Supervisory Strategies for Teacher Improvement in Islamic Education: Examining the Practices and Challenges

: Islamic education has an important role in shaping the character and morality of individual Muslims, as well as ensuring the continuity and dissemination of Islamic religious values. In Islamic educational institutions, the role of educators and education personnel is crucial in carrying out this mission. However, in practice, Islamic educators and education personnel often face various challenges and problems that affect the effectiveness of Islamic education as a whole. One of the problems that often arise is the lack of qualifications and competence of Islamic educators and education personnel. Many Islamic educational institutions face difficulties in obtaining educators and education personnel who have a deep understanding of Islamic teachings, as well as skills in applying them in the context of modern education. This can hamper the process of Islamic education and reduce the quality of graduates produced. In addition, the problem of inadequate infrastructure and educational facilities is also one of the main problems in Islamic education. Many Islamic educational institutions still face limitations in terms of educational facilities and infrastructure, such as inadequate school buildings, lack of books and learning materials, and lack of other supporting facilities. This condition can hamper the learning process and create a learning environment that is not conducive. Another challenge is the low motivation and commitment of Islamic educators and education personnel. Lack of motivation and commitment can result in low teaching quality, as well as a lack of innovation in the delivery of learning materials. In addition, differences in understanding and interpretation of Islamic teachings can also cause conflict and disharmony among educators and education personnel.Seeing the complexity of the problems faced by Islamic educators and education personnel, serious and comprehensive efforts are needed to overcome these problems. The role of the government, educational institutions, society and other stakeholders is very important in efforts to improve the quality of Islamic education and ensure the realisation of the vision of quality, inclusive and progressive Islamic education.

Islamic education is in the national education system, can be divided into three things. The first is Islamic education as an institution, the second is Islamic education as a subject, and the third is Islamic education as a value. The purpose of this research is to find out the Policy Analysis of Islamic Education Institutional Dynamics: Islamic Boarding Schools, Madrasas, and Integrated Islamic Schools in Indonesia: A Comparative Study. The method used in this research is the method used in this research is a qualitative method with a document review. In terms of this research is referred to as literature study research, by examining journals, books, research reports, magazines and other literature that is in accordance with the discussions studied in the study. Pondok pesantren is defined as a place to live as well as a place for students to gain knowledge, especially religious knowledge. The development of the pesantren curriculum can use strategies that do not undermine the characteristics of the pesantren as traditional Islamic religious education institutions. Madrasas as Islamic educational institutions are now placed as school education in the national education system. In one of the dictums of the joint decree (SKB) of three ministers (Minister of Religion, Minister of Education and Minister of Home Affairs) it was stated that steps were needed to improve the quality of education in madrasas so that graduates from madrasas could continue to public schools, from public schools elementary to college. In essence, an integrated Islamic school is a school that implements the concept of Islamic education based on the Qur'an and As Sunnah. The operational concept of SIT is an accumulation of processes of acculturation, inheritance and development of Islamic religious teachings, Islamic culture and civilization from generation to generation.

Education has always sought to provide guidance to students to establish and develop science and personality intact. The importance of improving the quality of education for students, and based on the term that education is as one program that can prepare and predict the development of students in the future, then, some efforts should be made by the Islamic educational institutions. In this case, MTs Probolinggo is one that should be oriented to achieve the quality of personality to development and prepare future generations who are ready to face the globalization era. In achieving this goal, the Islamic religious education in particular must have the correct strategy and precise in its development.Based on the reality happened in MTs Probolinggo, the learning of Islamic religious education in schools had been running in precise. But Islamic religious education especially MTs Probolinggo this should be taken to ensure that students not only can learn by heart religious lessons, but also able to be affective and behavioral. It is evident that in the previous year students MTs Probolinggo one has a moral decline that is one of the students exposed to cases of liquor. But it can be solved by getting serious handlers by the school so that the good name of MTs Probolinggo back brilliantly.From the background of the above problems, the researcher is motivated to conduct the research on the strategy of Islamic religious education in improving students' personalities in MTs Probolinggo. The focal points of this study are: (1) how is the steps of learning Islamic religious education in improving the quality of students' personalities in MTs Probolinggo?; (2) how is the implementation of learning Islamic religious education in students personality development in MTs Probolinggo?.The objectives in this study are: (1) to describe the steps of learning Islamic religious education in improving the quality of students' personalities in MTs Probolinggo; (2) to describe the implementation of learning Islamic education in improving the quality of students' personalities in MTs Probolinggo.Based on the data obtained and the result of this research, it can be can be summarized as follows: The first steps of learning Islamic education in improving the quality of students' personalities in the MTs Probolinggo can be quite good. Teachers of Islamic religious education in MTs Probolinggo has taken steps learning through teacher's council of Islamic religious education lessons, ranging from the preparation of the appropriate standard of syllabus content, standard competence and guide the preparation curriculum KTSP; make analysis today effective; effective last analysis; annual program; term program and lesson plan.
 Keywords: Islamic education strategy, Improving the quality of student personality

