At Turots is a Journal of Islamic Education with P-ISSN: 2656-7555 / E-ISSN: 2774-089X , published biannually in June and December. Copyright belongs to the authors. This journal contains research findings, developments, and Islamic studies. It is published by the Madani Islamic Education College in Yogyakarta as a means of intellectual communication between the faculty members of STIT Madani Yogyakarta and other academicians. At-Turots is accredited by the Indonesian Ministry of Research, Technology, and Higher Education and is currently ranked SINTA 3 with Accreditation Certificate.
Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta
Analysis of E-Portfolio Assessment for Strengthening Disabled Students' Competencies in Central Lombok Primary Schools
The objective of this study is to ascertain the manner in which e-Portfolio assessment is implemented for students with disabilities in primary schools in Central Lombok Regency. Furthermore, it seeks to determine the efficacy of e-Portfolio assessment in enhancing the competencies of students with disabilities in primary schools in Central Lombok Regency. Finally, it explores how teachers and students perceive e-Portfolio assessment for students with disabilities in primary schools in Central Lombok Regency. The present study employed a mixed-methods approach, utilising a sequential explanatory design. The findings indicated that e-portfolios had a significant impact on students and led to the reconstruction of relationships within their ecosystem. The integration of the school microsystem and the family microsystem was facilitated by the provision of straightforward access for parents, thereby ensuring a harmonious alignment between the two systems. Secondly, a robust correlation has been identified between the implementation of e-portfolios and competency achievement, with a coefficient value of 0.990. This finding suggests that the more effective and consistent the implementation of e-portfolios is, the higher the competency achievement of students with disabilities. The correlation between the implementation of e-portfolios and the enhancement of student competencies, with a coefficient of 0.986, substantiates that efficacious e-portfolio practices directly contribute to the advancement and empowerment of the competencies of students with disabilities. The coefficient of 0.991 indicates that students who demonstrate high levels of competency achievement also tend to experience substantial improvement in their competencies. The strength of the relationship coefficient is.
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Instilling A Culture Of Modesty And Respect For The Opposite Sex Through Gender-Based Classroom Segregation Policies In Elementary Schools
Character education is a fundamental aspect in the formation of students' personalities in primary schools, especially in the midst of increasing social challenges such as sexual harassment and lack of respect between genders. Data from reports from the Ministry of Women's Empowerment and Child Protection (KPPPA) and the Federation of Indonesian Teachers' Unions (FSGI) show an increase in cases of harassment and bullying among elementary school-age students, so preventive measures through appropriate educational policies are needed. This study aims to explore the effectiveness of gender-based classroom segregation policies in strengthening cultural values of shame and respect for the opposite sex as part of character education. A descriptive qualitative research approach was used with data collection through observation, in-depth interviews and documentation in elementary schools that have implemented this policy. The results show that gender-based classroom segregation contributes significantly in shaping students' character, particularly in internalizing shame and mutual respect between genders. In addition, this policy also has the potential to reduce the risk of sexual harassment behavior in the school environment. The implication of this research confirms the importance of a gender-based policy approach in supporting more effective character education in primary schools, as well as providing practical recommendations for the development of educational policies oriented towards strengthening social and moral values in educational institutions.
Adaptation Of The Subjective Happiness Scale Using The Confirmatory Factor Analysis (Cfa) Method
Subjective happiness is an important psychological construct that influences individual well-being comprehensively. This study aims to adapt the Subjective Happiness Scale into Indonesian and examine its construct validity and reliability using Confirmatory Factor Analysis method. Research participants involved 220 university students from various higher education institutions in Indonesia with age range 18-25 years selected through convenience sampling. The adaptation process was conducted systematically through forward translation, back translation, profesional judgement, and cognitive interview stages to ensure semantic, conceptual, and cultural equivalence. The adapted instrument consists of four items measuring individual global happiness using seven-point Likert scale. Analysis results showed satisfactory reliability with Cronbach's Alpha coefficient of 0.715 and all items had item-total correlation ranging from 0,781-0,947. CFA analysis confirmed unidimensional structure with excellent goodness of fit indices after model modification, namely CFI = 0.998, RMSEA = 0.030, and SRMR = 0.017. All items had significant factor loadings ranging from 0,781-0,947 with t-values above 1.96, indicating strong validity. No items were eliminated as all items met the required psychometric criteria. These findings confirm that the Indonesian version of Subjective Happiness Scale has robust psychometric properties and can be used as a valid, reliable, and efficient instrument for measuring subjective happiness for various research purposes and practical applications in Indonesian context.
The Relationship between Power and Knowledge in Islamic Education: A Post-Colonial Discourse Analysis of Islamic Thought in Madura
This study examines the power-knowledge relationship in contemporary Islamic education discourse in Indonesia through the lens of postcolonial theory. Using the Fairclough model of Critical Discourse Analysis (CDA), this study analyzes three dimensions: text, discourse practice, and social practice. Data were collected through a document review of the official curriculum (KMA 183 of 2019) and the main textbook (Aqidah Akhlak, History of Islamic Culture), supplemented by semi-structured interviews with 15-20 policy makers, textbook writers, and education practitioners, as well as contextual observations. Intertextual and historical analysis was conducted to trace the continuity of colonial legacies. Triangulation of sources and theories as well as the critical reflectivity of the researcher is applied to ensure the credibility of the findings. The results of the study reveal an epistemological paradox in which Islamic education, while striving for autonomy, actually reproduces the logic of colonial power through the hierarchy of knowledge (naqli vs aqli), canonization of texts, and symptoms of internal orientalism. In response, this study contributes an Integrative-Decolonized Epistemology Model that offers transformation through canon deconstruction, dialectical integration, indigenization of local knowledge, and reflective-participatory pedagogy to shift Islamic education from a consumer to an autonomous and contextual producer of knowledge.
Integration of Gemini AI in the Development of Deep Learning Teaching Modules for the Islamic Education Subject at SD Negeri 2 Peureulak
This study aims to analyze the integration of Gemini AI in the development of deep learning teaching modules at SD Negeri 2 Peureulak. In the context of the digital era’s demand for responsive, interactive learning that supports 21st-century skills, this research employs a qualitative method with a phenomenological approach, utilizing data collection techniques such as structured interviews, observations, and document analysis. The findings indicate that Gemini AI functions as both an empowering tool and a catalyst for significant educational transformation. The results reveal that teachers hold highly positive perceptions (score 5.0) and experience a 50–70% increase in time efficiency when developing teaching modules. Moreover, teacher confidence significantly improved (85%) after participating in training, demonstrating a shift in their roles toward curators and facilitators. However, implementation faces several challenges, including digital infrastructure issues (only 70% of classrooms have stable internet connectivity) and the need for continuous professional development. Overall, the application of Gemini AI shows great potential to enhance educational quality, but its success depends on strong policy support, improved facilities, and well-planned training programs.
