Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam
Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam is a peer-reviewed international journal published biannually by Postgraduate Studies (Pascasarjana) Universitas PTIQ Jakarta, Indonesia. It aims to promote and disseminate scholarly publication on islamic education and Islamic education management from scholars around the world covering textual, historical and empirical dimensions, both classical/medieval, modern and contemporary periods in the Muslim World. This journal applies an interdisciplinary approach to the following topics: islamic education, education management, education administration, management of education and other educational activities such as educational leadership, educational supervision, class management, curriculum management, teacher management, administration, financial administration in the school environment, education office or related educational institutions The journal had been successfully accredited in September 2020 according to the Decree of the General Director of Higher Education of the Ministry of Education and Culture of the Republic of Indonesia. Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam has been a member of crossref.org. Therefore, each article has a unique DOI number.
DUKUNGAN MOTIVASIONAL GURU TAHFIZ: ANALISIS KUALITATIF SEKUNDER BERBASIS SELF-DETERMINATION THEORY
School-based Qur’an memorization programs often position teachers as the main agents of discipline and target attainment, yet the mechanism linking teacher professionalism to the quality of student motivation remains underexplored. This study reanalyzes a qualitative corpus from the tahfiz program at Cita Mulia Junior High School, Pamulang, through the lens of Self-Determination Theory. The corpus consists of interviews with one principal, four tahfiz teachers, and three ninth-grade students, classroom observations, program documents, and aggregated memorization-target data for Grades 7 to 9. Reflexive thematic analysis combined deductive coding based on four teacher competencies and three basic psychological needs with inductive coding of patterns emerging from the data. The findings show that professionalism was uneven rather than binary. Qur’anic recitation and memorization mastery, responsiveness to different learning approaches, moral modelling, and warm communication supported students’ competence and relatedness. Daily targets, praise, peer competition, and parental support encouraged participation, but could generate controlled motivation when they were not accompanied by meaningful rationales, choice, and reflection. Teacher-independent lesson planning, formative evaluation, schedule density, and punctuality were weak points that reduced the consistency of motivational support. Target attainment also differed across grade levels and should not be interpreted as causal evidence. The study proposes an integrative model linking teacher competencies, need-supportive practices, family and peer support, and organizational constraints. It argues for a shift from target-driven compliance toward value internalization, formative feedback, and structured autonomy in tahfiz education. Keyword: teacher professionalism; Qur’an memorization; student motivation; self-determination theory; Islamic education
Program tahfiz di sekolah sering menempatkan guru sebagai penentu disiplin dan pencapaian target, tetapi mekanisme yang menghubungkan profesionalisme guru dengan kualitas motivasi siswa belum dijelaskan secara memadai. Penelitian ini menganalisis kembali korpus kualitatif tentang program tahfiz di SMP Cita Mulia Pamulang dengan menggunakan Self-Determination Theory sebagai kerangka interpretasi. Korpus mencakup wawancara dengan satu kepala sekolah, empat guru tahfiz, dan tiga siswa kelas IX, observasi pembelajaran, dokumen program, serta data agregat pencapaian target hafalan kelas VII sampai IX. Analisis tematik refleksif menggabungkan pengodean deduktif berdasarkan empat kompetensi guru dan tiga kebutuhan psikologis dasar dengan pengodean induktif terhadap pola yang muncul dari data. Hasil menunjukkan bahwa profesionalisme guru bersifat tidak merata. Penguasaan tahsin dan hafalan, kemampuan mengenali perbedaan cara belajar, keteladanan, serta komunikasi yang hangat mendukung rasa kompeten dan keterhubungan siswa. Target harian, pujian, kompetisi teman sebaya, dan dukungan orang tua membantu keterlibatan, tetapi dapat menghasilkan motivasi yang terkendali ketika tidak disertai pilihan, alasan yang bermakna, dan refleksi. Ketiadaan perencanaan pembelajaran yang dimiliki guru, evaluasi formatif yang terbatas, kepadatan jadwal, dan ketidakdisiplinan sebagian guru mengurangi konsistensi dukungan motivasional. Data pencapaian target juga bervariasi antarkelas dan tidak dapat digunakan sebagai bukti kausal. Artikel ini menawarkan model dukungan motivasional tahfiz yang menghubungkan kompetensi guru, praktik yang mendukung kebutuhan psikologis, dukungan keluarga dan teman sebaya, serta kendala organisasi. Temuan menegaskan perlunya menggeser pengelolaan tahfiz dari kepatuhan berbasis target menuju internalisasi nilai, umpan balik formatif, dan struktur yang tetap memberi ruang otonomi.
