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Quality
Published by Universitas Islam Negeri Sunan Kudus
ISSN : 23550333     EISSN : 25028324     DOI : http://dx.doi.org/10.21043/quality
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
The focus and scope of Quality Journal is the leading journal in Islamic educational institutions concerning Islamic Education Management. The journal promotes research and scholarly discussion concerning the Transformative Management of Islamic Education in Academic disciplines and Institutions, focusing on the advancement of scholarship in both formal and non-formal education. Topics might be about the management of Islamic education, Islamic Leadership, and teacher professional development in Madrasah, Pesantren and Islamic College.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol 13, No 2 (2025): QUALITY" : 8 Documents clear
Fatony University, Pattani, Thailand Hanik, Elya Umi; Susilowati, Retno; Islahuddin, Islahuddin
QUALITY Vol 13, No 2 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i2.33888

Abstract

This study aims to analyze and describe the implementation of differentiated learning at MI Darul Ulum 02 in Kudus and at MI Rodlotus Syubban in Pati within the framework of the Independent Curriculum. A qualitative field study with a multi-case design was conducted to collect data through interviews, documentation, and observation. The data were analyzed using multi-case analysis, beginning with an analysis of each case individually and then synthesizing the cases to identify patterns and distinctions. The findings reveal that differentiated learning at both madrasahs not only accommodates students’ diverse needs but also cultivates the Pancasila Student Profile through contextual learning. Differentiation is implemented through three dimensions—content, process, and product—supported by creating an inclusive and ethical learning environment, developing students’ personal and social competencies, and conducting diagnostic assessments for each subject. Practically, the study provides madrasah teachers with insight for designing and managing differentiated learning aligned with the Independent Curriculum. From a scientific perspective, this research contributes a contextual model of differentiated instruction in Islamic elementary schools by integrating national curriculum values with Islamic educational principles.
Internationalization of Indonesian Islamic Higher Education in the Digital Transformation Era: Opportunities and Challenges
QUALITY Vol 13, No 2 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i2.33827

Abstract

This conceptual article examines the internationalization of Islamic universities in Indonesia in the context of digital disruption. Although previous studies have addressed the general topic of higher education internationalization, little attention has been given to how Islamic universities can globalize while maintaining their unique integration of science, religion, and Islamic moderation. Employing a library research method and utilizing a SWOT analysis approach, this study examines relevant laws, ministerial regulations, and policy documents. The findings indicate that Islamic higher education institutions (PTKI) have strategic strengths in integrating science and religion and have a moderate Islamic identity that distinguishes them from other universities worldwide. From an opportunity perspective, PTKIs can leverage digital transformation, international cooperation policies, and the Merdeka Belajar-Kampus Merdeka (MBKM) program to expand their global academic networks. However, the study also revealed fundamental weaknesses: the absence of regulations for the internationalization of PTKIs, dual authority between ministries, and internal limitations in human resources, international publications, infrastructure, and funding. PTKIs also face serious challenges, including the risk of pseudo-internationalization, tension between Islamic identity and secular academic standards, and global competition and geopolitical dynamics that can hinder academic mobility.
Transformation of Teacher Evaluation in Improving the Quality of Community-Based Madrasah Education Bariroh, Umi; Salafudin, Moh Anwar; Muhammadi, Qasem
QUALITY Vol 13, No 2 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i2.33858