Development Of Augmented Reality Using The Four-D Model In Ipas Learning For Grade 5 Elementary School
This research aims to develop Augmented Reality (AR) learning media for the IPAS subject on the topic of Harmony in Ecosystems for 5th-grade students at SD Negeri 1 Kedungpring, Lamongan Regency. The research is motivated by low student learning outcomes, with 57% of students not meeting the Minimum Completeness Criteria (KKM), and learning activities that are monotonous with minimal use of interactive digital media. This development research employed the Four-D (4D) model (Define, Design, Develop, Disseminate). The resulting final product is an AR-based teaching module that is interactive, easily accessible, and engaging. The validation results from material experts, design experts, and media experts showed a very good category with an overall average validation score of 4.68 and a validity percentage of 94%. Product trials also indicated a positive response from peers and students. In conclusion, the developed Augmented Reality media is declared feasible/valid and effective in enhancing student motivation and understanding of the IPAS material , while also facilitating teachers in visualizing abstract concepts through interactive three-dimensional objects.
Artificial Intelligence and Islamic Educational Management: A Theoretical Review for School Education
Artificial Intelligence (AI) is reshaping educational management by augmenting decision-making, optimizing administrative processes, and enabling learner-centered ecosystems aligned with Education 4.0 paradigms. Systematic evidence from higher education shows AI integration is approaching an inflection point comparable to the internet’s arrival, with broad institutional implications for strategy, governance, and resource allocation. This study aims to analyze the relationship between artificial intelligence and educational management. A theoretical literature review is conducted and a conceptual framework for additional research is offered in order to achieve the goals and objectives of the study. In the current research, the authors consider the sales of educational management as dependent variable affected by AI. The promise of AI is inseparable from its challenges. Issues of bias, fairness, data privacy, and ethical accountability require robust governance frameworks and human oversight. Sustainable adoption depends on infrastructure modernization, capability-building, and inclusive design practices that ensure equitable access and avoid widening digital divides. AI in educational management is best understood as a dual empowerment process: it strengthens both educational outcomes and institutional performance, provided leaders invest in governance, infrastructure, and talent development.
Analyze the Merdeka Curriculum Policy in Relation to the Implementation of Student – Centered Learning (SCL) as a Means of Improving the Quality of Islamic Education
This article aims to analyze the merdeka curriculum policy in relation to the implementation of student-centered learning (SCL) as a means of improving the quality of Islamic education. The study focuses on how problem-based learning (PBL), project-based learning (PjBL), and deep learning models can be integrated into the context of madrasahs and pesantren, while also examining their implications for cognitive, affective, and psychomotor competencies, the strengthening of Islamic character, and the development of 21st-century skills. The research method employed is a literature study using content analysis techniques. Data were collected from various academic sources, including books, journal articles, and relevant research findings. The analysis process involved selecting, categorizing, comparing, and synthesizing information from these sources to obtain a comprehensive picture of the merdeka curriculum implementation.The findings indicate that the merdeka curriculum provides a policy direction that supports student-centered learning through curriculum flexibility, diagnostic assessment, and the project for strengthening the Pancasila Student Profile. The application of SCL in Islamic education has proven effective in enhancing critical thinking, creativity, collaboration, and communication skills, while also deepening the internalization of Islamic values. Nevertheless, several challenges remain, such as teacher readiness, limited facilities, and the persistence of traditional learning cultures. In conclusion, the merdeka curriculum holds great potential to improve the quality of Islamic education, provided it is supported by teacher capacity building, adequate facilities, and comprehensive evaluation. With consistent implementation, Islamic education can produce graduates who are not only academically competent but also possess strong Islamic character and are well-prepared for the demands of the 21st century.
Development Of Interactive Wordwall Activity-Based Learning Media For Whole Number Concept In Grade 2 At Balonggemek 1 Public Elementary School
This research was motivated by the need for interactive and engaging learning media to help second-grade students understand the concept of whole numbers. Mathematics learning in lower grades is often delivered through conventional methods, which can make students easily bored and less motivated. The use of digital tools such as Wordwall is expected to create a more enjoyable, participatory, and student-centered learning atmosphere. The study employed a Research and Development (R&D) method using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were second-grade students at SD Negeri Balonggemek 1. Data were collected through observation, interviews, questionnaires, and learning outcome tests. Validation by media and material experts was conducted to assess the feasibility of the developed product. The results indicated that the Wordwall-based learning media was highly feasible, with an average validation score above 90%. The practicality test showed that both teachers and students found the media easy to use and engaging, achieving an attractiveness level of 94.3%. In addition, students’ learning outcomes improved significantly after using the media, as seen from the increase in post-test scores compared to pre-test results. In conclusion, the Wordwall learning media for whole numbers material is effective for use in second-grade mathematics learning. It not only improves students’ conceptual understanding but also enhances their enthusiasm and motivation to learn actively.
Optimizing Teacher Performance through POAC-Based Principal Supervision: A Managerial Analysis of Elementary Schools in Cisurupan Garut
This study explores the management of principal supervision in enhancing teacher performance at SDN 2 and SDN 3 Cisurupan Garut through the analytical application of the POAC framework Planning, Organizing, Actuating, and Controlling. Employing a qualitative descriptive method, data were collected through in-depth interviews, direct observations, and documentation analysis. The findings reveal that systematic and participatory planning facilitated adaptive teaching strategies aligned with teachers’ professional needs; effective organizing fostered collaborative supervision structures that strengthened communication and accountability; actuating, operationalized through mentoring and reflective dialogue, stimulated innovation and professional engagement; and continuous controlling ensured feedback-driven improvements in teaching quality. Quantitative indicators demonstrated significant increases in teacher performance metrics across planning readiness, collaboration, reflective practice, and accountability. The study advances the theoretical and practical discourse on educational leadership by evidencing that an integrative, data-informed supervision model based on POAC principles can sustainably elevate teaching quality. This research further addresses gaps in prior studies by framing supervision not merely as an administrative obligation but as a strategic and holistic process grounded in leadership dynamics and professional growth.