Copyright (c) 2026 Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam
SIKLUS KEPEMIMPINAN KOLABORATIF DALAM PENGEMBANGAN P5: STUDI MULTISITUS PADA DUA SDIT DI DEPOK
This study analyzes the school-principal leadership cycle in developing the Pancasila Student Profile Strengthening Project (P5) at two integrated Islamic primary schools in Depok. Previous studies have generally examined leadership, project management, and stakeholder participation as separate dimensions. A descriptive qualitative multi-site design was employed. Data were collected from June to August 2025 through interviews with school principals, curriculum coordinators or teachers, students, and parents, supported by observation and analysis of P5 program documents. The analysis involved initial coding, category development, within-site analysis, and a cross-site matrix, followed by source and method triangulation. The findings show that principals integrated the roles of leader, manager, facilitator, motivator, and supervisor across five stages: team formation, project design, implementation facilitation, monitoring, and evaluation with follow-up. Although the two schools used different project themes, they demonstrated a similar leadership pattern. Supporting conditions included proactive leadership, teacher capacity, parental involvement, and active student participation. Constraints included differences in understanding, limited time and facilities, assessment difficulties, and policy changes. P5 strengthened students' independence, creativity, collaboration, and confidence. The study contributes a collaborative P5 leadership-cycle model that positions the principal as an integrator of policy direction, resources, teacher capacity, and stakeholder participation. Penelitian ini menganalisis siklus kepemimpinan kepala sekolah dalam pengembangan Projek Penguatan Profil Pelajar Pancasila (P5) pada dua sekolah dasar Islam terpadu di Depok. Kajian sebelumnya cenderung membahas kepemimpinan, pengelolaan projek, dan partisipasi pemangku kepentingan secara terpisah. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain multisitus. Data dikumpulkan pada Juni-Agustus 2025 melalui wawancara dengan kepala sekolah, unsur kurikulum atau guru, siswa, dan orang tua, disertai observasi serta analisis dokumen program. Data dianalisis melalui pengodean awal, pembentukan kategori, analisis dalam situs, dan matriks lintas situs, kemudian diverifikasi melalui triangulasi sumber dan metode. Hasil menunjukkan bahwa kepala sekolah mengintegrasikan peran pemimpin, manajer, fasilitator, motivator, dan supervisor dalam lima tahap: pembentukan tim, perancangan projek, fasilitasi pelaksanaan, monitoring, serta evaluasi dan tindak lanjut. Meskipun tema projek berbeda, kedua sekolah menunjukkan pola kepemimpinan yang serupa. Faktor pendukung meliputi kepemimpinan proaktif, kapasitas guru, keterlibatan orang tua, dan keaktifan siswa. Hambatan mencakup perbedaan pemahaman, keterbatasan waktu dan sarana, kesulitan asesmen, serta perubahan kebijakan. P5 mendorong kemandirian, kreativitas, gotong royong, dan kepercayaan diri siswa. Kontribusi penelitian adalah model siklus kepemimpinan P5 berbasis kolaborasi yang menempatkan kepala sekolah sebagai pengintegrasi kebijakan, sumber daya, kapasitas guru, dan partisipasi pemangku kepentingan.
