Zuroqi Mubarok, Himsar Silaban, Pandji Sukmana, T. Herry Rachmatsyah
This study examines the evolution and current challenges of Islamic education policy in Indonesia through qualitative document analysis, a PRISMA guided systematic review, and bibliometric mapping. Legal and regulatory texts, including Law No. 20 of 2003 (SISDIKNAS) and Ministry of Religious Affairs reports, were analyzed using the READ framework to trace thematic shifts. The review targeted 2021-2025 peer-reviewed literature on curriculum, financing, governance, and educator professionalism, with screening per PRISMA. Bibliometrics identified influential works and collaboration patterns. Findings show a shift from centralized control to decentralized, locally adaptive policy. Innovations include integrated curricula, sharia-compliant financing, and strengthened teacher development, yet disparities in administrative capacity and resource allocation persist, yielding uneven quality assurance. The study argues that harmonizing national standards with regional contexts, enhancing inter-ministerial coordination, and embedding maqasid al-Shariah principles are pivotal for equity and accountability. Future research should evaluate digital governance and financing models for scalability and sustained impact. Keywords: Islamic education policy, Qualitative document analysis, PRISMA, Bibliometrics, Curriculum
The rapid development of information and communication technology has significantly impacted various aspects of life, including Islamic education. This paper aims to design a future model of Islamic education that integrates advancements in technology, artificial intelligence (AI), Web3, and the metaverse. The research method used is a literature review with a qualitative approach. The findings indicate that technology can enhance accessibility, interactivity, and personalization in Islamic education, while AI supports adaptive learning and educational data analysis. Web3 offers decentralization and data security, and the metaverse enables immersive and collaborative learning environments. The implications of this study highlight the need for a curriculum responsive to technological advancements, teacher training, and adequate technological infrastructure to support the implementation of Islamic education in the digital era.
Madrasah-based management is one of the efforts made so that madrasas can grow and develop independently. This writing aims to describe the application of madrasa-based management as a form of educational decentralization. This research method uses descriptive research using a literature study approach. The results of this research are: 1) Madrasah-based management is the result of decentralization; 2) One of the implementations of madrasa-based management is realized in the realm of madrasa financing; 3) Ciputat Development Madrasah is one of the institutions that implement madrasa-based management in the realm of good financing, one indicator is that they have 5 sources of financing (contributions from accepted students, tuition fees, BOS funds, new school year money, and sponsors). 4) Development madrasah invest some of the BOS funds they receive in accordance with the dimensions of restructuring the old pattern into a new pattern of madrasa-based management.
This research aims to analyze the application of Non-Fungible Token Technology (NFT) in capturing school memories through ErinnerungenNFT. The NFT phenomenon has opened up new opportunities in representing unique and non-interchangeable digital ownership, which is now used in various contexts, including in remembering school days. The research method used is a qualitative approach by combining data collection techniques through literature study and direct observation on the ErinnerungenNFT platform. The results of this research show that the application of NFT Technology on ErinnerungenNFT has the potential to be a creative means of capturing memories of school days. The utilities provide to the owner of the NFT make the owner able to re-experience the memories of school days.
Banyak perbaikan untuk membantu proses pembelajaran telah dikembangkan oleh kemajuan teknologi dalam pendidikan. Perguruan tinggi sangat perlu mengembangkan kompetensi digitalnya, yang dapat dicapai dengan menggunakan beragam perangkat pembelajaran. Namun, banyak mahasiswa dari universitas lain masih kekurangan kompetensi digital yang diperlukan. Penelitian ini menggunakan teknik survei yang akan dihitung secara kuantitatif dengan menggunakan Skala Likert. Arsitektur sistem manajemen pendidikan kooperatif ini memanfaatkan penyimpanan cloud berbasis blockchain untuk Integrasi E-Portofolio. Proses Blockchain akan berguna sebagai landasan teori bagi para peneliti yang akan memulai penelitian tentang teknologi Blockchain untuk pendidikan digital sehingga tantangan dalam penelitian ini dapat diselesaikan dan hasil kompetensi digital jelas dan tidak dapat disangkal. Student-Centered iLearning Blockchain (SCi-B) dengan E-Portfolio didukung oleh teknologi Blockchain, yang mungkin sesuai dengan kebutuhan universitas dan meningkatkan pendidikan kooperatif pada kompetensi digital, menurut temuan penelitian.