Many financial transactions in Islamic higher education institutions in Indonesia have not exactly suitable for Sharia principles, especially in areas such as academic fees and financial contributions. One of the main key issues in these transactions is the presence of gharar, which refers to uncertainty or ambiguity that may disadvantage one of the parties involved. The lack of transparency in contracts and payment mechanisms is a major factor contributing to gharar. In Islamic law, transactions containing gharar are prohibited as they can lead to injustice in contractual agreements. This study aims to identify the presence of gharar in financial transactions within Islamic higher education institutions in Indonesia and to analyze its implications for the validity of contracts and compliance with Sharia principles. A qualitative descriptive method was employed, incorporating three primary approaches: in-depth interviews with key policymakers in Islamic higher education institutions, document analysis of fiqh sources related to Sharia-compliant transactions, and direct observation of financial transaction practices within the institutions. The findings indicate that certain financial transactions in Islamic educational institutions contain elements of gharar, particularly in terms of fee transparency and contractual ambiguity. A lack of clarity in payment mechanisms can lead to misunderstandings between institutions and students, potentially resulting in financial disputes. However, this study also finds that gharar does not automatically invalidate contracts, as long as it remains within an acceptable threshold according to fiqh muamalah, especially when gharar is not a dominant factor in the transaction. These findings highlight the need for clearer regulations in the financial systems of Islamic higher education institutions, including standardized contractual frameworks and greater transparency in fee structures, to minimize ambiguity in transactions and enhance adherence to Sharia principles. Therefore, collaboration among educational foundations, administrative staff, students, and parents is essential to ensure that all transactions are conducted with full transparency and free from gharar, as prohibited in Islamic teachings.

Education is the most important factor in the progress of human civilization. Education forMuslims is a must to be prioritized. A good Islamic education system will lead to the realizationof the ideals of a civilized Islamic society. In the current development, the reality isthat Islamic educational institutions still have many problems to solve. IAIN which has beenthe pinnacle of Islamic higher education institutions is still not able to produce educationaloutputs that can answer the problems of human life. Religious studies at IAIN have backfiredin the world of Islamic education. The change of IAIN to UIN is expected to be a new lightin the world of Islamic education. Islamic educational institutions that previously only gavebirth to Islamic thinkers will later give birth to professionalism in the fields of science andtechnology. To realize this hope is certainly not as easy as turning the palm of the hand, ittakes a long struggle to organize all the aspects needed to support the success of an Islamiceducation. So that the hope will give birth to a new civilization in the Islamic world. However,there is some concern that UIN graduates will only produce outputs that are only good atscience but are empty of Islamic values.

This research reviewed living Al-Qur’an as phenomenon and trend in learning Islamic Education in Indonesia. The causing factor is such as the moral panic of parents about modern-contemporary life. Many parents encourage their children to practice the Al-Qur'an, with the hope that the children will be more careful and fortify themselves from a free life. The panicked moral attitude of these parents is used by Islamic educational institutions as a market to gain capital gains, such as establishing an educational house/center based on living Qur'an learning. Several educational institutions also offer the concept of Islamic Boarding School, Tahfidz Center, and compete to use the Al-Qur'an as their product brand. This literature research used a social phenomenological science approach with the living Quran theory. This research found that 1) the trend of living Qur'an education in Islamic learning in Indonesian Islamic educational institutions was as a social impact of the spread of moral panic, 2) moral panic among parents of students became a new business field for managers of Islamic religious education institutions. 3) Al-Qur’an is a product that has its own market share, and 4) the phenomenon of living al-Quran was as a trend of Islamic education methods in Indonesia.