Abstract

AbstractThis study aims to evaluate the implementation of teacher performance assessment in improving the quality of education in community-based madrasah ibtidaiyah. A descriptive qualitative approach was used through a case study at MI NU 09 Kauman Boja Kendal. The informants consisted of 16 teachers and 1 madrasah head who were selected purposively. Data were collected through in-depth interviews, observations, and documentation, and then analyzed using thematic techniques. The results of the study show that the implementation of teacher performance assessment is still administrative, unsustainable, and has less impact on improving the quality of learning. Senior teachers with civil servant status and a service period of more than 15 years show a low level of participation in the evaluation process due to the lack of follow-up and professional strengthening. Other inhibiting factors include low digital literacy, lack of learning innovation, and an organizational culture that is less open to feedback. This study recommends strengthening reflective supervision and the formation of professional learning communities based on the principles of total quality management as a strategy for sustainable teacher performance improvement.  
Integrative-Contextual Curriculum Management in Maintaining the Existence of Modern Islamic Boarding Schools in Manbaul 'Alaa Grobogan Witanti, Fitria Nita; Sukardi, Imam Sukardi; Baidi, Baidi Baidi
QUALITY Vol 13, No 2 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i2.33506

Abstract

This study aims to comprehensively analyse the implementation of an integrative-contextual curriculum management in maintaining the existence of Manbaul ‘Alaa Islmaic Boarding School as an Islamic educational institution oriented towards the formation of spiritual, moral, and intellectual intelligence of students amid the dynamics of socio-global change. Adopting a descriptive qualitative approach involving observation, in-depth interviews, and document analysis, the study identifies strategies for aligning the national and Diniyah curricula, incorporating Islamic values into general learning, and cultivating an academic culture reflective of contemporary boarding schools. The results demonstrate the successful implementation of vision-based curriculum planning, collaborative learning supervision, and teacher capacity building to manage integrative learning that emphasises character, manners, and modern literacy. Supporting factors include visionary leadership, religious culture, and community partnerships, while obstacles include limited availability of integrative teachers, adapting educational technology, and the burden of a dual curriculum. This research’s original contribution lies in mapping an integrative-contextual curriculum management model based on Islamic values, which is relevant to 21st-century needs, and which has been developed through a grounded approach to educational practices in modern Islamic boarding schools. This model can serve as a reference for other Islamic boarding schools when designing a curriculum system that balances general knowledge and Islamic scholarship while preserving cultural identity. The research also provides practical recommendations in the form of mechanisms for improving the competence of integrative teachers, a character- and global competency-based framework for evaluating curricula, and a plan to strengthen modern Islamic boarding schools’ social and digital collaboration to enhance institutional competitiveness. Therefore, an integrative-contextual curriculum management approach is valuable tool for maintaining the continuity, legitimacy, and sustainability of modern Islamic educational institutions during a period of educational transformation.Keywords: Curriculum Management, Integrative-Contextual, Modern Islamic Boarding School, Islamic Education, Existence
The Change Management in the Development of Pesantren-Based Curriculum Integration Lestari, Wiji Dewi; Sulton, Ahmad
QUALITY Vol 13, No 2 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i2.33061

Abstract

This study explores change management in the development of the pesantren-based curriculum at MI Tahfizh Al-Furqon Ponorogo. The study employs a qualitative approach with a case study model. Observations, interviews, and documentation were used to collect data for this study. This study used the interactive data analysis model developed by Miles, Huberman, and Saldana, which includes collection, condensation, presentation, and conclusion-drawing. The study found that the change management planning for the pesantren-based curriculum integration development at MI Tahfizh Al-Furqon utilizes situational diagnostics. Implementing change management in pesantren-based curriculum integration at MI Tahfizh Al-Furqon involves three core activities: communicating changes, determining curriculum models, and blending curriculum concepts. The implementation was evaluated through coordination and field surveys. This study contributes to the practical understanding of how change management strategies can effectively be applied in pesantren education, particularly in developing curricula that incorporate pesantren values while meeting modern educational demands.
Revitalization of Aqidah Learning: A Managerial Analysis of Aqidah Teaching Material Development at Islamic State Higher Education Institutions (PTKIN) Asyadily, Muhamad Hasan; Mufid, Fathul
QUALITY Vol 13, No 2 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i2.33658

