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As-Sulthan Journal of Education
Published by Pt Sulthan Journal Publisher
ISSN : -     EISSN : 30638313     DOI : -
Core Subject : Education, Social,
Education Social Sciences
As Sulthan Journal of Education (ISSN 3063 8313) is a peer reviewed open access journal that publishes high quality research articles in the field of education. The journal operates under a double blind review process to ensure the integrity and rigor of the review process, with the aim of fostering the exchange of ideas and knowledge among researchers, academics, and practitioners. As Sulthan Journal of Educational journal focused on exploring the dialogue between research and practice in educational settings. This journal publishes a range of studies in the fields of research, experience, and perspectives on various aspects of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The journal welcomes articles from various approaches and methods and encourages submissions from the broader fields of education and learning from around the world. As Sulthan Journal of Education is committed to advancing the understanding of education and its role in society. We welcome original research articles, literature reviews, case studies, and conceptual papers that contribute to the body of knowledge in education. As Sulthan Journal of Education is published four times a year, in January, March, May, July, September, November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 288 Documents
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MODEL MANAJEMEN PERUBAHAN PENDIDIKAN ISLAM TRANSFORMATIF DALAM MENINGKATKAN MUTU LEMBAGA PENDIDIKAN Eko Wibowo; Binti Maunah; Asrop Syafi’i
As-Sulthan Journal of Education Vol. 3 No. 3 (2026): Mei
Publisher : As-Sulthan Journal of Education

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Abstract

Improving the quality of education in schools is now required to be more adaptive in improving the quality of its services by implementing a systematic and visionary change management model. The focus of this study provides an overview of how is SLBN 1 in Blitar implements transformative change management. The implementation steps, identification of driving and inhibiting factors. The focus of the research includes an analysis of the change cycle of planning, execution, and evaluation. A descriptive qualitative approach serves as the study framework. To obtain valid data, the author combined interview data collection techniques, participatory observation, and documentation. Data analysis through reduction, presentation, and drawing conclusions was carried out interactively to ensure the validity of the findings. The results show the adoption of three main pillars: a shift in school culture to be more religious, the use of information technology (ICT) in the learning process, and the transformation of managerial aspects to a digital system. This success cannot be separated from the role of various parties. The main supporting factors are the transformational leadership style of the principal, the active involvement of teachers and education staff, and the support of parents and the community. Challenges encountered are human resources and infrastructure. From the human resources side, some teachers are reluctant to abandon old patterns (resistance to innovation). On the technical side, limited technological support facilities ultimately create additional difficulties for school communities in adapting to the digital ecosystem. These findings confirm that the effectiveness of transformation depends on the synchronization of innovative managerial aspects and the strengthening of institutional principles. Integrating these two elements is key, as it serves as both a moral foundation and a direction for every innovation implemented within the educational institution's structure.
IMPLEMENTASI BUDAYA ORGANISASI DALAM MENINGKATKAN KINERJA GURU PADA SLBN 1 KOTA BLITAR Eko Wibowo; Abd Aziz; Nur Efendi
As-Sulthan Journal of Education Vol. 3 No. 2 (2026): Maret
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Abstract

The quality of teacher performance is greatly influenced by the school's organizational culture, which can both motivate and hinder productivity. Therefore, creating a positive work environment is crucial in optimizing the dedication and work results of educators. The purpose of this study is to determine whether the implementation of an organizational culture at SLBN 1 Kota Blitar, based on the values ​​of discipline, integrity, respect, and collaboration, has been proven effective in boosting teaching quality. Through consistent internalization of these collective values, the school environment has succeeded in creating higher-quality work standards for all educators. This study used observation, interview, and documentation study methods involving the Principal and teachers and analyzed through data reduction, data presentation and conclusions. The findings of this study revealed that: 1) teacher effectiveness can be accelerated through discipline enforcement. 2) organizational culture planning that focuses on professional development. 3) Creating a solid atmosphere of learning and collaboration is a strategic step to build a more productive and organized educational environment. Ultimately, the success of internalizing these normative values ​​depends heavily on the collective commitment of all school elements to maintain the stability and quality of the institution. The effective implementation of organizational culture at SLBN Kota Blitar has been proven to significantly boost teacher performance. This success confirms that strengthening organizational values ​​is a crucial instrument in efforts to improve instructional quality and student achievement.
PERAN BUDAYA ORGANISASI DALAM MENINGKATKAN KINERJA GURU PADA SLBN 1 KOTA BLITAR Eko Wibowo; Prim Masrokan Mutohar; Imam Fuadi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Abstract

