aliya; Alfiyanti Wabula; Mindi Sukira; Alisha El-Shafira Kahar; Trisna Nuh
Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam Vol. 2 No. 2 (2024): Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Islam Islam Negeri Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/eureka.v2i2.16044

Abstract

This study aims to evaluate the quality of lesson planning and instructional implementation carried out by teachers at Madrasah Tsanawiyah (MTs) Al-Anshor Ambon through the lens of academic supervision. Planning and implementation constitute two intertwined pillars that jointly determine the effectiveness of the teaching-learning process, as affirmed in Ministerial Regulation of Education and Culture Number 22 of 2016 concerning Process Standards for Basic and Secondary Education (Kemendikbud, 2016). This research employed a descriptive qualitative approach, with data gathered through classroom observation, in-depth interviews with teachers, and documentary analysis of instructional tools, which were analyzed through data reduction, data display, and conclusion drawing, supported by source triangulation to ensure the credibility of the findings. The results indicate that most teachers at MTs Al-Anshor Ambon have prepared reasonably complete lesson plans (RPP) and teaching modules aligned with curriculum standards, yet classroom implementation remains constrained by limited variation in teaching methods and minimal use of interactive digital media. The principal supporting factors are the principal's routine supervision and teachers' openness to professional guidance, while the main inhibiting factors are limited technological facilities and insufficient continuous professional training. This study recommends strengthening digital-based teacher training and improving learning facilities to support more adaptive, student-centered instructional practices.
SUPERVISI PEMBELAJARAN DI SEKOLAH MAN AMBON Rumatiga, Saiful; Muh. Ali Souwakil; Fadilah; Tasya; Fitriani Bugis
Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam Vol. 2 No. 2 (2024): Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Islam Islam Negeri Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/eureka.v2i2.16045

Abstract

Instructional supervision is one of the determining factors in efforts to improve the quality of education, particularly within the environment of Madrasah Aliyah Negeri (MAN) 1 Ambon. This article aims to reconstruct and deepen the study of instructional supervision practices at MAN 1 Ambon by examining three interrelated dimensions: administrative supervision, planning supervision, and implementation supervision, while also identifying the supporting and inhibiting factors that shape their effectiveness. The study employs a descriptive qualitative approach through classroom observation, in-depth interviews with teachers and madrasah supervisors, and documentation studies of lesson plans, syllabi, and assessment records. The findings indicate that supervision conducted collaboratively, reflectively, and continuously contributes significantly to improving teachers’ pedagogical, professional, social, and personal competencies. However, several persistent challenges remain, including limited use of digital learning media, uneven implementation of authentic and formative assessment, and the still-occasional practice of post-teaching reflection. This article argues that instructional supervision must shift from an inspection-oriented paradigm toward a developmental and dialogical one, positioning the head of madrasah not merely as a structural superior but as an academic mentor. Strengthening supervisory scheduling, digital literacy training, and professional learning communities among teachers are recommended as follow-up strategies to sustain the quality of learning at MAN 1 Ambon. Keywords: instructional supervision; academic supervision; teacher professionalism; madrasah; MAN Ambon
SUPERVISI PENDIDIKAN DALAM ERA KECERDASAN BUATAN Lilipaly, Putri Hafizah Balqis; Saleha Wally; Nur Anissa Syawal; Fatmawati Seknun; Ela Rumbaru
Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam Vol. 2 No. 2 (2024): Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Islam Islam Negeri Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/eureka.v2i2.16047

Abstract

Artificial intelligence (AI) is entering teachers' daily work, yet it remains unclear how its presence changes educational supervision. This study examines the role of AI in supervision activities at MTs Al-Muhajirin Ambon, identifies the benefits and obstacles that accompany it, and formulates recommendations for teachers and related stakeholders. A descriptive qualitative approach was used, drawing on observation, interviews, questionnaires, and documentation involving active teachers with varying levels of technological proficiency. The findings show that AI helps teachers adapt instruction to students' needs, understand how students learn, and encourage collaboration among students. These benefits are constrained by uneven technological skills, inadequate training, unstable internet connections, and the vulnerability of student data. The analysis shows that supervision operates on two layers: using AI as a source of information for professional guidance, and overseeing how teachers and students use it. AI is therefore best positioned as a supporting tool that remains subordinate to teachers' professional judgment. The study recommends continuous training, clear usage rules, protection of student data, and adequate facilities. Keywords: Artificial Intelligence (AI), Educational Supervision, Teacher's Role, Quality of Education

Page 5 of 5 | Total Record : 45

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