Thawalib: Jurnal Kependidikan Islam

Integration of Artificial Intelligence in Education Management Systems to Improve the Quality of Islamic Education

2025-07-19T16:23:58+00:00

The need for manual school management is a crucial problem in the national education system. This will have a profound impact on the ongoing learning process. This study aims to analyse the progress of information and communication technology in the form of artificial intelligence applied in managing school administration to produce an innovative quality of education and management of Islamic education. The type of this research is qualitative phenomenology, using a descriptive approach. The study subjects included principals, teachers, education personnel, and students. Data collection techniques include interviews, observations, and documentation.. Data validity techniques include confirmability tests, with administrative staff as confirmation. The results of this study illustrate that advances in information and communication technology can facilitate the completion of school management administration, from increasingly automated administrative mechanisms, financial management, activity planning, monitoring, and evaluation of learning to personalisation of learning. In Islamic education, artificial intelligence can help create innovative and high-value education, with an adaptive Islamic religious education learning system, abundant learning methods, an Islamic education analysis curriculum, and the ability to access digital learning resources. This research has the potential to develop further, along with the increasingly rapid development of artificial intelligence, especially the development of artificial intelligence in aspects of Islamic education, which can be studied in cultural and religious values.

Character Education Management in Early Childhood Education

2025-10-09T16:50:21+00:00

The importance of character education from an early age lies in its role in shaping children's personality, morality, and social behaviour as the foundation for holistic development. As the first formal educational institution, Early Childhood Education (ECE) plays a strategic role in instilling these values through various methods and family support. This study aims to analyse the effectiveness of character education management strategies in ECE and to identify the challenges faced in their implementation. The research employs a qualitative case study approach using interview techniques, active and passive observation, and documentation. Data were analysed through source and technique triangulation to ensure the validity and credibility of the research findings. The results show that PAUD-TK ABABILS Sukoharjo designed an Islamic education management strategy by integrating the national curriculum with Islamic character values, employing methods such as nature contemplation (tadabur alam) and experiential learning. The implementation of this strategy includes the development of a vision, learning modules, reinforcement of Islamic values, as well as the development of human resources and infrastructure. Challenges identified include limited teaching staff and diverse student backgrounds. Evaluation is conducted periodically through observations, parent questionnaires, and teacher performance assessments, involving all stakeholders. This evaluation process ensures the program's effectiveness and continuous improvement to foster children's moral and spiritual character from an early age in a holistic manner. Conclusion: An integrated Islamic education management strategy that involves multiple stakeholders is effective in fostering children's character development from an early age through careful planning, implementation, continuous evaluation, and enhancement of educational quality and stakeholder collaboration.

Islamic Education in Egypt: An Overview, System Structure, and Government Policies

2025-10-14T13:12:44+00:00

Al-Azhar University, Egypt, presents a model of Islamic education that is moderate and holistic, relevant in addressing the challenges of modernity, radicalism, and the integration of Islamic tradition with scientific progress. This study identifies a gap in the previous literature, which generally partially discusses Islamic education in Egypt, focusing on the history of Al-Azhar or primary education, without comprehensively analysing the integration of traditional and modern values, system structure, and state policies. This study employs a qualitative approach, utilising data collection techniques through literature review and document analysis of scholarly journals, academic books, and official reports from the Ministry of Education and Al-Azhar University. Data analysis is conducted using qualitative content analysis methods, which include stages of collection, filtering, coding, categorisation, synthesis, and triangulation. The results show that the Islamic education system in Egypt has successfully integrated religious and general knowledge through a moderate and inclusive curriculum, supported by government policies such as the Al-Azhar Law of 1961 and the 2014 curriculum reform. However, educational access inequality, limited technological infrastructure, and conservative resistance continue to hinder comprehensive reform efforts. In conclusion, these findings offer important lessons for developing Islamic education in Indonesia and other Muslim countries.