In the process of education and learning as it takes place in an educational institution, components can be found that help in realizing the teaching and learning process, including the existence of media, methods and a good school atmosphere, which can bring success to the teaching and learning process so that the expected goals are achieved. Citra Alam Elementary School, Ciganjur Jakarta, is an Islamic educational institution that has a good, beautiful and healthy natural atmosphere. So that the nature around the school is a major supporting factor in the implementation of learning. One of them is in implementing Islamic religious education learning that uses nature as a learning medium so that students have the potential to carry out exploratory and fun learning and create a comfortable learning environment. This type of research is a field study research with a descriptive discussion of qualitative analysis, the data collection techniques used are: (1) Interviews, which are conducted with school principals, curriculum representatives and teachers of Islamic religious education related to the implementation of nature-based Islamic religious education learning. at Citra Alam Elementary School Ciganjur, Jakarta. (2) observation technique. (3) Documentary technique, to obtain data about the general picture of the school. Meanwhile, the data analysis method is the Miles and Huberman model data analysis which covers three steps in the research, namely data reduction, data presentation and conclusion. From the results of the study it can be concluded that: (1) The implementation of Islamic religious education learning taught in natural image elementary schools is carried out once a week with a duration of two hours, integrating the elements of Islamic Islamic education lesson values with other subjects, integrating religious education material Islam with routine activities at school such as camping, loving the environment, educational Ramadan activities, and utilizing natural resources such as caring for plants and making fertilizers. (2) Supporting factors in the implementation of nature-based Islamic religious education at Citra Alam Elementary School Ciganjur, Jakarta. Among them: utilizing nature as a learning medium, cooperative parents, competent teachers in their fields, and programs designed to connect students with nature. While the inhibiting factors include: the presence of teachers who are less open with their minds, lack of cooperation with others in preparing lessons, lack of an adventurous spirit, the presence of teachers who often come in and out so that program explanations need to be done repeatedly. Based on the results of this study, it is hoped that (1) Citra Alam Elementary School will always maintain good things and positive values related to the implementation of learning and the supporting factors that exist in nature-based Islamic religious education material, and also evaluate the inhibiting factors that occur. (2) Teachers of Islamic religious education materials to always improve their competencies so that they can always create Islamic religious education learning with the right media and a comfortable and pleasant learning atmosphere. (3) Researchers who will come to discuss this issue in more detail and better than ever.

This research used descriptive-qualitative approach with data collection techniquws in the form of observation, interview and documentation. From the research that has done, the findings are as follows. First, people’s knowledge of Islamic education and Islamic educational is good enough; seen from many positive responses of informant who see the very impor- tant Islamic education and Islamic for them. Second, by the attitude of the society towards the Islamic educational institutions, cognitively they have understood the importance of Islamic education and Islamic educational institutions, and affectively their response to the development of Islam is also quite good, visible from the awareness to follow the study / assemblies of existing science. Community behavior is getting better so that the number of criminals is reduced and public participation is increasing in religious activities held by religious leaders of Pengkok Village. Third, public interest in non-formal institutions Islamic education is very high; on the contrary, the interest of the community towards the formal institution of Islamic education is still lacking. in demand due to several factors in the fourth conclusion. Fourth, the lack of public interest in the formal institutions of Islamic Education is due to the following factors. (1) educational background, (2) experience, (3) condition of institution, (4) govern- ment policy, and (5) environment of institution management itself

