Al-Ta lim Journal
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Trends of Transformational Leadership Dimensions in Indonesia Islamic Educational Institutions (2019-2024)
Full text linkAccording to Bass and Avolio, there are four dimensions of transformational leadership. These dimensions include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The application of the transformational leadership dimension in the setting of Islamic educational institutions in Indonesia can help improve the quality of education and student character building in a holistic way. This systematic library review research focuses on trends in topics, research objects, and types of transformational leadership dimensions reviewed in scientific papers published in 2019–2024. The study aims to provide a comprehensive overview of the application of the transformational leadership dimension to Islamic education in Indonesia over the past five years. Topics that associate quality education with the application of transformational leadership dimensions are most widely reviewed in scientific papers published in 2019–2024. The next finding is research related to the application of transformational leadership dimensions more effectively in the setting of MTs (junior high school). Idealized influence is the type of transformational leadership dimension most mentioned in the article on the implementation of the transformational leadership dimension in 2019–2024. Further researchers can undertake further studies on the implementation of the transformational leadership dimension on other related topics, setting up different institutions, and deeper exploration of the types of transformative leadership dimensions that can affect the performance of Islamic educational institutions as a whole
Integration of Religious Moderation Value in Social Science Learning at Madrasah Tsanawiyah
No full textThis study aims to examine in depth the integration of religious moderation values in social science education at Madrasah Tsanawiyah in West Sumatra Province, utilizing a mixed-methods approach that combines qualitative and quantitative methodologies to gain a comprehensive understanding of the application of these values. The research sample consisted of 10 Madrasah Tsanawiyah, purposively selected to reflect geographical variations and institutional characteristics. The qualitative approach was employed to explore the perceptions of teachers, principals, and students regarding the implementation of religious moderation through in-depth interviews and classroom observations. Meanwhile, the quantitative approach involved distributing questionnaires to students to measure their understanding of the concept of religious moderation and the effectiveness of its application in learning. The results indicate that the values of religious moderation have begun to be integrated into the social science learning process, although various challenges persist. These challenges include inadequate training for teachers and a lack of curriculum guidelines that explicitly direct the application of religious moderation in teaching. The integration of the findings from both qualitative and quantitative analyses suggests that, while efforts to integrate the values of religious moderation have commenced positively, further support is necessary, particularly in the form of institutional frameworks and resources to enhance teacher training and develop comprehensive curriculum guidelines
Effectiveness of Certified Teacher Performance
Full text linkThe purpose of this study is to ascertain the efficacy of certified high school teachers' work in Bengkulu City, as well as the elements that promote and hinder their performance at these institutions. This study employs a qualitative methodology. Data collection methods include observation, documentation, and interviews. The principal, a class teacher, a religion teacher, a sports teacher, and two students were the study's subjects. The findings demonstrated that the qualified instructors' performance in the school cannot be deemed effective and still need improvement. Furthermore, this study found that while the inhibiting factors included inadequate infrastructure and facilities for learning and the incapacity of certified teachers to become proficient in technology, the supporting factors included a welcoming learning environment, strong principal support, and certification allowances
Education and Women within the Framework of the Ideology of Local Media
Full text linkEducation in Minangkabau is fundamental in relation to women and their role in all aspects of life, especially because the Minangkabau people, the largest ethnic group in West Sumatra, adhere to a material-lineal kinship system. This article aims to describe education and women represented by local media in West Sumatra. Data was collected using documentation techniques, interviews and Focus Group Discussions (FGDs). Documentation techniques are used to obtain lingual data, while interview and FGD techniques are used to collect data related to the information on the news production process. Data were analyzed by using the Sara Mills framework. The results of the research show that forms of representation of women in mass media can be classified into 13 thematic clusters based on specifications of the substance of the news and the point of view of the writing. The West Sumatra’s mass media represents women more as subjects than as objects. In various forms of reporting, women are represented as independent, warriors and achievers in the field of education. This finding refutes the claim that women are the second class and indicates that West Sumatra media reporting is classified as a gender responsive reporting
The Effect of Project Based Learning on Students’ Motivation and Mathematics Learning Outcomes in Kurikulum Merdeka at the Elementary School Level
Full text linkThis study aims to investigate the effect of the Project Based Learning (PjBL) model on students’ motivation and mathematics learning outcomes in the context of Kurikulum Merdeka at the elementary school level. Learning mathematics in a mechanical way, without engaging students in communicating and constructing their understanding, often leads to superficial comprehension. In the current era of advanced technology, student engagement should ideally be enhanced. However, the Covid-19 pandemic negatively impacted students’ motivation to learn. This research is a quasi-experimental study conducted in the first semester of the 2022/2023 academic year involving two classes. The hypothesis was tested using the t-test with a significance level of 5% (? = 0.05). The results showed that the t-value for learning motivation was 2.614 and for learning outcomes was 5.368, both of which exceeded the critical t-table value of 2.04. These findings indicate that the use of the Project Based Learning model has a significant positive effect on both student motivation and mathematics learning outcomes in the implementation of Kurikulum Merdeka. The implications of this study suggest that incorporating PjBL into mathematics instruction can enhance students’ intrinsic motivation and deepen their understanding of mathematical concepts through real-world application. For educators, especially within the Kurikulum Merdeka framework, this model offers a practical and student-centered approach that supports the development of critical thinking, collaboration, and problem-solving skills. Policymakers and curriculum developers are encouraged to support the integration of PjBL through teacher training and resource development to optimize learning outcomes at the elementary level