KEPEMIMPINAN DEMOKRATIS KEPALA MADRASAH DALAM PENINGKATAN MUTU PENDIDIKAN: STUDI KASUS DI MAN 14 JAKARTA
This study analyzes how a madrasah principal integrates leadership roles to improve educational quality at Madrasah Aliyah Negeri 14 Jakarta. It employed a qualitative case study design. Data were collected from August to October 2022 through interviews with eight informants, three direct observations, and document analysis. The data were analyzed through reduction, display, and verification, while credibility was strengthened through prolonged engagement, persistent observation, and source and method triangulation. The findings show that the principal performed seven interconnected roles: educator, manager, administrator, supervisor, leader, innovator, and motivator. These roles were integrated through a democratic leadership style characterized by deliberation, two-way communication, delegation, role modeling, and participation of the school community. Government funding, local government support, and community participation reinforced quality improvement programs. The main constraints were shortages of teachers in several subjects and mismatches between some teachers’ academic backgrounds and their teaching assignments. The principal responded by requesting additional teacher allocations, recruiting qualified non-permanent teachers, and providing subject-specific training. The study concludes that quality improvement does not depend on a single principal role. It requires the orchestration of leadership roles, adequate resource support, and adaptive responses to teacher workforce gaps. Penelitian ini menganalisis cara kepala madrasah mengintegrasikan peran kepemimpinan untuk meningkatkan mutu pendidikan di Madrasah Aliyah Negeri 14 Jakarta. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan pada Agustus sampai Oktober 2022 melalui wawancara terhadap delapan informan, observasi langsung sebanyak tiga kali, dan studi dokumentasi. Analisis dilakukan melalui reduksi data, penyajian data, dan verifikasi, sedangkan keabsahan data diperkuat dengan perpanjangan pengamatan, peningkatan ketekunan, serta triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa kepala madrasah menjalankan tujuh peran yang saling terkait, yaitu educator, manajer, administrator, supervisor, leader, inovator, dan motivator. Seluruh peran tersebut diikat oleh gaya kepemimpinan demokratis yang menekankan musyawarah, komunikasi dua arah, pendelegasian tugas, keteladanan, serta partisipasi warga madrasah. Dukungan pembiayaan pemerintah, pemerintah daerah, dan masyarakat memperkuat program peningkatan mutu. Hambatan utama berasal dari kekurangan guru pada mata pelajaran tertentu dan ketidaksesuaian sebagian latar belakang pendidikan guru dengan mata pelajaran yang diampu. Kepala madrasah meresponsnya melalui pengajuan formasi guru, perekrutan guru tidak tetap yang memenuhi kualifikasi, dan pelatihan mata pelajaran. Temuan ini menegaskan bahwa peningkatan mutu tidak bergantung pada satu peran kepala madrasah, tetapi pada orkestrasi peran kepemimpinan, dukungan sumber daya, dan respons adaptif terhadap kesenjangan tenaga pendidik.
Copyright (c) 2025 Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam
MODEL MANAJEMEN BERBASIS BUDAYA RELIGIUS DAN DAMPAKNYA TERHADAP PROFESIONALISME GURU
This study employed a qualitative case study approach to examine the implementation of a religious culture-based management model and its impact on teacher professionalism at MI Nurul Hidayah JP Jakarta. Data were collected through in-depth interviews, participatory observation, and document analysis. The data were analyzed thematically using content analysis techniques, including data reduction, data display, and conclusion drawing. The findings reveal that religious culture-based management is implemented systematically through core managerial functions: planning, organizing, actuating, and controlling. Program planning is conducted through structured meetings emphasizing the internalization of religious values such as discipline, role modeling, collegiality, Qur’anic recitation (tilawah), and mentoring students in congregational prayer. Organizing involves clear task distribution and responsibility allocation, while implementation is carried out consistently under the direct supervision of the principal. Teacher professionalism is reflected in the ability to design instructional plans aligned with the curriculum, implement structured learning processes, and conduct both written and oral assessments. Professional development is strengthened through supervision, training, and continuous mentoring aimed at enhancing pedagogical, professional, social, and personal competencies. The model demonstrates integrative and value-based characteristics, combining managerial effectiveness with spiritual and moral internalization to foster a collaborative and quality-oriented school culture. However, the study also identifies challenges, including occasional inconsistency in implementing religious practices and the need for sustained professional guidance. To address these issues, strategies such as habituation, exemplary leadership, persuasive communication, and continuous supervision are applied. Overall, religious culture-based management contributes significantly to strengthening teacher professionalism and establishing a character-driven educational environment.