Riza Desriandi, Joni Indra Wandi, Rhona Sandra, Erda Fitriani · 7 authors
This study aims to compare Indonesian and Japanese education by using five indicators, namely the purpose of education, education management, education budget, education personnel, and salaries, as well as the learning evaluation process. The education system according to the National Education System Law No. 20/2003 it is stated that the National Education System is all components of education that are interrelated in an integrated manner to achieve national education goals. This research is based on a literature study by looking for theoretical references that are relevant to the cases or problems found. The results of this study According to Law No. 20 concerning "the National Education System" Chapter 1 General Provisions Article 1 paragraph 8 explains that the stages of education that have been determined are based on the level of development of students, the goals to be achieved and the abilities developed. The law explains that formal education in Indonesia consists of primary education, secondary education, and higher education. The financing of the education system in Indonesia is influenced by government policies. There are two financing systems, namely centralized and decentralized.
There are changes that occur in our education which impact on regional competitive build towards a global competitive, both in the formal institutions of national and Islamic institutions. So this raises complex issues that wraps acceleration of development in promoting an Islamic educational institutions in rural areas. These problems include institutional, leadership, finance, personnel, curriculum and educational model. Each of these components can inhibit the saving potential and within certain limits can threaten the existence, sustainability, competitiveness, and progress of Islamic educational institutions. The question of research: how is each of these institutions are trying to attract views of rural communities by providing an alternative strategy such as the advantages and characteristics of the institution in the decentralization and globalization?. This research resulted in four alternative bid that is modeling the Islamic educational institutions business model in the financing strategy, improve excellence at regular intervals sustainable in the interests of rural communities, implement the task of public relations in spreading the advancement of excellence of the school, and no achievement or excellence will find both nationally and internationally. Thus meaning that the top schools are part of a plan to be achieved can run well and there are no gaps in it and is able to work by well
There are changes that occur in our education which impact on regional competitive build towards a global competitive, both in the formal institutions of national and Islamic institutions. So this raises complex issues that wraps acceleration of development in promoting an Islamic educational institutions in rural areas. These problems include institutional, leadership, finance, personnel, curriculum and educational model. Each of these components can inhibit the saving potential and within certain limits can threaten the existence, sustainability, competitiveness, and progress of Islamic educational institutions. The question of research: how is each of these institutions are trying to attract views of rural communities by providing an alternative strategy such as the advantages and characteristics of the institution in the decentralization and globalization?. This research resulted in four alternative bid that is modeling the Islamic educational institutions business model in the financing strategy, improve excellence at regular intervals sustainable in the interests of rural communities, implement the task of public relations in spreading the advancement of excellence of the school, and no achievement or excellence will find both nationally and internationally. Thus meaning that the top schools are part of a plan to be achieved can run well and there are no gaps in it and is able to work by well.
Muhammad Yunus, Kadek Dewi Wahyuni Andari, Muhammad Addinul Islam
In the National Education System Act of 2003, there was a shift in the paradigm of education from centralized to decentralized, commonly referred to as School Based Management (SBM). With the law, the greater the role of headmaster in establishing various policies, one of which concerns the management of school culture and environment. Therefore the principal must have some competences in performing his duties. The type of research used is descriptive qualitative research conducted at SDN 033 Tarakan in the academic year 2016/2017. Sources of research are primary and secondary data. Informants in the study were principals, two teachers, two students, TU staff, school committees and school supervisors. Data collection techniques in this study are interviews, observation, and documentation. Data analysis techniques used are data reduction, data presentation, and conclusion. Based on the data analysis, the first research is the competence of the principal personality that can be said to be good, but the discipline aspect still needs to be improved. Second is the social competence of the principal is limited to cooperation with committees and guardians. Third is the managerial competence carried out from planning, organizing, implementation, and supervision. Fourth is the competence of supervision where supervision is done 2 times in a year. Fifth is the entrepreneurial competence, there are some efforts of the principal in school financing.
The implementation of good quality and equitable education is facing more complex challenges. Educational institutions which do not function properly and the low quality of human resources are the main factors besides other factors that need immediate attention in the world of Islamic education. The efficiency in education does require more decentralized management, as a matter of fact. The function of institutions in the implementation of autonomy in the area of Islamic education in particular should be able to manage and apply educational techniques autonomously either in the field of School-Based Management, organization, personnel, curriculum, facilities and infrastructure, studentship, cost and public relations as an opportunity or external environment as a challenge. The reposition of Islamic education in madrasah, modernization of boarding houses, and autonomy in higher education are the expectations of all sides in order to achieve good quality education which is managed by professional technical practitioners.