The effectiveness of teacher performance is greatly influenced by the strength of organizational culture within the institution's management system. This study explores the strategy for developing discipline and the importance of organizational culture for teacher motivation and work productivity at SLBN 1 Blitar. Furthermore, various obstacles that limit performance optimization were identified. This study used a descriptive qualitative approach. Data collection techniques included field observations, in-depth interviews, and document reviews. Research subjects included the principal, teachers, and the school committee. The results showed strengthening teacher discipline through a regulatory compliance approach. The implementation of this policy refers to the school's internal standards and the applicable legal framework. The school strives to improve teacher performance through non-binding incentives, job promotions, support for competency development through various training programs. Welfare aspects are also addressed through occupational safety guarantees and the creation of a conducive work environment. Efforts to optimize teacher performance are hampered by minimal regulation dissemination and weak coordination and communication between employees. Another obstacle is the low participation of the school committee, especially in the process of formulating strategic school policies.
IMPROVING AL-QUR'AN AND HADITH LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF THE ACTIVE KNOWLEDGE SHARING STRATEGY AT MAN SOLOK CITY Pebriyan; Dipalpa Rego; Khadijah
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Abstract

This study aims to analyze the improvement of students' learning outcomes through the implementation of the Active Knowledge Sharing strategy in the Al-Qur'an Hadith subject at MAN Kota Solok. The study employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The research involved two classes consisting of an experimental class and a control class, each comprising 30 students. Data were collected through learning outcome tests and analyzed using descriptive statistics and the Independent Sample t-Test. The findings revealed that the experimental class achieved a higher posttest mean score (85.53) than the control class (76.87). The mean increase in the experimental class was also greater (19.93 points) compared to the control class (11.67 points). Furthermore, the hypothesis testing showed a significance value of 0.000 (<0.05), indicating a significant difference in learning outcomes between the two groups. The study concludes that the Active Knowledge Sharing strategy is effective in improving students' learning outcomes and can be used as an innovative and collaborative learning strategy in Al-Qur'an Hadith learning at the madrasah level.
PENGEMBANGAN INSTRUMEN PENILAIAN NON TES (AFEKTIF DAN PSIKOMOTORIK) DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Halimatus Sadiyah; Moh. Sahlan
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Abstract

Assessment in Islamic Religious Education (PAI) has long been dominated by test-based instruments that measure only the cognitive domain, while the affective domain (attitudes, morals, religious values) and the psychomotor domain (practical worship skills) remain inadequately measured. This study aims to develop valid and reliable non-test assessment instruments to measure students' affective and psychomotor domains in PAI learning. The study employs a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The developed instruments include attitude observation sheets, Likert attitude scales, teacher observation journals, self-assessment, peer-assessment, as well as performance assessment sheets and portfolios to measure worship skills such as ablution, prayer, and Qur'anic recitation. Expert validation results indicate that the instruments are suitable for use with a high validity category, and reliability testing shows adequate coefficients for field implementation. The study concludes that systematically developed non-test instruments can complement the limitations of test-based evaluation and provide a holistic picture of students' learning achievement in PAI, while supporting the implementation of authentic assessment within the Merdeka Curriculum.
Analisis Proses Pemodelan Matematis Mahasiswa Ditinjau dari Level Kemampuan Penalaran pada Materi Fungsi Konsumsi dan Tabungan Desmiani Susanti
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Abstract