Professionalism; School Culture; Principal Leadership; Academic Supervision
MODEL KETELADANAN GURU DALAM PENDIDIKAN ISLAM: INTEGRASI NILAI INTELEKTUAL, MORAL, DAN RUHANI
This study aims to examine the dual role of teachers in Islamic education as both intellectual instructors and spiritual guides, and to develop a new conceptual framework called al-Qudwah, a model that integrates academic, moral, and spiritual dimensions in a holistic manner. Using a descriptive-qualitative approach with a library research method, data were collected from the Qur’an, Hadith, Ihya’ Ulumuddin by Imam al-Ghazali, and contemporary Islamic education literature. Content analysis was employed to integrate classical and modern perspectives on the teacher’s role. The findings reveal that teachers in Islam hold five primary roles: al-mu’allim (knowledge transmitter), al-murabbi (spiritual nurturer), al-mu’addib (moral cultivator), al-muddaris (professional educator), and al-mursyid (spiritual guide). These five roles converge in the al-Qudwah concept, which positions the teacher as a living model (uswah hasanah) who harmonizes intellectual competence, moral integrity, and spiritual depth. The model offers a holistic paradigm of Islamic education thatremains relevant to modern challenges, emphasizing the teacher’s role not only as an instructor but also as a moral and spiritual mentor shaping students’ character comprehensively. This study contributes to the development of Islamic educational theory by revitalizing al-Ghazali’s classical ideas and aligning them with the educational needs of the 21st century.
Islamic education; teacher; role of teacher; al-Ghazali; al-Qudwah
IMPLEMENTASI MANAJEMEN BERBASIS NILAI DALAM MEMBANGUN MODERASI BERAGAMA
This study aims to examine the implementation of values-based management in fostering religious moderation and to explore the contribution of Qur’anic values in this process. The research employs a qualitative method with data collection techniques including observation, interviews, and documentation. The findings reveal that values-based management in the madrasah is implemented through the curriculum, extracurricular activities, and the habituation of Islamic values emphasizing justice, tolerance, deliberation, and responsibility. The implementation of these values significantly contributes to shaping students’ moderate attitudes, increasing awareness of the importance of peaceful coexistence, and rejecting extremist ideologies prevalent in society. Furthermore, the integration of Qur’anic perspectives serves as a crucial foundation in instilling religious moderation, particularly through verses concerning ummatan wasathan (a just and balanced community), the prohibition of excessiveness, and the command to act justly. Supporting factors for implementation include values-based leadership, teacher support, and a conducive madrasah environment. The main challenges stem from the influence of social media and misconceptions about the concept of moderation. The study recommends that madrasahs continue to strengthen two-way communication among teachers, students, and parents; develop media literacy to counter radicalism; and design educational programs and creative activities that foster tolerant, just, and inclusive attitudes.
Management; Religious Moderation; Values
IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN PAI DALAM MENINGKATKAN POLA BERFIKIR SISWA DI SMP AN NURMANIYAH
This research aims to examine, analyze and interpret the description of the implementation of the independent learning curriculum on student achievement at An-Nurmaniyah Junior High School, Ciledug. The research method used is qualitative by examining the learning outcomes of class VII students in Islamic Religious Education subjects with data collection methods also carried out by documentation, interviews and observation. The results of this research show that the achievements of An-Nurmaniyah Ciledug Middle School students with the independent curriculum do not only refer to the learning process but are also supplemented by the Pancasila Student Profile Strengthening Project, which is an independent curriculum program that strengthens various competencies in the Pancasila student profile. These things are interrelated and are supporting factors in increasing student achievement in the implementation of the independent learning curriculum at An-Nurmaniyah Junior High School, Ciledug.