This research aims to provide various innovations in improving human resources in an Islamic educational institution. This research was conducted by collecting journal articles to combine ideas and innovations that a leader or management can do in an Islamic educational institution. Planning in an Islamic educational institution is important for achieving maximum results. This research aims to relieve leaders or management in Islamic educational institutions in innovating to advance their human resources to keep up with the times and fierce competition, especially in Islamic education. Besides, the purpose of this research is expected to be used as a reference in improving human resource management. This systematic review shows that the existing management in Islamic educational institutions is in dire need of various motivations and innovations in improving its human resources. a) the characteristics of Islamic education management must be based on the Qur'an and Hadith, b) the foundation of Islamic education management is based on four foundations: theoretical foundations, rational foundations, and rational foundations, c) Islamic education management is based on hablu min an-nas (human-oriented) and hablu min Allah (oriented to Allah SWT), d) the key to achieving success in an Islamic educational institution is the desire to learn in everything continually. Positively, this is to raise the spirit of its human resources.
 Keywords: Islamic Education Management, Human Resources, Islamic Education

The teaching of English in Islamic Higher Education Institutions must be integrated by Islamic values. Since, it is very important for every teacher and lecturer in Islamic Educational Institutions from very early beginning to integrate Islamic values in terms of internalizing those values in the materials taught in the process of teaching and learning. Contrastive analysis is an approach to determine the similarities and differences between two languages. This approach is appropriate to be used in Islamic Higher Education Institutions, since the majority of the students in these Institutions are from Islamic Boarding Schools who had already learned Arabic as their basis of L2. This will help the lecturers to use contrastive analysis between Arabic and English in their English teaching. Considering that their consciousness about Language will help them to learn another language. It is also as one of the integration of Islamic values in English Language Teaching in Islamic Higher Education Institutions , because Arabic is one of cultural values of Islam.

This paper aims to reveal and explain the factors of entry and development of radicalism in Islamic educational institutions. Then explain about the anti-radiklalisme Islam education in preventing and tackling radicalism in Islamic educational institutions. Islamic educational institutions in this contemporary era need to get more attention from academics and education practitioners, because Islamic educational institutions are vulnerable to the entry of radical ideas. These ideas are spread by various groups who simultaneously embrace radicalism in Indonesia. On the other hand, Islamic educational institutions are not yet fully prepared and pay attention to the symptoms of radicalism that seek to enter into it. The Islamic educational institution is still focused on its internal, and has not fully responded to the symptoms of radicalism in Indonesia. This paper is focused on Islamic educational institutions, because the concrete form of the implementation of Islamic education is in the institution. Islamic educational institutions have a strong potential to ward off radicalism so as not to freely enter and poison educators and learners. Islamic education institutions in this case need to respond seriously, namely by growing awareness about the existence of radicalism. This awareness will lead to massive movements. Departing from awareness, Islamic education institutions should implement and optimize the management of Islamic education continuously, then apply Islamic education with multicultural, tolerant, and moderate. With this, all educators and learners in educational institutions can have a broad and respectful view, and avoid radicalism.

This study aims to comprehensively examine the concept and implementation of the Total Quality Management (TQM) model from the perspective of Islamic education. TQM, as a managerial approach emphasizing the involvement of all organizational elements, process control, continuous improvement, and stakeholder satisfaction, is believed to offer effective solutions to the challenges of improving the quality of educational institutions. However, in the context of Islamic education, TQM cannot be applied mechanically as in industrial or business sectors; instead, it needs to be adapted to align with Islamic spiritual and moral values such as amanah (professional responsibility), ihsan (pursuit of excellence and perfection in work), and akhlaq (ethics and personal integrity). This research employs a qualitative-descriptive approach, utilizing an extensive literature review of studies and scientific publications from nationally accredited journals (Sinta 1-2) published between 2021 and 2025. The reviewed sources include empirical studies on the application of TQM in Islamic schools, madrasahs, pesantrens, and Islamic higher education institutions in Indonesia, as well as contemporary quality management theories relevant to Islamic values. The analysis maps the alignment between TQM principles, such as leadership, continuous improvement, customer focus, and teamwork, and Islamic management principles, including tauhid, syura, trust, and istikamah (steadfastness). The findings reveal that the implementation of TQM in Islamic educational institutions significantly contributes to academic quality enhancement, managerial efficiency, and the strengthening of value-based organizational culture. Institutions that integrate TQM principles with Islamic values show improvements in accreditation status, student satisfaction, teacher and lecturer productivity, and public trust. Moreover, the integration of spiritual values with modern management principles has proven to be a key factor in achieving competitive excellence and global relevance while maintaining Islamic identity. Therefore, this study emphasizes the importance of the Islamic Total Quality Management (TQM-I) model as a holistic quality management paradigm that not only focuses on achieving performance standards and efficiency but also on reinforcing the moral, spiritual, and social dimensions of education. This model serves as a strategic foundation for developing internal quality assurance systems across Islamic educational institutions, aiming to establish excellence, competitiveness, and a strong Islamic character.