Analysis of the Effectiveness of Instilling Islamic Religious Values in Shaping Students' Religious Character

2025-10-10T14:57:59+00:00

Religious character education in Madrasah Aliyah plays a crucial role in fostering students with integrity through the integration of Islamic values, exemplary behaviour by teachers, and collaboration among all stakeholders. This study aims to assess the impact of systematically instilling Islamic values on the development of religious character among 10th-grade students at a private Madrasah Aliyah. Employing a quantitative approach with a one-group pretest-posttest design involving 30 students, data were collected through questionnaires and observations, and subsequently analysed using SPSS statistical tests. The results indicate that the data are valid, with all significance values (Sig.) below 0.01, signifying a strong correlation between the indicators and the total score. The normality test yielded Sig. Values above 0.05 indicate a normal data distribution and eligibility for parametric testing. The t-test resulted in a t-value of 4.011, exceeding the t-table value of 2.045 (df = 29), with a Sig. Value of 0.000 < 0.05, suggesting a significant difference in students’ religious character before and after the treatment. An R-squared value of 36.5% demonstrates that the treatment significantly and substantially explains the change in students' religious character. Conclusion: The systematic integration of Islamic religious values through religious activities and curriculum integration effectively shapes students' religious character, reflected in consistent religious understanding, attitudes, and behaviour.

English Learning Management in Improving Students’ Writing Skills

2025-10-20T01:08:05+00:00

The lack of attention to writing skills in managing English learning at junior high schools has become a significant concern, even though these skills are crucial in supporting students’ academic competence. This research aims to analyze the management of writing instruction at Nihayatul Amal Rawamerta Junior High School, Karawang, and to identify innovative solutions to overcome students’ difficulties and improve the quality of their writing skills. This study applied a qualitative case study approach with data collected through interviews, observations, and documentation. The data analysis was conducted through condensation, presentation, and conclusion drawing. The findings indicate that English learning management at Nihayatul Amal Rawamerta Junior High School is implemented systematically through planning, organizing, evaluation, and problem-solving. In the planning stage, teachers prepare annual programs, semester programs, and detailed lesson plans to support the enhancement of students’ writing skills. The organizing stage includes determining objectives, selecting methods, and designing relevant learning materials. The implementation stage applies the discovery learning model with a scientific approach to foster students’ active involvement in exploring and discovering writing concepts. The evaluation stage assesses attitudes, knowledge, and writing performance. Several challenges are identified, including limited vocabulary, grammatical weaknesses, and inadequate facilities. The solutions suggested include increasing reading activities, providing continuous writing practice, and giving constructive feedback. Conclusion: English learning management is systematically carried out through planning, organizing, implementation, and evaluation to enhance students’ writing skills in an active, creative, and optimal manner.

Implementation of Teachers' Emotional, Moral, and Spiritual Competencies Through the Guru Penggerak Program

2025-10-22T08:09:50+00:00

The Guru Penggerak Program at the first secondary school Muhammadiyah 15 Surabaya aims to develop teachers' emotional, moral, and spiritual competencies to shape educators with holistic and high-quality character. This study seeks to describe and critically analyze strengthening teachers’ emotional, moral, and spiritual competencies by implementing the Guru Penggerak Program. Employing a qualitative case study approach, data were collected through in-depth interviews, observations, and documentation. A thematic analysis was conducted to understand how to enhance teacher competencies. The findings reveal that the Guru Penggerak Program has significantly contributed to developing emotional, moral, and spiritual competencies among teachers. Teachers demonstrated improved emotional regulation, empathy, and the ability to foster a positive learning environment. Morally, they exhibited exemplary values such as honesty, responsibility, and justice. Their spiritual competence also improved by integrating Islamic values into the teaching and learning. The program's positive impact is reflected in enhanced teacher-student relationships, leadership styles, and a more collaborative school culture. However, challenges remain, including time constraints and limited support, which must be addressed for the program's full potential. Conclusion: The Guru Penggerak Program effectively strengthens teachers’ emotional, moral, and spiritual competencies, thereby enhancing the quality of education and character formation, despite challenges related to time and support.