Implementation; Independent Curriculum; Student Thinking Patterns
MODEL TERINTEGRASI PENGELOLAAN GURU DALAM MEWUJUDKAN PEMBELAJARAN BERKUALITAS DI SEKOLAH DASAR ISLAM
This study employs a qualitative case study approach, with data collected through documentation analysis, interviews, and observations. The data were analyzed thematically using content analysis, including data reduction, data presentation, and conclusion drawing. The findings reveal that the teacher management model at SD Khalifah Krukut Depok is implemented through several stages: needs analysis, recruitment (selection), orientation and training, assignment, in-service training, coaching, and evaluation. Teacher performance is monitored and assessed through academic and non-academic supervision activities conducted once every semester. Learning program planning is conducted at the beginning of each academic year through structured teacher meetings. The teacher management model at SD Khalifah Krukut is characterized by a systematic, programmed, holistic, and integrated approach, which includes training, workshops, mentoring, and monitoring—contributing significantly to improving the quality of learning. However, several obstacles hinder this process, such as inadequate infrastructure, limited teacher competence and motivation, weak work ethic, and the lack of professional development activities led by field experts. To overcome these challenges, teachers have engaged in internal and external seminars, collaborative group discussions, and peer teaching to foster continuous improvement in classroom instruction.
Teacher Management Model; Learning Quality; In-Service Training; Teacher Performance; Supervision
MEMBANGUN JIWA KEPEMIMPINAN SISWA YANG VISIONER DAN BERDAYA SAING GLOBAL DI SMK SASMITA JAYA 1 PAMULANG
21st-century education demands the development of student character that is not only academically intelligent but also possesses a visionary leadership spirit and the ability to compete globally. This article aims to explore strategies and approaches for cultivating student leadership from an early age, with a focus on integrating leadership values, strengthening character, and leveraging global technology. This approach includes curriculum development, extracurricular activities, leadership training, and international collaboration. Using a qualitative-descriptive approach, data were collected through interviews, observations, and documentation related to student development activities. The findings indicate that student leadership is strengthened through the integration of character-based curricula, leadership training, international collaboration, and the use of technology and digitalization. The study concludes that visionary leadership can be instilled through a holistic, contextual, and globally competitive education process. Vocational education plays a crucial role in preparing young generations who are not only technically skilled but also possess strong leadership character and the ability to compete on a global scale.
Student leadership; Visionary; Globalization; Competency; Technology; Digitalization
MANAJEMEN SISTEM PENILAIAN YANG EFEKTIF DALAM MENINGKATKAN MUTU PENDIDIKAN ISLAM
Improving the quality of Islamic education in the midst of globalization and digitalization has become a necessity that demands an effective assessment system. This study aims to comprehensively analyze the concept of assessment system management, its implementation models, the role of technology, and strategic challenges and solutions in the context of improving the quality of Islamic education based on literature studies from indexed journals. The method used is a literature study by analyzing relevant articles from the database. The main findings show that effective assessment system management involves planning, designing, implementing, monitoring, and continuous evaluation. There is a close relationship between effective assessment and improving the quality of Islamic education holistically, which includes not only cognitive aspects, but also affective and spiritual aspects. Various innovative assessment models such as competency-based, authentic, formative assessment, and those integrated with Total Quality Management (TQM) are identified as relevant approaches. Technology plays a crucial role in optimizing the assessment system, although its implementation is faced with structural and cultural challenges. This study concludes that adaptive, integrated, and data-based assessment system management is a fundamental prerequisite for realizing quality Islamic education that is relevant to the demands of the times. The implications of these findings are intended for policy makers, education practitioners, and researchers to develop and implement better assessment systems to support the advancement of Islamic education. Understanding that the quality of Islamic education goes beyond academic achievement, requires an assessment system that is able to measure dimensions of student development as a whole, including character and spirituality.
