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TIME Journal
Published by Sekolah Tinggi Agama Islam Al-Muntahy
ISSN : 31101453     EISSN : 30897459     DOI : -
Core Subject : Science, Education, Social,
Decision Sciences, Operations Research & Management Education Social Sciences
TIME Journal serves as a vital platform for advancing literature in Islamic Educational Management. Published by Sekolah Tinggi Agama Islam Al-Muntahy, the journal aims to support broader knowledge dissemination, enhance research impact, and facilitate international collaboration in academia. Focusing on Islamic educational management, the journal covers Strategic Planning, Educational Supervision, Islamic Educational Leadership, Organizational Behavior, and Pesantren Management. With a comprehensive approach, TIME Journal provides opportunities for researchers, practitioners, and policymakers to discuss strategic issues in Islamic education and explore innovative solutions to the challenges facing Islamic educational institutions. With a mission to become a trusted source in the field of Islamic educational management, TIME Journal invites researchers, reviewers, and readers to join this dynamic community, fostering discourse and contributing to the sustainable transformation of Islamic education.
Arjuna Subject : Umum - Umum
Articles 3 Documents
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Search results for , issue "Vol. 2 No. 2 (2025): July-December" : 3 Documents clear
STRATEGI IMPLEMENTASI CONTINOUS IMPROVEMENT DI PKPBA UIN MAULANA MALIK IBRAHIM MALANG : STUDI KASUS: Strategi Implementasi Continous Improvement di PKPBA UIN Maulana Malik Ibrahim Malang: Studi Kasus Mulyani, Rinda Eka; Adjiji, Fatma Dewi
Transformation of Islamic Management and Education Vol. 2 No. 2 (2025): July-December
Publisher : Sekolah Tinggi Agama Islam Al-Muntahy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65663/timejournal.v2i2.100

Abstract

Improving the quality of Arabic language instruction in Islamic higher education requires a management system oriented towards continuous improvement. This study aims to analyse the implementation strategy of continuous improvement in the management of the Special Programme for Arabic Language Courses (PKPBA) at UIN Maulana Malik Ibrahim Malang. The research adopts a qualitative approach using a case study method. Data were collected through in-depth interviews with institutional leaders, programme coordinators, lecturers, and academic support staff, as well as observations of learning activities and programme management practices. Supporting data were obtained from institutional documents and relevant literature. Data credibility was ensured through source and method triangulation as well as member checking. Data analysis followed the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that PKPBA has systematically implemented a continuous improvement strategy through the Plan–Do–Check–Act (PDCA) cycle. This strategy is reflected in needs-based planning through placement tests, differentiated learning organisation, tiered instructional implementation supported by information technology, and comprehensive evaluation aimed at ongoing quality enhancement. The results indicate that the application of continuous improvement contributes positively to the effectiveness of programme management and the sustainability of Arabic language learning quality. This study concludes that the continuous improvement model implemented by PKPBA can serve as a reference for the development of Arabic language learning management in Islamic higher education institutions.
Evaluasi Efektivitas Pelatihan Peningkatan Kapasitas di MI Hidayatun Najah Dengan Model Kirkpatrick Rustyawati, Dian; Fauzi, M
Transformation of Islamic Management and Education Vol. 2 No. 2 (2025): July-December
Publisher : Sekolah Tinggi Agama Islam Al-Muntahy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65663/timejournal.v2i2.102

Abstract

This study focuses on evaluating the effectiveness of teacher and educational personnel training at MI Hidayatun Najah Tuban using the Kirkpatrick evaluation model, which consists of four levels: reaction, learning, behaviour, and results. The main objective of the research is to examine the extent to which the training programme improves participants’ perceptions, learning outcomes, workplace behaviour, and organisational performance. The study employed a quantitative research design grounded in a positivist approach. The research population comprised all teachers and educational staff who participated in the training programme, totalling 82 individuals, and a saturated sampling technique was applied. Data were collected through questionnaires, observation, and pre-test and post-test instruments, and analysed using Likert scale analysis, descriptive statistics, and paired sample t-tests with the support of Microsoft Excel and SPSS 25.0. The findings indicate that, at the reaction level, participants showed very positive responses to the training materials, delivery methods, and relevance to their professional needs. At the learning level, statistical analysis revealed a significant increase in participants’ knowledge and understanding, as evidenced by the substantial difference between pre-test and post-test scores. Behavioural evaluation results demonstrate that participants were able to transfer learning into practice, reflected in increased enthusiasm, collaboration, and improved job performance. At the results level, the training programme produced significant organisational impacts, particularly in enhancing the quality of educational services provided by the institution. The implications of this study suggest that the Kirkpatrick model is an effective and relevant framework for evaluating training in Islamic educational institutions. The results underscore the importance of systematic training and continuous evaluation to strengthen human resource development and institutional performance.
Growth Mindset Based Teacher Supervision Model In Education: Literature Review Hakim, Athrusy Robiul; Setyawan, Jefri Nanang; Afriani, Linda; Mutmainnah; Bafadal, Ibrahim; Ubaidillah, Aan Fardani
Transformation of Islamic Management and Education Vol. 2 No. 2 (2025): July-December
Publisher : Sekolah Tinggi Agama Islam Al-Muntahy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65663/timejournal.v2i2.109

Abstract

The growth mindset-based teacher supervision model is an innovative approach in the development of teacher professionalism that emphasizes the mindset that abilities can continue to be developed through effort, perseverance, and self-reflection. This study aims to formulate a more humanistic and strategic model of supervision by focusing on the growth of teachers as lifelong learners. Through the literature review method, this study examines relevant theories and the results of previous studies that support the concept of growth mindset in education. This model is structured in a controlling cycle framework that includes five main stages: standardization, data-driven monitoring, deviation detection, corrective action, and feedback loop. Indicators of teacher mindset growth include active participation in professional development, learning innovation, acceptance of feedback, and self-reflection skills. In addition, this model is enriched with evaluation instruments such as reflective journals, peer review, and collaborative coaching. The results of the study show that the implementation of growth mindset-based supervision is able to create a school culture that is adaptive, collaborative, and oriented towards improving the quality of education. Thus, this model is expected to be a practical and theoretical reference for school principals and education supervisors in improving the quality of teacher human resources in a sustainable manner in the midst of today's educational challenges.

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