Education is a means of educating the nation. Through the education of every citizen is able to maximize the potential establish a life and advance civilization. School-Based Management in an effort decentralized management of education in Indonesia is expected to improve the quality of education on an ongoing basis. The purpose of this study was to know the governability in the implementation of school-based management in Elementary School 18 Pekanbaru. This study uses the theory Sutoro Eko with qualitative approach and descriptive methods. This research was conducted through observation, interviews and documentation. Data analysis technique is done by means of data reduction, data presentation and conclusion and triangulation techniques. The results of this study indicate that the managerial capacity of the principal that the Management of the planning and evaluation of programs, curriculum, teaching and learning, workforce, equipment and supplies, finance, student services, relationship between the school and community and school climate have been going well, but the principal must increased its performance on manjemen workforce, equipment and supplies, school finance and school and community relationship management. While the political capacity, the principal has been able to gain political legitimacy to exercise its authority. The school principal has the capability responsive, regulatory and symbolic good.
Development approach from centralization to decentralization implies the implementation of education decentralization. The purpose of this writing is to discuss problems related to the objective of education, the authority relation of district/city, the limits of authority, and the support of independency and interdependency. Such problems influence the school in ensuring the quality of education and imply the need for human as well as financial resources. It seems that education decentralization needs to be redefined. Empowering the school can be done through strengthening the curriculum to guarantee the relevance and the accountability of the education, improving the school-based management, self financing, and establishing networks between the school and government, community, and stakeholders.
School-based management is implemented so that it can give ease in achieving the vision, mission, and goals of the institution, so that it can improve the quality of education and bring a good end result and quality, and can get a productive and qualified graduates. This research was conducted in SMP Ar-Rohmah and SMP Plus Al-Kauthar Malang, where the school is the educational institution that has a future orientation. The institutions including educational institutions featured with learners who are full of achievement in terms of both academic and non-academic. This study focused on four issues, are: 1) The factors that encourage the implementation of MBS; 2) The principles of what is done in the implementation of MBS; 3) What is the purpose of implementation of MBS; and 4) How does the structural components MBS implementation.This study used qualitative methods, multi-sites. data collection used the interview, observation and documentation. The research findings were: 1) the factors that encourage the implementation of MBS is: (a) the existence of decentralization; (b) a factor of independence against a school owned resources; (c) factors initiative; and (d) a factor of innovation against the increase in the quality of education. Then the purpose of the implementation of the MBS, namely: (a) so that the school could improve the quality of education by making the school more independent, have awareness/participation, teamwork, initiative and school in managing, utilizing, and empower the resources available; (b) the school can be more generous in taking decisions together and initiate and innovate in the process of improving the quality of education. 2) Then there are structural components of the MBS implementation, namely: (a) the management of curriculum and instructional programs; (b) the management of produce educators in schools; (c) the student Management; (d) financial management and financing; (e) management of educational facilities and infrastructure; (f) management the management of the school and community relations; (g) the management of special service institution that is effective and efficient.
This article aims to describe and analyze an idea of decentralization of education based on local excellence through the implementation of school-based management in SMK N 1 Pesisir Tengah. The results of this research showed that the implementation of school-based management in SMK N 1 Pesisir Tengah has not been going well. This can be seen from yet successful implementation of decentralization functions by the Ministry of National Education to the school. Such as planning and program evaluation, management of curriculum, the management of equipment and supplies, Management of curriculum, teaching process management functions, management of financial, the school and community relations. From several functions that have not run optimally which mentioned above, SMK N 1 Pesisir Tengah is good enough in carrying out the functions workforce management, student services and the management of school climate. Meanwhile, community participation in the educational practices at SMK N 1 Pesisir Tengah only visible on the financing of honorary staff. Keywords : School-Based Management, School Autonomy, Public Participation
Dynamic growth that happened claim the organization to can to expand and adapt to the actual growth that happened. That way also in higher education management, what ever always to expand to. In relation of those things, this research was aim to for describe and analyse the development of Wijayakusuma University Purwokerto in the effort to become certifiable private college. Research method used qualitative. Data collecting method used indepth interview, observation, and documentation. Informan chosen done by purposive. Data analyse used interactive model of analysis and data validity used triangulation with model source. Wijayakusuma University have developed a number of steps and policis in order to organizational development so that can become the certifiable private college. In HELTS framework, the effort of organizational development in Wijayakusuma University done by make-up of competitiveness, decentralize and autonomous and also organizational health. Various effort which have the in the reality not yet earned to give the significant contribution to university progress. Degradation sum up the student still be happened. It was indicated the low enthusiasm of society to become Wijayakusuma University student. Endless internal conflict and negativity perception expanding in society to Wijayakusuma University and also low competitiveness likely still become the dominant factor making Wijayakusuma University not yet earned to awaken from down.