Visionary Leadership of School Principals in Enhancing the Quality of Education

2025-10-20T05:18:48+00:00

Visionary leadership of school principals plays a critical role in enhancing the quality of education through strategic vision, teacher supervision, instructional innovation, and collaboration among all stakeholders to create a favourable school climate. This study aims to analyze the role of visionary leadership in improving educational quality and to develop an effective contextual leadership model for the first secondary school, Muhammadiyah Payakumbuh. The research employed a qualitative case study approach, utilizing data collection techniques including semi-structured interviews, observations, and document analysis. Data were analyzed iteratively through data reduction, presentation, and concluding. Data validation was conducted through the triangulation of sources, methods, and time to ensure the consistency and accuracy of the findings. Results indicate that the principal has formulated a clear educational vision and begun its implementation through programs to improve learning, strengthen character development, and enhance teacher capacity. Visionary leadership is characterised in collaborative strategies, effective stakeholder engagement, and seamless technology integration. Positive impacts are evident in improved student learning outcomes and increased parental satisfaction. However, challenges such as limited budget, teacher resistance, and infrastructure constraints remain obstacles. This study highlights the importance of visionary leadership, stakeholder support, and continuous training in achieving sustainable educational quality in resource-limited schools. In conclusion, visionary leadership is essential for improving educational quality, but its success heavily depends on the collective support of all stakeholders.

Implementation of the Islamic Ramadan Study Program Policy in Vocational High Schools

2025-10-20T01:09:33+00:00

Vocational high schools play a significant role in enhancing the quality of human resources through practical vocational education that collaborates with industry. Integrated Islamic education is necessary to instil religious values and student character. The objective is to formulate an adaptive and contextual policy model for the Islamic Ramadan Study Program in vocational high schools in order to improve religious character education and synergy among schools, communities, and families. This research is conducted through a literature review of scientific articles. The results indicate that the implementation of the Islamic Ramadan Study Program policy in vocational high schools faces challenges at each stage: problem identification, formulation, implementation, and evaluation. Policy formulation often fails to involve all stakeholders, resulting in inadequate representation. At the formulation stage, Ramadan activities have been designed; however, student participation remains low. Implementation depends on leadership and resource support, but is hindered by infrastructure and bureaucratic obstacles. Evaluation employs both test and non-test methods, yet its effectiveness is constrained by the diverse backgrounds of students and the workload of teachers. Synergy among all parties is essential for the program to operate optimally and to cultivate students' religious character. In conclusion, implementing the Islamic Ramadan Study Program in vocational high schools requires policy synergy, adequate resources, and active participation to achieve optimal effectiveness.

The Contribution of Teachers’ Social and Personality Competence to the Development of a Conducive School Climate

2025-11-07T14:35:50+00:00

Teachers' competencies, particularly social and personality competence, play a vital role in shaping a conducive school climate. However, research that examines explicitly their influence within local contexts remains limited. This study aims to determine the extent to which teachers’ social and personality competence affects the development of a conducive school climate at Senior High School 7 Tanjung Jabung Timur, using a quantitative approach. Employing a correlational research design with 183 respondents, data were analyzed using SPSS 26 through validity and reliability tests, classical assumption testing, and multiple linear regression analysis. The findings reveal that teachers’ social competence contributes 7.1% to the formation of a conducive school climate. Meanwhile, personality competence accounts for 12.2% of the variance. Simultaneously, both competencies significantly contribute to the school climate, with a combined contribution of 12.4%. These results suggest that integrating both competencies is essential in fostering a positive school environment. Conclusion: Teachers’ personality competence plays a significant role in creating a conducive school climate, while social competence shows a lesser, statistically insignificant effect, although both levels of competence remain relatively low.