Instructional Leadership in Literacy-Based Learning: Enhancing Teachers’ Pedagogical Competence in Primary Schools
This study investigates the management of school principals in fostering teachers’ pedagogical competence through the implementation of literacy-based learning programs in two public elementary schools in Cianjur Regency: SDN Cikamancing and SDN Situwangi. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observations, and documentation studies involving principals, teachers, students, parents, and school staff. Data were analyzed using Miles and Huberman’s interactive model through data reduction, presentation, and conclusion drawing. The findings reveal significant differences between the two schools. SDN Situwangi demonstrated more systematic and comprehensive management characterized by strategic planning, organized literacy teams, interactive literacy practices, and reflective supervision. In contrast, SDN Cikamancing emphasized routine reading activities without structured innovation or pedagogical integration. Consequently, teacher pedagogical competence improved more markedly at SDN Situwangi, as reflected in the ability to design literacy-based lesson plans and integrate literacy across subjects. The results confirm that principal leadership is a decisive factor in enhancing pedagogical competence through literacy programs. Effective management comprising integrated planning, structured organization, diverse implementation, and developmental supervision creates a sustainable system that fosters teachers’ professional growth. This study reinforces prior findings by Ansori, Suyatno, and Sulisworo (2021); Sudiati et al. (2025) ; and Damayanti et al. (2020) , while contributing a holistic framework that links literacy initiatives to pedagogical competence development in primary education.
Contextualized Supervisory Management and Principal Performance: A Comparative Analysis of Administrative Stabilization and Transformational Innovation
This study examines the supervisory management practices of school supervisors in Pagelaran and Sukanagara Districts, focusing on how contextual conditions shape supervisory approaches and outcomes. Using a qualitative comparative design, the research employed in-depth interviews, participant observations, document analysis, and member checking to ensure data validity. A total of 56 interviews, 32 observations, and 48 administrative documents were analyzed using thematic coding supported by NVivo 12. Findings reveal that both districts operate within identical structural mandates but demonstrate markedly different supervisory trajectories. In Pagelaran, supervision centers on administrative stabilization due to significant foundational gaps such as incomplete school planning documents and limited managerial capacity among principals. A directive, compliance-oriented model proved effective, resulting in a 57 percent increase in administrative adherence. In contrast, Sukanagara exhibits a more advanced supervisory ecosystem characterized by reflective coaching, collaborative problem-solving, design thinking sessions, and peer-based supervision. This developmental model stimulated substantial innovation, with schools producing an average of 2.3 new programs per semester and sustaining 78 percent of them. The study concludes that effective supervision must be adaptive, sequenced, and aligned with school readiness levels. Administrative reinforcement is essential in low-capacity contexts, while collaborative and transformative strategies thrive in schools with stronger cultural and organizational maturity. The research contributes to supervisory theory by highlighting the importance of contextual differentiation and ecosystemic perspectives in supervision, and it recommends policy reforms related to supervisory workload, digital systems, and differentiated competency development.
Developing Junior High School Students’ Competencies through ICT-Based Learning Strategies
This research aims to deeply understand the implementation of ICT-based learning model strategies in developing student competencies at SMPN 2 Pacet, Bandung Regency. Employing a qualitative approach with a case study method, data were collected through in-depth interviews, direct observations, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that comprehensive needs identification including hardware infrastructure, computer laboratories, digital teaching materials, teacher human resource development, continuous training, technical support, and student readiness serves as the foundation for designing the learning model. The designed model integrates Project-Based Learning, Flipped Classroom, and Blended Learning, emphasizing local context and student needs. Its implementation transforms teachers' roles into facilitators and mentors, fosters an active and collaborative learning environment, and significantly enhances students' competencies in critical thinking, collaboration, and digital literacy. Evaluation reveals improvements in academic performance and intrinsic motivation among students, aligning with Generation Z's learning characteristics. The study concludes that a comprehensive, context-sensitive, and pedagogical approach to ICT-based learning implementation, supported by sustainable infrastructure and teacher development, can substantially boost student competencies and engagement.
Implementing the PDCA-Based Human Resource Management Model to Enhance Teacher Performance
This study investigates the implementation of human resource management (HRM) practices based on the Plan-Do-Check-Act (PDCA) cycle to enhance teacher performance in two Indonesian elementary schools: SDN Jatisari and SDN Cimuncang, located in Baleendah District. Employing a qualitative descriptive design, the research explores how HRM processes—including planning, implementation, evaluation, and follow-up—are executed and the challenges encountered in each stage. Data were collected through in-depth interviews, participatory observation, and document analysis, with triangulation applied to ensure validity. The findings reveal that HRM implementation in both schools has followed the PDCA framework but remains suboptimal in effectiveness. In the planning stage, teacher participation is limited, and most decisions are made through a top-down approach. The implementation stage exhibits mismatches between teachers’ qualifications and teaching assignments, alongside irregular professional development programs. Evaluation processes lack standardized performance assessment instruments, leading to inconsistent and subjective feedback. Furthermore, the follow-up stage shows weak monitoring mechanisms and fragmented post-training evaluations, mainly due to financial constraints. Despite these limitations, the application of PDCA principles has provided both schools with a foundational structure for continuous improvement. The research concludes that effective HRM practices require an integrated, participatory, and data-driven approach aligned with Total Quality Management (TQM) principles. Strengthening teacher involvement, establishing standardized evaluation systems, and institutionalizing continuous monitoring are critical to enhancing teacher performance and improving educational quality. This study contributes theoretically by contextualizing the PDCA cycle within HRM for primary education and practically by offering actionable strategies for school leaders to implement sustainable HRM reforms in Indonesian elementary schools.
School Principal Supervision Management In Improving Teacher Pedagogical Competence
This research analyzes the implementation of school principal supervision management in improving teacher pedagogical competence at two early childhood education institutions, namely RA Aisyiyah Cimalaka and RA Darussalam. This study aims to fill the research gap by comprehensively examining supervision from a management perspective, using George R. Terry's POAC theory. The importance of the principal's role as a supervisor in maintaining and enhancing teaching quality is often confronted with informal practices and administrative burdens that hinder teacher performance optimization. Employing a qualitative approach with a multiple case study design, data were collected through in-depth interviews, participatory observation, and document studies at both RAs. Research subjects were selected using maximum variation sampling to obtain rich contexts, comparing an organization-affiliated institution with complete facilities and a community-based local institution with limited resources. Data analysis was conducted interactively following the Miles, Huberman, and Saldaña model, encompassing data reduction, data presentation, and conclusion drawing. The research findings indicate that both principals have implemented elements of the POAC theory, albeit with varying levels of formality and effectiveness. In the planning stage, supervision schedules and targets have been prepared, though often informally and not systematically documented. In organizing, RA Aisyiyah Cimalaka involves senior teachers informally, while the principal of RA Darussalam conducts supervision independently. Implementation of supervision at RA Aisyiyah Cimalaka is participatory and reflective, whereas at RA Darussalam it is more incidental and corrective. Evaluation is conducted through routine meetings at RA Aisyiyah Cimalaka and spontaneous feedback at RA Darussalam, though documentation remains a challenge for both. Key supporting factors include harmonious working relationships and teacher commitment, while obstacles are time limitations, the principal's dual roles, and the lack of standardized supervision administration systems. As solutions, RA Aisyiyah Cimalaka focuses on strengthening documentation and collaborative approaches, while RA Darussalam emphasizes supervision discipline, individual coaching, and encouragement for external training. The research concludes that although management principles and professional development have been applied, strengthening administrative systems, structured follow-up of supervision results, and stronger institutional support, in accordance with Permendiknas No. 13 of 2007, are crucial for enhancing supervision effectiveness in developing teacher pedagogical competence.