Assessment System Management; Islamic Education Quality; Effective Assessment; Islamic Religious Education
PENGEMBANGAN BAHAN AJAR PAI BERBASIS KEARIFAN LOKAL UNTUK MENINGKATKAN PEMAHAMAN SISWA TENTANG ISLAM RAHMATAN LIL ‘ALAMIN
Pendidikan Agama Islam (PAI) di Indonesia menghadapi tantangan dalam menanamkan pemahaman yang mendalam dan relevan tentang ajaran Islam, khususnya konsep Islam Rahmatan lil ‘Alamin, di tengah arus globalisasi dan keberagaman budaya. Pemahaman yang komprehensif tentang Islam sebagai rahmat bagi semesta alam menjadi krusial untuk membangun karakter siswa yang toleran, moderat, dan cinta damai. Penelitian ini bertujuan untuk mengembangkan kerangka konseptual bahan ajar PAI yang mengintegrasikan nilai-nilai kearifan lokal Indonesia guna meningkatkan pemahaman siswa tentang Islam Rahmatan lil ‘Alamin. Metode penelitian yang digunakan adalah studi literatur kualitatif, dengan menganalisis dan menyintesis data dari berbagai sumber literatur relevan yang disediakan, mencakup artikel jurnal ilmiah, tesis, dan dokumen panduan. Hasil analisis menunjukkan adanya potensi sinergi yang kuat antara tujuan PAI, nilai-nilai luhur dalam kearifan lokal nusantara (seperti gotong royong, musyawarah, toleransi, keadilan, dan harmoni sosial serta lingkungan), dan esensi Islam Rahmatan lil ‘Alamin. Identifikasi berbagai contoh kearifan lokal dari beragam daerah, seperti tradisi Ngejot di Lombok, Metabe' di Mandar, nilai Sipakatau, Sipakalebbi, Sipakainge' di Bugis, dan Maja Labo Dahu di Bima, menunjukkan keselarasan dengan nilai-nilai universal Islam. Integrasi kearifan lokal ini ke dalam bahan ajar PAI, melalui strategi pembelajaran yang aktif, partisipatif, dan kontekstual—sejalan dengan teori Pembelajaran Kontekstual (CTL)— diidentifikasi sebagai pendekatan yang menjanjikan. Model bahan ajar PAI Kontekstual-Integratif Berbasis Kearifan Lokal (PAIKIB-RL) yang diusulkan berpotensi meningkatkan relevansi pembelajaran PAI, memperkuat identitas budaya siswa, dan secara signifikan memperdalam pemahaman mereka tentang Islam Rahmatan lil ‘Alamin. Penelitian ini berimplikasi pada perlunya inovasi dalam pengembangan kurikulum dan bahan ajar PAI, peningkatan kapasitas guru, serta penelitian lanjutan untuk validasi empiris model yang diusulkan.
PENERAPAN PROJECT-BASED LEARNING BERBASIS KARYA TULIS ILMIAH UNTUK MENINGKATKAN KOMPETENSI ABAD 21 DI SEKOLAH DASAR
Tujuan penelitian ini adalah untuk mengetahui seberapa efektif model pembelajaran berbasis proyek (PjBL), yang bergantung pada tugas karya tulis ilmiah, dalam menanamkan keterampilan modern di sekolah dasar. Data dikumpulkan di SD Insan Cendekia Madani BSD melalui observasi, wawancara, dan analisis dokumen. Pendekatan kualitatif deskriptif dan desain studi kasus digunakan untuk mengumpulkan data. Penelitian ini menunjukkan bahwa penerapan PjBL dilakukan secara bertahap, mulai dari perencanaan, pelaksanaan, hingga evaluasi. Guru berperan aktif dalam membantu siswa menyusun dan menyajikan karya tulis ilmiah. Model ini mendorong siswa untuk berpikir kritis, bekerja sama dalam tim, menulis lebih baik, dan berbicara dengan baik melalui presentasi. Meskipun demikian, proses pelaksanaan masih menghadapi beberapa tantangan. Ini termasuk keterbatasan waktu, kurangnya pelatihan guru dalam pendekatan ilmiah, dan dukungan kurikulum dan infrastruktur yang belum optimal. Secara keseluruhan, metode pembelajaran ini memiliki potensi yang cukup besar untuk menjadikan siswa mendapat pengalaman belajar yang aplikatif dan sesuai dengan tuntutan abad ke-21, terutama dalam konteks pendidikan dasar.