The Influence of the Implementation of School Quality Management System Factors on Teachers’ Work Motivation

2025-12-03T07:47:55+00:00

Teachers’ work motivation is influenced by intrinsic and extrinsic factors, school leadership, quality management, and working conditions, all of which affect teacher performance and the overall quality of learning. This study aims to analyse the influence of implementing school quality management system regulations on teachers’ work motivation, enhancing engagement, satisfaction, and sustainable professional performance. A correlational quantitative research method was employed, with the sample consisting of principals, teachers, and educational staff. Data were collected through questionnaires and analysed using SmartPLS to conduct validity, reliability, and t-tests. The results demonstrate that convergent validity was assessed through outer loading and AVE to evaluate the extent to which indicators accurately represent their corresponding latent constructs. The outer loading values for SQMS ranged from 0.791 to 0.890, and for TWM, from 0.866 to 0.922, all of which exceeded 0.70, indicating valid indicators. The AVE values, 0.721 and 0.796, respectively, were above 0.50, confirming convergent validity. Discriminant validity, as demonstrated by cross-loading, showed that each indicator loaded higher on its respective construct than on the others, ensuring a clear distinction between SQMS and TWM. Reliability was assessed using Cronbach’s Alpha and Composite Reliability, both of which demonstrated high consistency (>0.87). The t-test indicated that SQMS has a significant influence on TWM (t = 15.217; p < 0.05), confirming that the implementation of the school quality management system positively supports teachers’ motivation. Conclusion: SQMS has a significant positive influence on teachers’ motivation, enhancing autonomy, competence, self-confidence, participation, professionalism, and the sustainable quality of education

The Influence of Islamic Value-Based Character Education on the Formation of Students’ Morals

2025-12-03T07:44:13+00:00

Character education for early childhood is crucial for instilling moral, religious, and social values through habituation, exemplary behavior, play, and cultural integration to develop a positive personality from an early age. This study aims to assess the effectiveness of the IRCE model in systematically instilling Islamic values to shape morally upright and socially responsive young children. The research employed a quantitative correlational design, including validity and reliability tests and t-tests conducted using SmartPLS. The results indicate that the t-statistic for the IRCE–SM relationship is 24.406 with p = 0.000, far exceeding the critical t-value of 1.96, indicating a significant relationship. The very small p-value further confirms that this effect is not due to chance, demonstrating that changes in IRCE genuinely impact SM. In early childhood education, structured learning based on the teachings of the Qur’an and Hadith has been shown to foster positive attitudes. Children exhibit enthusiasm for learning, emulate Hadith teachings, adhere to rules, and demonstrate honesty, politeness, and empathy. They avoid negative behaviors, show discipline, and are helpful, resulting in the strong development of Islamic character. Conclusion: The IRCE model significantly influences character development in children, enhancing learning motivation, religious attitudes, empathy, discipline, and positive behavior through the teaching of Qur’anic and Hadith values.

Management Model of Inclusive Education in Indonesia: A Comprehensive Review of Islamic Education Perspectives

2025-11-13T15:41:03+00:00

Inclusive education in Indonesia has gained increasing attention, yet the integration of Islamic education principles into its management remains underexplored. Despite strong legal foundations, including Law Number 20 of 2003 on the National Education System and Law Number 8 of 2016 on Persons with Disabilities, the practical implementation of inclusive education faces significant challenges. The research gap lies in the limited understanding of how Islamic ethical and educational values can be incorporated to enhance equity, accessibility, and quality in inclusive education. This study aims to analyze inclusive education management models in Indonesia from an Islamic education perspective and to provide insights for more holistic implementation. The methodology employs qualitative content analysis through in-depth library research, comprising two phases: decontextualization, in which primary and secondary sources are collected and coded, and recontextualization, in which codes are grouped into subthemes and broader categories. Findings indicate strong normative alignment between inclusive education policies and Islamic teachings, which emphasize equality, non-discrimination, and the philosophical obligation to educate. However, gaps persist due to limited awareness and understanding among educators and communities. The study highlights the need for curriculum and learning practices that are accommodating and value-driven, offering implications for policymakers, practitioners, and educational institutions in developing sustainable, equitable, and ethically grounded inclusive education.