Strategic Management of Scout Extracurricular Activities to Enhance Holistic Character Development in Primary School Students
This study investigates the management of Scout extracurricular activities in elementary schools as a strategy to counter declining student discipline, particularly amidst the growing influence of digital technology. Utilizing a qualitative case study approach, the research was conducted at SDN Tegallame and SDN Mulyasari, analyzing the implementation of Scout programs through G.R. Terry's Planning, Organizing, Actuating, and Controlling framework. Data were collected via participatory observation, in-depth interviews with principals, Scout coordinators, instructors, and students, and document analysis, subsequently analyzed using the Miles and Huberman model. Findings reveal that systematic POAC management of Scout activities effectively fosters discipline, responsibility, independence, and leadership. Meticulous planning, involving student input, structures both routine and incidental experiential learning events. Clear organizing through a hierarchical structure with instructors as multifaceted mentors and students as patrol leaders cultivates responsibility and group management. Actuating emphasizes practical habituation, such as punctual attendance and task division, reinforced by comprehensive evaluation and reward systems to internalize Pancasila Student Profile values. Despite challenges in human resources, infrastructure, and funding, schools demonstrated adaptability through instructor training, stakeholder collaboration, facility optimization, and alternative funding, ensuring program sustainability. Evaluation consistently showed measurable improvements in student discipline and participation, including achievements in Scout competitions. This research addresses a critical gap by focusing on the management of Scout activities as a specific strategy for discipline improvement, especially in the context of digital-era challenges. The study's novelty lies in articulating a systematic, measurable, and adaptive Scout management model that integrates habituation, role modeling, task assignment, and continuous evaluation, offering a replicable template for educational institutions seeking to cultivate disciplined, resilient, and responsible students.
Management of the Healthy School Movement (GSS) Program in Improving Student Learning Quality
Development of Junior High School Students Civic Disposition through Innovative Civic Education Learning Strategies
This research examines strategies for teaching Pancasila and Citizenship Education in developing civic disposition behaviors among junior high school students, considering various challenges such as minimal parental support, conventional teaching methods, and limitations in resources and digital skills. PPKn plays a strategic role in shaping the nation's character and personality amid phenomena of moral degradation and globalization influences. The objective of this study is to identify and analyze effective PPKn learning strategies for enhancing SMP students' civic disposition behaviors. A qualitative approach with a case study method was employed to deeply investigate the implementation of PPKn learning strategies at SMP Itikurih Hibarna Ciparay, Bandung Regency. Data were collected through interviews, observations, and documentation, with data triangulation to ensure validity. Data analysis was conducted descriptively and qualitatively using the Miles and Huberman framework, encompassing data reduction, data presentation, and drawing conclusions with verification. The findings indicate that systematic PPKn lesson planning, student-centered implementation with innovative methods such as Project-Based Learning, and evaluation based on a scientific approach are highly effective in developing students' civic dispositions. Students successfully demonstrated improvements in moral responsibility, critical thinking, discipline, and active participation. The utilization of digital school applications also played a positive role in learning management. In conclusion, comprehensive PPKn learning strategies supported by technology and oriented toward character development are proven essential in forming a young generation with Pancasila character and responsibility as citizens.
Managing Teacher Competence Development through the POLC Approach: Study of Senior High Schools in Ciamis
This study examines the role of principal leadership based on the Planning, Organizing, Leading, and Controlling (POLC) management framework in enhancing teacher competence and promoting instructional innovation in senior high schools. Using a qualitative case study design, data were collected through in-depth interviews, participatory observations, and documentation from two research sites: SMAN 1 Ciamis and SMAN 1 Manonjaya. The participants included principals, teachers, and students selected through purposive sampling. Data analysis followed the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing, while validity was ensured through triangulation and member checking. The findings reveal that both schools implement the POLC functions in a coherent and contextually adaptive manner. The planning process integrates institutional vision with teacher development goals through participatory and data-driven approaches. The organizing function ensures collaborative structures and distributed leadership that support innovation. The leading function highlights the principal’s transformational and participatory leadership in motivating and empowering teachers. Meanwhile, the controlling function emphasizes reflective supervision and continuous feedback as tools for professional improvement. The study concludes that the integration of the POLC management cycle with participatory and transformational leadership principles effectively strengthens a culture of innovation and continuous learning. This finding supports Schermerhorn (2017) on the adaptive nature of management, as well as Narti (2022) and Mamonto (2023) on the significance of participatory and transformational leadership in driving teacher creativity and institutional improvement. Practically, the research offers a conceptual framework for developing school leadership practices that align managerial discipline with humanistic engagement, enabling schools to function as adaptive, innovation-oriented learning organizations in the era of educational disruption.