Curriculum Development in Indonesia (2014–2024): A Bibliometric Analysis of Research Trends and Scholarly Characteristics
No full textThe curriculum is a guideline for implementing education. Indonesia has experienced 11 curriculum changes. This study uses bibliometric analysis to examine the trends and characteristics of curriculum development in Indonesia. This bibliometric analysis method is carried out by collecting articles in the Dimensions database, which are processed using VOSviewer. The number of articles collected was 431, which were then filtered into 426 articles. This bibliometric analysis uses two approaches: performance analysis (journals, publication institutions, and educational organizations) and science mapping (citations, co-citations, bibliographic merging, and keywords). The results found that the number of curriculum development publications in Indonesia from 2014 to 2024 tended to increase. Universitas Pendidikan Indonesia, Universitas Negeri Padang, and Universitas Sebelas Maret have the highest publications on curriculum development. The keyword Development gets the highest occurrence value of 94. 2020 is the year with many keywords appearing, namely 24 keywords. This research is expected to encourage and increase innovation in curriculum development research in Indonesi
THE EFFICACY APPLICATION OF PAIKEM GEMBROT STRATEGY IN LEARNING ARABIC IN DIGITAL ERA
No full textThis study aims to show how the strategies of teachers and all related elements in increasing students' motivation and understanding of Arabic in the digital era. This study examines the efficacy of this strategy in improving Arabic comprehension by adapting it to the digital era, also integrating digital technology by learning applications. The method used in this research is field research with a descriptive qualitative approach. Data was collected by conducting observations, interviews, and documentations. The results of this study indicate that the PAIKEM GEMBROT (Aktif, Inovatif, Kreatif, Efektif, Menyenangkan, Gembira, and Berbobot) strategy applied in Arabic language learning is realized in five actions, namely: 1) pre-learning vocabulary submition, 2) utilization of pocket dictionary, 3) using motivational strategies, 4) Building bi’ah ‘Arabiyah at school, and 5) optimizing the use of technology. The implementation of PAIKEM GEMBROT strategy in Arabic learning at the school is considered successful in increasing students' enthusiasm for learning, and student learning outcomes have increased over the past 2 years. Technology integration makes it easier for students to understand the material, more involved in learning, and can develop modern skills
The Importance of Reactualizing Bung Hatta's Character in Islamic Religious Education at Universities
Full text linkReactualizing Bung Hatta's character in Islamic Religious Education (PAI) at universities is a strategic step towards shaping students who embody integrity, discipline, and responsibility. This is relevant in facing moral and ethical challenges in the modern era. This article aims to describe the importance of reactualizing Bung Hatta's character in PAI Learning at Higher Education Institutions. Data collection was conducted using in-depth interviews, participant observation, and documentary studies. The data were analyzed using Sugiyono's framework. This qualitative research employed a case study approach. The research object was the PGSD study program at the Faculty of Teacher Training and Education, Universitas Bung Hatta. The research subjects were PAI lecturers and all 2021 PGSD students. Data collection techniques included observation, interviews, and documentary studies. Data analysis followed Matthew B. Miles Huberman's model, encompassing data collection, data reduction, data presentation, and drawing conclusions. The research findings indicate the importance of reactualizing Bung Hatta's character in PAI Learning at the PGSD study program. Implementation strategies to integrate Bung Hatta's character in Islamic Religious Education include: 1) Developing a curriculum that aligns with contemporary values, 2) Interactive teaching methods, 3) Integration with modern contexts, and 4) Continuous assessment and feedback
Intensity of Cultivating Radicalism Values in Kindergarten Level Integrated Islamic Schools
Full text linkThis study aims to look at the intensity of radical values cultivation towards early childhood and how it implies the different variants of each Integrated Islamic School. This article uses a mixed method approach. Quantitative approach is used for data collection using lift. And a qualitative approach is used to analyze the data. There are twelve kindergartens that are used as population in this study. In each population, five teachers and seven student guardians were selected by random sampling. The study found that the level of intensity of radicalism values inculcation in Islamic Schools is at the level of fanaticism with 76.65%, coercion of will with 66.58%, hard attitude with 59.87%, and prejudice with 51.40%. It was further reported that the percentage in IISN schools was 80.25, 63.29, 62.25, and 54.25 and ISSA schools have 87.25, 64.05, 75.00, and 7.05 respectively. Meanwhile, the schools without any affiliation to any institution or organization recorded 73.05%, 72.75%, 52.75%, and 48.25% respectively. This simply shows that the radical values observed in Integrated Islamic Schools are closely related to ideological, political, and economic interests
The Influence of Information Technology Mastery and Work Motivation on the Teacher Performance
Full text linkThe aims of this research is to determine the effect of information technology mastery and work motivation on teacher performance. This research was conducted at SMA Negeri 6 Seram Bagian Timur and SMA Negeri 9 Seram Timur, involving 41 teachers. The results of this research explained that the data description for the variable mastery of information technology, obtained as many as 12 teachers (29.27%) had very high mastery of information technology, 25 teachers (60.98%) had high mastery of information technology and 4 teachers (9.75%) has moderate mastery of information technology. The description of the data for the work motivation variable in this research was that 16 teachers (39.02%) had very high work motivation, 16 teachers (39.02%) had high work motivation, and as many as 9 teachers (21.96%) had work motivation. In the middle category. Furthermore, for the teacher performance, it was found that 13 teachers (31.71%) had very high teacher performance, 22 teachers (53.66%) had high teacher performance, and 6 teachers (14.63%) had moderate performance. Based on the results of the analysis of the three hypotheses, the following conclusions can be obtained: (1) The mastery of information technology has no positive and significant influence on the teacher’s performance due to some factors; (2) There is a significant effect of work motivation on teacher performance. This is evidenced by Fcount = 27.750 Ftable = 3.24 with a coefficient of determination (R Square) of 0.416; (3) There is a significant influence of information technology mastery and work motivation together on the teacher’s performance. This is evidenced from Fcount = 15.650 Ftable = 3.24 with a coefficient of determination (R Square) value is 0.45