Abstract

This study examines the revitalization of Aqidah learning by analyzing the management of teaching material development within the Aqidah course cluster at State Islamic Higher Education Institutions (PTKIN). The Aqidah course cluster often receives limited attention and is considered one of the least developed disciplines in Islamic studies. The field is generally perceived as unappealing due to its focus on historical conflicts. Furthermore, the historical-textual approach often results in interpretations centered on conflict, potentially fostering sectarian fanaticism. This qualitative study utilized primary data collected from five PTKINs in Indonesia through analytical-descriptive methods. Data were collected through interviews and documentation, both of which were analyzed using triangulation techniques. Findings indicate that the Aqidah course cluster significantly contributes to the Aqidah and Islamic Philosophy curricula. UIN Syarif Hidayatullah Jakarta allocates 20% of its total course offerings to the cluster, followed by UIN Walisongo Semarang (19.40%), UIN Sultan Maulana Hasanuddin Banten (18.42%), UIN Sunan Kudus (18.46%), and UIN Sunan Kalijaga Yogyakarta (12.73%). Managerial analysis of Aqidah teaching material development encompasses theoretical and conceptual aspects, incorporating local Indonesian theological insights, multidisciplinary integration, engagement with classical texts, and applied theology. These developments aim to enhance the relevance of Islamic theology by incorporating faith-based values into contemporary life. This study provides a managerial framework and empirical evidence that can serve as a foundation for revitalizing the Aqidah curriculum in PTKIN and introduces a contextual theological framework.
Implementing Differentiated Assessment in Islamic Religious Education to Enhance Students’ Critical Thinking in the Context of the Merdeka Curriculum at Senior High Schools Nazhan, Faiz Aswa; Anwar, Saepul; Romli, Usup; Firmansyah, Mokh Iman; Muflih, Abdillah
QUALITY Vol 13, No 2 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i2.33253

Abstract

This study explores the experience of an Islamic education teacher in implementing differentiated assessments and analyzes their impact on students’ critical thinking development. A qualitative approach with a descriptive-analytical method was used to collect data through an in-depth interview with a PAI teacher at SMAN 7 Bandung, which was supported by relevant literature. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, display, and drawing conclusions. The results demonstrate that differentiated assessments provide students with opportunities to express their understanding in creative and reflective ways. This approach also promotes the development of Ennis’s five critical thinking indicators: clarification, basic support, inference, advanced argumentation, and self-regulation. The study concludes that differentiated assessment significantly enhances students’ critical thinking skills in Islamic religious education.
Implementation of Islamic Education Values through 5S Habits: A Program Managemnet Approach in Madrasa Khakim, Luthfi; Muthia, Ratna; Asiyah, Nur; Mahmudulhassan, Mahmudulhassan
QUALITY Vol 13, No 2 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i2.32010

Abstract

Amidst an ethical and moral crisis marked by rising bullying and social injustice, implementing character education through the 5S practice (Senyum, Salam, Salim, Sapa, Sopan) in madrasas is crucial to reinstilling Islamic educational values. This study aims to describe how the 5S fosters Islamic character in students at MI Al-Khoiriyyah 2 Semarang. This study is a descriptive qualitative field study. The subjects of the study were homeroom teachers and students who were selected based on their active involvement in implementing the 5S culture in the madrasa environment. Data were collected through observation, interviews, and documentation. Data validity strengthened through source and technique triangulation, member checks, and audit trails. Data analysis was conducted using Miles and Huberman’s interactive model, which includes data reduction, presentation, and drawing conclusion. The results of the study indicate that the implementation of Islamic educational values that can be integrated into the 5S habituation at MI Al-Khoiriyyah 2 Semarang includes: rahmah (compassion), silaturrahmi, respect, strengthening ukhuwah (brotherhood), tawadhu’ (obedience), and social concern. Supporting factors for implementing the 5S habituation at MI Al-Khoiriyyah 2 Semarang include the learning environment, community environment, and family environment. This study contributes to the literature by demonstrating how the 5S habituation can effectively integrate Islamic moral values into educational practices. It also provides madrasas with a practical reference for strengthening positive cultures and teacher role models.

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