Developing Student Character through the Implementation of Deep Learning Management: Lessons from Cianjur Elementary Schools
This study investigated the implementation of deep learning management in fostering students' character within primary school settings, specifically focusing on GR Terry's established four management functions: planning, organizing, actuating, and controlling. Conducted at SDN Sukanagalih 2 and SDN Winayaloka in Cianjur Regency, the research utilized a qualitative approach with a case study methodology. Data collection involved in-depth interviews, participatory observation, and documentation studies, subsequently analyzed using Miles and Huberman's interactive model. The findings indicate a positive trajectory in character development through deep learning management at both institutions; however, persistent challenges were identified across all POAC dimensions. The planning function demonstrated a 65% effectiveness, incorporating character values into lesson plans, yet lacking systematically measurable indicators. The organizing function proved most robust, characterized by efficient task distribution and coordination, though parental engagement remained limited. The actuating function scored 60%, primarily due to inconsistent project-based learning implementation, attributed to time and resource constraints. The controlling function registered the lowest score, as comprehensive character assessment systems were not fully integrated into the school's evaluation processes. Overall, the average implementation level of deep learning management was determined to be 62.5%. This research highlights a disparity between the theoretical ideals of learning management and its practical application in elementary schools, particularly concerning reflection and character evaluation. A key contribution of this study is the integration of the managerial POAC paradigm with a pedagogical deep learning approach focused on character formation, culminating in the conceptual model of Character-Based Deep Learning Management. This model redefines POAC as a reflective, collaborative, and contextual framework for character development, transcending its conventional administrative role. Consequently, this research advances educational management practices in Indonesian primary schools by advocating for impactful and sustainable character education initiatives
Implementation Of The Talaqqî Method And The Yanbȗ'a Method In Improving Students' Tahsin Al-Qur'ân Skills
The ability to read the Qur’an accurately according to tajwid rules (tahsin al-Qur’an) is a fundamental competence in Islamic education. However, many students at the madrasah tsanawiyah level still experience difficulties in proper pronunciation, fluency, and application of basic tajwid rules. This study aims to analyze the implementation of the Talaqqî method and the Yanbū‘a method in improving students’ Qur’anic reading skills at MTs Darul Ma’rifah Rangkasbitung and MTs Daar el Azhar Rangkasbitung. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving Qur’anic teachers, school principals, and students. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, with triangulation to ensure data validity. The findings indicate that the Talaqqî method is effective in improving the accuracy of pronunciation, particularly in makhārijul ḥurūf and tajwid application, through direct teacher–student interaction and immediate correction. Meanwhile, the Yanbū‘a method contributes significantly to improving reading fluency and learning consistency through a structured and graded instructional system. The study concludes that both methods have complementary strengths, and their integrative application can enhance the overall quality of Qur’anic reading instruction in madrasah tsanawiyah.
Sustaining Competitiveness: Promotional Mix Strategies in High-Performing Primary Schools Facing Demographic Shift
Declining student populations and increasing competition between public and private schools have required primary schools to adopt more strategic and structured marketing approaches. This qualitative multiple-case study analyzes how two high-performing primary schools in Margahayu District SD IT Anni’mah and SD Mathlaul Anwar design and implement promotion mix strategies within the New Student Admission System (SPMB). Data were collected through in-depth interviews, observations, and document analysis, and were examined using Miles and Huberman’s interactive data analysis framework. The findings reveal that the effectiveness of promotional strategies is closely linked to each school’s ability to integrate the elements of the marketing mix (7P). Program differentiation, transparent pricing, accessible school facilities, and a supportive physical environment significantly shape parental perceptions and enrollment decisions. A combination of online and offline promotional channels, including trial classes and targeted community outreach, proved effective in maintaining public interest. The professionalism of staff, clarity of communication, and well-organized administrative procedures further strengthened parent trust and contributed to a positive school image. Despite these strengths, both schools face challenges related to infrastructure limitations, digital content management, and staff development. However, their adaptive responses such as restructuring SPMB teams, improving digital materials, enhancing service clarity, and investing in teacher capacity-building demonstrate strong organizational resilience. This study contributes to the limited body of literature on educational marketing in primary schools by linking promotion mix implementation to demographic shifts and competitive pressures. It offers a structured understanding of how strategic, adaptive, and holistic promotional efforts enable high-performing schools to sustain their preferred status in an evolving educational landscape.
Contextual Dynamics of School Financial Management: Insights from SMPN 2 Baleendah and SMP Al Qona’ah
This study conducts a comparative analysis of educational financing management, guided by the Planning, Organizing, Actuating, and Controlling framework, in two distinct Indonesian educational settings: SMPN 2 Baleendah (public school) and SMP Al Qona’ah Baleendah (private school). The research employed a qualitative descriptive approach, utilizing purposive sampling to select key informants including principals, treasurers, teachers, and school committee members. Data were collected through participatory observation, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles and Huberman. Findings reveal significant divergence in POAC implementation driven by institutional context, funding mechanisms, and student socioeconomic characteristics. SMPN 2 Baleendah, as a public institution, demonstrates a structured, government-regulated financial management approach primarily dependent on School Operational Assistance funds. Its planning prioritizes comprehensive development, including infrastructure, learning resources, and teacher training, with formal organizational structures and systematic control mechanisms leading to improved facilities, stable academic achievement, and high public trust. Conversely, SMP Al Qona’ah Baleendah, a private school facing funding limitations and reliance on community contributions, adopts an adaptive, community-driven model. Its planning focuses on operational survival and basic maintenance, with flexible organizational structures and actuating strategies emphasizing teacher creativity and resourcefulness. Control mechanisms are community-based, ensuring accountability despite challenges like delayed BOS disbursements, successfully maintaining learning quality and community trust. The study concludes that POAC functions are not universal but are dynamically shaped by contextual variables, with public/private status acting as a crucial intervening factor. This research offers a contextualized model of educational financing management, advancing theoretical understanding by emphasizing the indispensable role of institutional context in shaping managerial practices and providing practical implications for differentiated, effective financial governance strategies.
Design and Implementation of a Humanist–Religious-Based Moral Education Learning Module to Address Body Shaming Behavior
This study aims to design and implement a humanist-religious moral learning module as an effort to overcome body shaming behavior among students at MAS Al-Washliyah Pasar V Medan. This study uses the Research and Development (R&D) method with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. Data collection was carried out through observation, questionnaires, and expert validation, then analyzed descriptively qualitatively and quantitatively. The results of the descriptive statistical analysis show that the module obtained an average score of 3.50 in the appearance aspect, 3.69 in content/material, 3.37 in language, 3.83 in humanist-religious value, and 3.57 in module benefits, which are in the good to very good category. The implementation of the module shows an increase in students' understanding and awareness of the negative impacts of body shaming as well as the growth of empathy and mutual respect. Thus, the humanist-religious moral learning module is suitable for use in Islamic Religious Education learning.