INTEGRASI NILAI-NILAI ISLAM DALAM PEMBENTUKAN KARAKTER SISWA DI ERA GLOBALISASI
Penelitian ini bertujuan untuk mengkaji integrasi nilai-nilai Islam dalam pembentukan karakter siswa di era globalisasi. Globalisasi membawa pengaruh signifikan terhadap nilai-nilai budaya dan moral, sehingga pendidikan karakter menjadi semakin penting dalam mempersiapkan siswa menghadapi tantangan dunia global. Nilai-nilai Islam, dengan fondasi yang kuat pada Al-Qur'an dan Hadis, menawarkan panduan moral yang relevan untuk menavigasi kompleksitas era ini. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi literatur, menganalisis data sekunder dari berbagai jurnal dan buku kredibel. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai Islam dalam pendidikan karakter dapat dilakukan melalui berbagai pendekatan, termasuk kurikulum, kegiatan sekolah, dan keteladanan guru. Tantangan dalam implementasi meliputi perbedaan latar belakang siswa dan pengaruh eksternal, namun peluang juga terbuka melalui akses informasi dan kolaborasi global. Penelitian ini menyimpulkan bahwa integrasi nilai-nilai Islam secara komprehensif dan sistematis sangat penting untuk membentuk karakter siswa yang kuat, berakhlak mulia, dan mampu berkontribusi positif dalam masyarakat global.
INTEGRASI NILAI PENDIDIKAN ISLAM DAN PENGEMBANGAN KEWIRAUSAHAAN DALAM LINGKUP PENDIDIKAN
Penelitian ini bertujuan untuk mengkaji integrasi nilai-nilai pendidikan Islam dalam pengembangan kewirausahaan di lingkup pendidikan. Melalui pendekatan studi literatur kualitatif deskriptif, penelitian ini menganalisis berbagai sumber sekunder seperti artikel jurnal dan buku ilmiah yang relevan. Hasil penelitian mengidentifikasi nilai-nilai pendidikan Islam yang memiliki relevansi signifikan dengan kewirausahaan, termasuk kejujuran (siddiq), kepercayaan (amanah), kehalalan, menghindari riba, kepemimpinan, tanggung jawab, kerja keras, kreativitas, dan inovasi. Penelitian ini juga mengeksplorasi strategi implementasi integrasi ini dalam kurikulum, metode pembelajaran, pelatihan, dan program kewirausahaan di lembaga pendidikan Islam. Selain itu, penelitian ini mengkaji tantangan internal dan eksternal serta peluang yang ada dalam mengembangkan kewirausahaan berbasis nilai-nilai Islam. Kesimpulan dari penelitian ini menegaskan pentingnya integrasi nilai pendidikan Islam dan pengembangan kewirausahaan dalam membentuk generasi muda Indonesia yang tidak hanya berakhlak mulia dan mandiri, tetapi juga memiliki jiwa wirausaha yang kuat.
IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) BERBASIS TEACHER CENTER LEARNING (TCL) DAN STUDENT CENTER LEARNING (SCL) PADA STMIK ANTAR BANGSA
Mata kuliah Pendidikan Agama Islam (PAI) merupakan mata kuliah wajib yang harus diikuti oleh mahasiswa, seperti halnya mata pelajaran PAI pada sekolah tingkatan SD, SMP da SMA. Dalam proses pembelajaran, seorang pendidik yang mengampuh mata kuliah PAI mesti mempunyai kemampuan dalam mentransfer pengetahuan dan nilai, hal ini dibutuhkan inovasi metode pembelajaran agar bahan ajar dan tujuan pembelajaran dapat diterima dengan baik. Strategi pembelajaran Teacher Centered Learning (TCL) dan Student Centered Learning (SCL) dapat menjadi pilihan seorang pendidik dalam mentransfer pengetahuan. Penelitian ini dilakukan di STMIK Antar Bangsa dengan menggunakan metode penelitian kuantitatif dengan populasi dan sample yang telah ditentukan, atau teknik yang digunakan adalah non random sampling, sedangkan analisa data menggunakan aplikasi Statistical Package for the Social Sciences (SPSS). Berdasarkan hasil analisa data dari angket ditemukan bahwa penerapan pendekatan pembelajaran SCL lebih dominan berbanding TCL, ini dibuktikan dengan hasil yang cukup tinggi dalam kegiatan SCL, seperti kerja sama antar mahasiswa, adanya feedback dari dosen terkait tugas yang diberikan, dan dosen melibatkan mahasiswa dalam membuat keputusan tentang materi pembelajaran serta cara pembelajaran yang akan dilaksanakan. Adapun pendekatan TCL juga masih dipergunakan oleh dosen PAI, dalam proses menyampaikan materi masih menggunakan metode ceramah demikian juga dalam mengerjakan tugas individu mahasiswa cenderung mengerjakannya sendiri.