Education is a process to humanize humans. The development of education is undergoing rapid changes in Indonesia due to the impact of COVID-19 and MBKM policies. It is at this time that digital transformation in education is running fast, it requires the readiness of educational institutions, teachers, students, and parents. This study aims to analyze the digital transformation of Islamic educational institutions in responding to the MBKM curriculum with the paradigm of Progressivism. This study uses a literature review as a method. Data was obtained from observations and interviews of researchers with several managers of Islamic higher education institutions in Ponorogo. The data that has been obtained were analyzed with the perspective of John Dewey's Progressivism education theory in his book Education of democracy. The results showed that Islamic educational institutions in Ponorogo quickly responded to changes in the education model with digital transformation so that they could implement the MBKM curriculum implemented in Islamic educational institutions under the Ministry of Religion of the Republic of Indonesia. From the perspective of the educational flow of John Dewey's progressivism in education, the learning process of students must be given the freedom to express opinions. Students must be active and not just accept the knowledge given by the teacher. Likewise, the teacher must create an atmosphere so that students always feel thirsty for knowledge. Managers of educational institutions must also understand how education is carried out. Education managed by people who do not understand the problem of education will hinder education itself and the manager of educational institutions must be progressive in making policies because the development of education is always dynamic.

This research aims to analyze the development of Islamic education by implementing the values of Multicultural Islamic religious education in madrasas. The research was conducted using a qualitative approach and a case study type of research. Data collection techniques used participant observation, in-depth interviews, and documentation. The data analysis technique uses the Miles and Huberman model: data display, data reduction, and concluding. The research results show that multicultural Islamic education is a response to the development of population diversity in Islamic educational institutions and demands for equal rights for each group. All students, regardless of groups such as gender, ethnicity, race, culture, social strata and religion, have the right to receive the same education. Implementing Islamic religious education in developing the value of Islamic education institutions at Madrasah Ibtidaiyah Ihyaul Islam Pajarakan includes institutional, curriculum, and personnel aspects. This research provides implications regarding the importance of multicultural values in Islamic education, which can help increase students' awareness and understanding of cultural diversity and universal Islamic values.

An Islamic educational institution is a place where education within the scope of Islam carries out its duties in order to achieve the ideals of Muslims. Family, mosque, majelis taklim, diniyah, madrasa, and Islamic boarding schools are Islamic educational institutions that are absolutely necessary in Indonesia in general or in a city and village area in particular. Comprehensive religious education is needed to instill appropriate moral values for the legal community in order to understand the implementation of religious rules correctly and precisely. The method used is descriptive qualitative through literature review. The results of the study show that; 1. There is a clear history and red thread of regulation regarding Islamic education in Indonesia, the development of Islamic education, and the implications of Islamic education policy for the existence of Islamic boarding schools and religious education in Indonesia. 2. Islamic education policy in Indonesia has undergone changes since the Old Order to the New Order, with an increase in the status of religious education in public schools and universities. 3. Islamic education in Indonesia has experienced significant changes and developments since the 2000s. Islamic boarding schools have adopted the formal education system, and some boarding schools have opened universities. However, the increase in the number of Islamic boarding schools has not been accompanied by an increase in quality. Law No. 18/2019 on Pesantren is expected to recognize and facilitate the development of pesantren and religious education.