Development of artificial intelligence-based arabic learning media model to increase learning effectiveness in the society 5.0 era
This research is motivated by the demands of the Society 5.0 era which encourages the integration of artificial intelligence (AI) in learning, while its use in Arabic learning in higher education is still sporadic, unstructured, and not fully aligned with student needs, lecturer readiness, and institutional policies and infrastructure. This study aims to identify the needs, practices, and readiness levels of the use of AI-based Arabic learning media, as well as formulate criteria for effective, adaptive, and ethical media design in the context of Arabic Language Education, Arabic Language and Literature, and Islamic Education at Mataram City universities. The approach used is qualitative with an exploratory case study design in the early stages of R&D (need assessment and conceptual design), with informants selected in purposive and maximum variation, including students, lecturers, curriculum/quality assurance managers, IT/LMS staff, and academic unit leaders (around 20–30 informants until data is saturated). Data was collected through semi-structured in-depth interviews, classroom observation (offline/online) and LMS, as well as document review (RPS, syllabus, AI policies, and task artifacts), then analyzed thematically. The results show that AI is already being used individually (chatbots, translators, training generators), but it is not yet firmly integrated in RPS, assessments, and formal policies. Key needs include adaptive training for istima', kalam, qira'ah, and kitabah, linguistically accurate automated feedback, integration with LMS, as well as ethical guidance to maintain academic integrity; while barriers include limited AI literacy, concerns of plagiarism and Arabic authenticity, and infrastructure and regulatory readiness. This study concludes that the development of AI-based Arabic learning media models must depart from a contextual design, centered on user needs, and supported by adequate policies and infrastructure, so as to make an important conceptual contribution to the development of pedagogical, adaptive, and ethical AI media in the Society 5.0 era.
Investigating Multilingual Education in Early Childhood Education in Central Lombok, West Nusa Tenggara, Indonesia
This study investigates how early childhood educators in Central Lombok, West Nusa Tenggara, perceive and implement multilingual education in their daily classroom practices. Employing a descriptive qualitative design within an interpretivist paradigm, the research seeks to understand how multilingual education is conceptualized, enacted, and shaped by the sociocultural dynamics of early childhood settings. Data were generated through classroom observations, interviews with six teachers and twelve parents, and document analysis, and were analyzed using Braun and Clarke’s six-phase thematic analysis framework. The findings reveal that multilingual education is understood not merely as an instructional method but as a culturally situated, emotionally responsive, and pedagogically strategic practice. Educators perceive multilingualism, particularly the integration of Sasak and Indonesian, as vital for fostering children’s emotional security, enhancing comprehension, and sustaining cultural heritage. In practice, multilingual education is enacted through mixed-medium instruction, fluid translanguaging, the integration of local oral genres, and play-based bilingual activities. These strategies collectively create a rich linguistic ecology that affirms children’s identities while supporting cognitive and socio-emotional development. Future research should extend this inquiry by examining children’s perspectives, exploring longitudinal impacts of multilingual exposure, and analysing institutional and policy factors that shape multilingual practices across diverse early childhood settings in Indonesia.
Transformation of Student Management in Increasing Student Participation in Non Academic Activities
This study aims to analyze the effectiveness of student management in supporting non-academic activities, identify the main challenges faced, and formulate strategies to increase student participation at SMAN 1 Sukadana and SMAN 1 Baregbeg. The study uses a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation using triangulation techniques to ensure validity. Research informants included the principal, vice principal for student affairs, extracurricular advisors, student council administrators, and active students. Data analysis was carried out through the stages of reduction, presentation, and contextual conclusion drawing. Previous studies have confirmed that non-academic participation contributes significantly to strengthening students' soft skills, discipline, and identity formation. The findings show that the effectiveness of student affairs management is determined by five main indicators, namely student-needs-based planning, consistent program implementation, active student participation, improved academic and non-academic achievement, and continuous evaluation and feedback. Both schools succeeded in increasing student participation to 76% (Sukadana) and 72% (Baregbeg) through program diversification, community involvement, and optimization of communication media. However, challenges such as limited guidance staff, funds, internal communication, and learning time still hamper implementation. Adaptive, collaborative, and participatory student management has been proven to increase student participation in non-academic activities and strengthen character education. Effective strategies include program diversification according to student interests, creative promotion, strengthening the capacity of supervisors, involving parents and the community, and a fair reward system. Thus, the transformation of student management is an urgent need to create a holistic, inclusive, and sustainable school.
Strategies for Teaching Islamic Inheritance Law at the Salafiyah Wonoyoso Kebumen Madrasah
The purpose of this study is to examine how learning approaches, mediums, and methodologies are used similarly and differently for in learning Islamic inheritance law at Madrasah Aliah Salafiyah Wonoyoso Kebumen. Descriptive qualitative research was used. Observation, documentation, and data was gathered via interviews. The study's findings indicate that the other objectives from learning Islamic inheritance law at Madrasah Aliah Salafiyah Wonoyoso Kebumen are the same, namely learning how to divide inheritance. However, there are differences in the delivery method. MA Salafiyah's approach remains teacher-focused, while MA Salafiyah Wonoyoso's approach focuses more on students. MA Salafiyah Wonoyoso's approach Increase your usage of lectures and Q&A techniques, but MA Salafiyah Wonoyoso's approach also uses various methods, such as talks, queries, and responses, assignments. If seen, the use of media is the same, namely using a whiteboard and markers. However, MA Salafiyah also uses laptops and LCD projectors.
School Family Partnership Management in Character Development of Students in Secondary Education
Schools as educational institutions have the responsibility to provide an environment that supports the development of student character. In this case, the management of school partnerships with students becomes an important aspect to ensure that positive values can be conveyed and well received by students. The purpose of this study was to obtain information/description and analyze the Management of School Partnerships with Families in the Development of Student Character at SMA Negeri 1 Kawali and SMK Negeri 1 Kawali, Ciamis Regency. This study used a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation studies. The results of the study indicate that partnerships that are well managed through intensive communication, involvement of parents and families in school activities, and understanding of the vision of character education between schools and families, can have a positive impact on the behavior and character values of students. The main supporting factors are the leadership of the principal, the openness of teachers, and the active participation of parents. As a suggestion, schools need to develop a structured and sustainable partnership program, carry out targeted communications as well as conduct training for teachers and parents to strengthen synergy in fostering student character. This research is recommended for teachers as a liaison tool to improve collaboration with families. It also serves as a platform for schools to create synergy in supporting student character development. It also serves as a platform for supervisors to encourage schools to build active partnerships with families to support student character development. It also serves as a resource for future researchers to develop more effective partnership models within the context of character education.