EVALUASI IMPLEMENTASI PENDIDIKAN AGAMA ISLAM DALAM MEMBANGUN KEPRIBADIAN ISLAMI PADA SISWA DI SEKOLAH SDIT AL-KHAIRIYAH CITANGKIL
Penelitian ini bertujuan untuk mengevaluasi implementasi Pendidikan Agama Islam (PAI) dalam membentuk kepribadian islami pada siswa di SDIT Al-Khairiyah Citangkil. Penelitian ini menggunakan pendekatan kualitatif dengan desain evaluatif yang fokus pada tiga aspek utama: input (persiapan dan sumber daya), proses (pelaksanaan pembelajaran), dan output (dampak terhadap kepribadian siswa). Data dikumpulkan melalui wawancara mendalam, observasi, dokumentasi, dan angket yang melibatkan siswa, guru, kepala sekolah, dan orang tua. Hasil penelitian menunjukkan bahwa implementasi PAI di SDIT Al-Khairiyah sudah berjalan dengan baik, meskipun terdapat beberapa tantangan, seperti kebutuhan pembaruan materi pembelajaran agar lebih relevan dengan perkembangan zaman dan pemanfaatan teknologi dalam pembelajaran. Kegiatan ekstrakurikuler berbasis agama juga memberikan kontribusi signifikan dalam pembentukan karakter islami siswa. Secara keseluruhan, pendidikan agama di sekolah ini berhasil mendorong perubahan positif dalam perilaku dan akhlak siswa, seperti peningkatan kedisiplinan dalam ibadah, kesopanan, serta sikap peduli terhadap sesama. Namun, masih ada siswa yang perlu perhatian lebih dalam konsistensi pengamalan ajaran agama. Penelitian ini menyarankan pentingnya peningkatan kolaborasi antara sekolah dan orang tua serta inovasi dalam metode pembelajaran untuk mencapai hasil yang lebih optimal dalam pembentukan kepribadian islami siswa.
KURIKULUM BERBASIS KOMPETENSI DI SEKOLAH
Kurikulum Berbasis Kompetensi (KBK) bertujuan untuk meningkatkan kualitas pendidikan di Indonesia dengan menekankan pengembangan kompetensi yang relevan bagi peserta didik. Permasalahan utama yang dihadapi adalah rendahnya kualitas lulusan akibat sistem pendidikan sebelumnya yang lebih berfokus pada penguasaan materi dibandingkan penguasaan keterampilan spesifik. Tujuan KBK adalah mencetak lulusan yang mampu menguasai pengetahuan, keterampilan, dan sikap yang dibutuhkan di dunia nyata. Penelitian menggunakan metode kualitatif deskriptif, analisis teori, dan studi kepustakaan. Hasil menunjukkan bahwa penerapan KBK, meskipun berhasil dalam beberapa aspek, menghadapi tantangan seperti beban kerja guru yang meningkat dan ketidakfleksibelan dalam menyesuaikan konteks lokal. Kesimpulannya, meski terdapat kendala implementasi, KBK memberikan dasar penting bagi pengembangan pendidikan yang adaptif terhadap perubahan zaman, menyiapkan lulusan yang kompeten secara global.