Penelitian ini bertujuan menganalisis proses pemodelan matematis mahasiswa berdasarkan level kemampuan penalaran matematis. Penelitian menggunakan pendekatan deskriptif kualitatif dengan rancangan studi kasus terhadap enam mahasiswa Program Studi Pendidikan Matematika yang dipilih secara purposive, terdiri atas dua mahasiswa pada masing-masing level kemampuan (rendah, sedang, dan tinggi). Data dikumpulkan melalui kuis pemodelan tertulis dan wawancara think-aloud, kemudian dianalisis menggunakan siklus pemodelan Blum dan Leiß. Hasil penelitian menunjukkan bahwa mahasiswa level tinggi mampu melalui seluruh tahapan pemodelan secara sistematis disertai penalaran kreatif dan interpretasi yang tepat. Mahasiswa level sedang telah mencapai tahap interpretasi, tetapi masih mengalami kebingungan dalam membedakan konsep MPC dan MPS saat menentukan saving rate. Sementara itu, mahasiswa level rendah masih menunjukkan kesalahan konseptual mendasar, seperti kekeliruan menghitung MPC dan menafsirkan hubungan antara MPC dengan tingkat penghematan. Temuan ini menunjukkan perlunya strategi scaffolding yang disesuaikan dengan level kemampuan mahasiswa, terutama untuk memperkuat pemahaman konsep pada level rendah dan kemampuan memberikan justifikasi matematis pada level sedang.
PENGARUH KEMANDIRIAN BELAJAR TERHADAP BERPIKIR KRITIS : BUKTI EMPIRIS PADA MATA KULIAH STATISTIK EKONOMI DAN BISNIS Hamni Fadlilah Nasution; zulaika Matondang
As-Sulthan Journal of Education Vol. 3 No. 3 (2026): Mei
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Abstract

Critical thinking skills are a crucial competence in solving quantitative data phenomena in Economic and Business Statistics courses. However, the abstract nature of the course often triggers student dependence on lecturers. This study aims to empirically examine the effect of self-regulated learning on students' critical thinking skills in the Economic and Business Statistics course. This associative quantitative research involved 76 students of the Islamic Economics Study Program at the Faculty of Islamic Economics and Business. Data were collected through self-regulated learning questionnaires and critical thinking skills tests, which were then analyzed using simple linear regression via SPSS software. The results showed that self-regulated learning had a positive and significant effect on students' critical thinking skills. Self-regulated learning contributed 92.7% to the variation in critical thinking skills, while the remainder was explained by other factors outside the research variables. Indicators of self-regulation and initiative in seeking learning resources became the main drivers of students' sharpness in analyzing statistical data, evaluating hypotheses, and drawing valid economic inferences. The implications of this study emphasize the importance of lecturers designing project-based learning to stimulate learning autonomy while sharpening students' critical thinking skills
ASESMEN AUTENTIK DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Fitriah Khoirul Umamah; Moh. Sahlan
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Abstract

The transformation of 21st-century education demands a paradigm shift in assessment from one focused on cognitive mastery to one capable of measuring students' comprehensive competencies, encompassing knowledge, attitudes, and skills. In Islamic Religious Education (PAI) learning, authentic assessment is crucial because learning objectives focus not only on mastering religious material but also on character building, internalizing Islamic values, and practicing religious teachings in daily life. However, PAI assessment practices are still dominated by conventional tests that tend to measure memorization skills, thus failing to comprehensively represent learning outcomes. This situation indicates a gap between the ideal goals of PAI learning and the evaluation practices implemented. Authentic assessment offers alternatives through various forms of assessment, such as projects, portfolios, observation of attitudes, and worship practices, which enable students to demonstrate real abilities in the context of everyday life. However, its implementation still faces various challenges, including limited teacher competence in designing authentic assignments, developing objective assessment rubrics, and systematically integrating assessment into the learning process. Therefore, a study of the concept, development of authentic tasks, design of assessment rubrics, and implementation of authentic assessment in Islamic Religious Education learning is important to support the creation of an evaluation system that is more meaningful, comprehensive, and oriented towards the holistic formation of student character.

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