Classroom Management to Overcome Physical Violence Based On Joyful Learning
Physical violence in primary school environments poses a serious threat to students' psychological safety and learning outcomes. Joyful Learning-based classroom management presents a preventive approach that integrates interactive learning with behavioural regulation strategies. This research employed a descriptive qualitative approach conducted at SDN 2 Mekarsari. Data collection involved classroom observations, in-depth interviews with teachers and the principal, and documentation of learning activities. Thematic analysis was used to examine planning, organising, implementation, evaluation, and supporting or inhibiting factors. Classroom management planning was structured through student profiling, holistic goal setting, classroom layout, and the selection of engaging and interactive learning methods. Organisation included role division among teachers and students, structured scheduling, and the use of positive reinforcement. Implementation showed active teacher involvement as facilitators and supervisors. Evaluation revealed a reduction in physical violence incidents, with improvements in students’ social skills, emotional regulation, and empathy. Key supporting factors included teacher competence, adequate facilities, and parent collaboration. Barriers involved limited resources and student behavioural diversity. The application of Joyful Learning-based classroom management at SDN 2 Mekarsari proved effective in fostering a safe and engaging learning environment. This strategy is promising for broader implementation, supported by policy reinforcement, teacher training, and improved school infrastructure.
Entrepreneurship-Based Human Resource Development Management Model at Al-Ghoniyyah Islamic Boarding School in Selaawi, Garut, to Achieve Sustainable Economic Independence
This study aims to deeply analyze the human resource development management model based on entrepreneurship at Pondok Pesantren Al-Ghoniyyah Selaawi, Garut. The research is motivated by the challenges faced by salafiah pesantrens in achieving economic independence without abandoning their Islamic traditional identity amid global changes, with only 15% of the 1,010 pesantrens in Garut operating sustainable business units. This research examines how the integration of the salafiah curriculum (Nahwu-Sharf, Fiqh, and Qur’an memorization) with student entrepreneurship programs can enhance the economic capacity of pesantrens. Using an intrinsic qualitative case study approach, data were collected through six months of participatory observation, in-depth interviews with kyai, management, students, business partners, as well as an analysis of financial documents and the Pesantren Endowment Fund (DAP) policies. The results show that implementing the Spiritual Entrepreneurship Management (SEM) model—which incorporates a syirkah muḍārabah profit-sharing system, quarterly sharia audits, marketing digitalization using the “PesantrenTech” platform, and collaboration with the Al-Ghoniyyah Center Foundation—led to a 121% increase in pesantren revenue over three years and encouraged 78% of graduate students to become independent entrepreneurs. The study recommends replicating the SEM model in other pesantrens throughout Garut by optimizing the DAP and synchronizing with the West Java OPOP (One Pesantren One Product) program. The findings assert that the integration of spiritual values, modern human resource management, and cross-sector partnerships is the key to strengthening pesantren economic independence based on Islamic values and local wisdom.
Principals Managerial Leadership Strategy in Maintaining the Sustainability of New Student Enrollment
The decline in the number of new students poses a significant challenge to the sustainability of secondary schools, especially in non-urban areas. This study aims to analyze the managerial leadership strategies of school principals in maintaining the sustainability of new student enrollment at SMAN 1 Cisaga, Ciamis Regency. Using a qualitative approach, data were collected through in-depth interviews, observations, and documentation with participants consisting of the principal, teachers, and parents. The results of the study show that there are three main strategies that are consistently implemented: strategic planning that involves collaboration with the community, implementation of adaptive and technology-based school promotion programs, and continuous evaluation of the effectiveness of the strategies implemented. The principal plays a key role in building a positive image of the school through the development of extracurricular programs, strengthening community relations, and optimizing digital communication media. These strategies have proven to strengthen the school's appeal and increase community trust in educational institutions. This study concludes that inclusive, participatory, and responsive managerial leadership to social dynamics is key to maintaining the stability of new student enrollment. Further studies are recommended to include more schools and external variables to broaden the relevance of this research.
Development of digital based infographic and interactive timeline media for the daulah abbasiyahtopic at SMP IT Harapan Umat Karawang
This study developed and evaluated a web-based learning medium combining infographics and an interactive timeline for teaching the Abbasid Caliphate (Daulah Abbasiyah) in Grade 8 Islamic Cultural History (SKI) at SMP IT Harapan Umat Karawang. Using the ADDIE research and development framework, the product was created through needs analysis, design, development, implementation, and evaluation. Feasibility was assessed through expert validation of content and media quality, followed by revisions to ensure instructional accuracy and usability. Effectiveness was examined through paired pretest–posttest measures across five parallel classes (A–E), supported by descriptive statistics, paired difference testing, and effect size reporting. Student perceptions were also captured through a questionnaire to document acceptance and perceived usefulness of the media. The findings indicate that the developed media is highly feasible and positively received by students, and overall learning outcomes improved after the intervention, although gains varied across classes. These results suggest that chronology-oriented digital media can support learning of complex historical content, but its impact depends on classroom context and how the media is orchestrated within instructional activities.
The Effect of Religious Culture Implementation on Students’ Moral Values at MTs Islamiyah Tanjung Raja, North Lampung
This research was conducted to determine whether the application of religious culture has an effect on the moral values of students at MTs Islamiyah Tanjung Raja Lampung Utara. This study is an ex post facto study using quantitative research methods. The research data was obtained using questionnaires, observations, and documentation. The sample in this study consisted of 30 students obtained through simple random sampling. The data analysis technique used in this study was simple regression testing. The results showed that there was a significant effect of the application of religious culture on the moral values of students at MTs Islamiyah Tanjung Raja Lampung Utara. This is evidenced by the results of the simple regression test, namely the result of Fcount of 14.098 and the result of Ftable of 4.196, which means that Fcount > Ftable or 14.098 > 4.196. According to these calculation results, Ha is accepted and Ho is rejected, meaning that there is an influence of the application of religious culture on the moral values of students at MTs Islamiyah Tanjung Raja Lampung Utara
The leadership model of female clerics in managing Islamic boarding school education in Lampung
This research aims to explore the leadership model of female ulama in managing Islamic boarding school education in Lampung and analyze strategies for adapting Islamic boarding school education to modernity without abandoning the Islamic boarding school's identity. This research uses a descriptive qualitative approach with the type of field research. Data was collected through observations of a series of educational activities in Islamic boarding schools, in-depth interviews with female clerics, Islamic boarding school administrators, and Islamic boarding school students, then documentation at five Islamic boarding schools managed by female clerics in Lampung, namely the Tri Bhakti At-Taqwa Islamic Boarding School, East Lampung, Al-Hikmah Bandar Lampung, Darussa'adah Central Lampung, Roudlotus Sholihin West Lampung, and Istiqomah Al-Amin South Lampung. Data analysis was carried out through stages of data reduction, data presentation, and continuous conclusion drawing. The research results show that the leadership of female ulama in Lampung Islamic boarding schools displays a variety of dynamic models, especially in human resource (HR) management and curriculum development. There are two main models in HR management, namely the empowerment model for senior students and the selection-based professionalization model. In the curriculum aspect, the five Islamic boarding schools integrate Salaf traditions with modern formal education in different proportions, giving rise to their respective institutional differences. Several Islamic boarding schools have developed superior programs such as express learning programs, tahfiz Al-Qur'an, Islamic entrepreneurship, and religious congregation education as a form of response to community needs. Apart from that, adaptation to technology and modernization are important characteristics of female ulama leadership in the contemporary era. Islamic boarding schools optimize the use of online learning platforms, digitalization of books, social media and marketplaces to strengthen education and economic independence. The findings of this research confirm that the leadership of female ulama in Lampung Islamic boarding schools is transformative and adaptive, able to negotiate between tradition and modernity, and contribute significantly to strengthening inclusive, responsive and sustainable Islamic education.
The Role of Islamic Religious Education Teachers in Establishing Religious Moderation in Generation Z
This study aims to analyze the role of Islamic Religious Education teachers in establishing religious moderation in Generation Z in SMK Negeri 1 Pringapus of Semarang Regency. The background of the study is challenges faced by Generation Z as a digital generation that has wide access to information but is vulnerable to the influence of extreme ideologies, hoaxes, and opinion polarization on social media. This study used a descriptive qualitative method. The data were collected through observation and interviews with Islamic Religious Education teachers as main informants, and documentation as supporting data. Data analysis was carried out through data reduction, data presentation, and drawing a conclusion systematically. The results of the study showed that Islamic Religious Education teachers have a central role as role models, facilitators, and motivators in internalizing religious moderation values. The strategies used include open discussion, self-reflection, contextual case study, and providing motivation that is relevant to the characteristics of Generation Z. The main challenges are the influence of social media, peer environment, low digital literacy, and lack of dialogue within the family. Moreover, the supporting factors come from curriculum policies, support between teachers, and government policies related to strengthening religious moderation. This study concludes that the success of establishing religious moderation in Generation Z requires adaptive, collaborative, and role-based learning approaches, as well as synergy between school, family, and stakeholders to create generations that are tolerant, inclusive, and committed to national values.
The Internalization of Akhlakul Karimah Values at TPQ Imamul Muttaqin in Kenangkan Hamlet, Berhasil Kidul Village, Semarang Regency
Noble character (akhlakul karimah) is the main foundation in shaping students’ character in Islamic education. The cultivation of moral values is not sufficient to be carried out through the delivery of material cognitively, but requires a process of internalization that takes place continuously in daily life. Taman Pendidikan Al-Qur’an (TPQ) as a non-formal educational institution has a strategic role in fostering children’s morals through Qur’anic learning and the habituation of religious behavior. This study aims to analyze the process of internalizing akhlakul karimah values at TPQ Imamul Muttaqin, Kenangkan Hamlet, Bergas Kidul Village, Semarang Regency, and to identify the factors that support and hinder the process. The research uses a qualitative approach with a case study design. Data were obtained through observation, interviews with the head of TPQ and teachers, as well as documentation of learning activities. Data were analyzed through stages of data reduction, data presentation, and conclusion drawing to obtain a comprehensive description of the dynamics of the internalization of akhlakul karimah values in the context of non-formal education. The results show that the internalization of akhlakul karimah values is carried out through role modeling and habituation that are consistently applied in learning activities. The values instilled include honesty, discipline, responsibility, respect for teachers and parents, politeness, and a helpful attitude. The role modeling of ustaz and ustazah becomes the most dominant method because students tend to imitate the behavior of educators in daily interactions. The habituation of religious activities such as collective prayer, reading the Qur’an, maintaining proper conduct, and time discipline strengthens the practice of values in real life. The success of internalization is supported by a religious community environment and the involvement of parents in reinforcing children’s habits at home. The obstacles faced include the diversity of students’ character, the influence of digital media, and limited parental assistance. This study concludes that the internalization of akhlakul karimah values at TPQ Imamul Muttaqin takes place through the integration of role modeling, habituation, the role of the family, and the support of the social environment. Qur’an-based non-formal education has a significant contribution to the formation of children’s character when implemented consistently and continuously. These findings imply that strengthening the synergy between TPQ and the family becomes an important aspect in maintaining the sustainability of children’s moral development.
The Implementation of NU-Based Learning Grounded in Moral Values: A Case Study at MTs NU 02 Gringsing, Batang Regency
This study examines the implementation of Ke-NU-an learning based on moral values at MTs NU 02 Gringsing, Batang Regency, as a model of character education grounded in the values of Ahlussunnah wal Jama’ah (Aswaja). The background of this research is the growing moral crisis among students, which necessitates educational approaches that emphasize value internalization and character formation. Employing a qualitative descriptive approach, this field research collected data through interviews, participant observation, and documentation involving teachers, students, and school administrators. The findings reveal that Ke-NU-an learning has been systematically integrated into both instructional and non-instructional activities, including religious habituation programs, extracurricular activities, and daily school culture. The implementation of Aswaja values such as moderation, tolerance, balance, and responsibility contributes significantly to the development of students’ religious character, discipline, social awareness, and appreciation of local culture. Furthermore, the role of teachers as moral role models and the institutional support provided by the school strengthen the effectiveness of character education. This study concludes that Ke-NU-an learning grounded in moral values functions not only as religious instruction but also as a strategic framework for character education in Islamic secondary schools under the auspices of Nahdlatul Ulama.
An Analysis of Students’ Reading Interest in Islamic Literature at the Library of SMK Negeri 1 Pringapus
This study aims to analyze students’ reading interest in Islamic literature at the library of SMK Negeri 1 Pringapus, Semarang Regency. Islamic literacy in schools plays a crucial role in deepening religious understanding while also supporting students’ character development. However, technological advancements and shifts in students’ learning patterns have contributed to the declining use of library resources, including Islamic reading materials available in school libraries. This research employed a descriptive qualitative approach with a field study design. Data were collected through observations of students’ activities in the library, interviews with students, Islamic Education teachers, and librarians, as well as documentation related to library collections and school literacy programs. Data analysis was conducted through the processes of reduction, data display, and conclusion drawing to obtain a comprehensive understanding of the phenomenon under study. The findings indicate that students’ reading interest in Islamic literature remains relatively low. This condition is influenced by the limited availability of collections that align with students’ needs, suboptimal library management and services, and the absence of consistent reading habits. In addition, the lack of integration between library literacy programs and Islamic Education learning activities has further affected the utilization of Islamic literature. This study highlights the importance of strengthening library management, developing contextualized collections, and fostering collaboration between teachers and librarians to enhance students’ reading interest and Islamic literacy.