Madrasah Teachers Research Articles

PELATIHAN APLIKASI SPEECHACE UNTUK MENINGKATKAN KEMAMPUAN BAHASA INGGRIS BAGI GURU

English language skills must be improved, especially for educators or teachers. This is especially problematic for madrasah teachers who are not English graduates. For this reason, speechace application training is needed to improve English language skills for teachers of MI Muhammadiyah, Kedungwuluh, Patikraja, Banyumas. The purpose of the course is to provide knowledge and skills for teachers in optimizing information technology, especially the speechace application to support the improvement of English language skills and abilities in the school environment. The implementation method used is the Community Language Learning (CLL) method which consists of the preparation stage, implementation stage and evaluation stage. The results of this service during the training were active participant participation and the results obtained with the pre-test and post-test pre-test and post-test, then out of 21 participants, 95% of the participants This activity is expected to contribute to efforts to improve English language skills among teachers.

The Phenomenon of School Dropouts in the Pujut, Mandalika SEZ: An Interpretive Phenomenological Analysis from the Perspective of Education Actors and Society

The development of the Mandalika Special Economic Zone (SEZ) in Pujut district, while driving economic growth, has raised concerns about declining school interest and high dropout rates among local students. This qualitative study, employing interpretive phenomenological methods, explores the experiences and perceptions of education actors, including the vice principal for student affairs, counseling guidance teachers, Mongge madrasah teachers, and the Head of Sukadana Village, to understand the underlying factors. Findings reveal economic constraints as a primary cause of dropout, with many students from low-income families unable to afford education. Early marriage, particularly among female students, is another significant factor influenced by economic, social, and cultural pressures. Additionally, broken homes, unsupportive social environments, the negative influence of social media, and a lack of motivation contribute to the problem. Schools have responded with counseling, parental engagement, and restrictions on mobile phone use. However, deeper issues like early marriage and broken homes necessitate broader interventions involving government policies and socio-cultural change. This research illuminates the complexity of school dropout in the Mandalika SEZ and highlights the need for a comprehensive approach engaging all stakeholders to ensure educational access and success for all students.

Self-esteem, Islamic Behavior, and Writing Assessment for Indonesian Language Madrasa Teachers: An Empirical Phenomenological Investigation

Improving students' academic achievement in Indonesian language studies at madrasas requires effective writing evaluations. This study explores how Islamic behavior and self-esteem attribution among Indonesian language teachers at Madrasas influence their approach to creating writing assessments using a phenomenological method. Through in-depth interviews with twenty teachers, the thematic analysis revealed that teachers' Islamic values provide a religious framework that shapes their understanding and application of assessment development. Teachers' evaluations incorporate moral and religious principles, reflecting on their self-worth and the intrinsic value of students' written work. Islamic behavior and the attribution of self-esteem enhance teachers' commitment to fair, reflective assessments, which ultimately support students' literacy and academic growth. The study suggests that embedding Islamic behavior and self-esteem attribution in writing assessments strengthens teacher development and student success in Indonesian language studies. Future studies could further explore the role of these factors in teacher preparation and assessment practices in Indonesian madrasas.

Interrelation of Spiritualism and Materialism of Madrasah Teachers

While materialism is strongly spreading in society, one of which is in the educational environment, madrasah teachers are supposed to have high spiritualism to be able to control it. This research aims to analyze the interrelation of spiritualism and materialism of madrasah teachers in East Kalimantan. The research used a quantitative-correlative approach with 1604 madrasah teachers in East Kalimantan as the research population. The selected sample, 241 State Madrasah Aliyah teachers, was taken using a purposive sampling technique. Data was collected using a questionnaire instrument, which was then analyzed using linear regression correlation analysis techniques. The research results show that there is a very significant relationship between spiritualism and materialism of madrasah teachers. The higher the teacher's spiritualism, the lower the materialism, conversely the lower the spiritualism, the higher the teacher's materialism. This research has implications for the importance of building the spiritualism of madrasah teachers so that they are not easily influenced by the strong materialism in the current era.

Tempe Drink Making Training, Physical Activity Education and Optimization of Madrasah Health Units for Madrasah Teachers in Manado

Masa remaja merupakan masa transisi dari anak-anak menuju dewasa. Masa remaja dapat menjadi salah satu indikator kesehatan pada usia dewasa. Pola konsumsi dan rendahnya aktivitas fisik pada remaja memicu terjadinya obesitas yang menjadi faktor risiko terjadi dislipidemia. Tempe mengandung protein yang berpengaruh terhadap perbaikan profil lipid. Modifikasi tempe menjadi minuman tempe membuat penyajian tempe lebih praktis dan disukai oleh remaja. Kegiatan ini bertujuan untuk meningkatkan peran guru madrasah dalam pencegahan dislipidemia pada remaja putri melalui pelatihan pembuatan minuman tempe, edukasi aktivitas fisik dan optimalisasi UKM. Guru adalah sosok yang langsung berhadapan dengan remaja yang merupakan peserta didik untuk mentransfer pengetahuan dan keterampilan dalam berperilaku hidup sehat. Selain itu, proses pemberian pendidikan kesehatan juga perlu ditunjang oleh sarana dan prasarana yang mumpuni yaitu melalui optimalisasi fungsi dan program-program UKM. Sebanyak 26 guru madrasah berpartisipasi pada kegiatan ini. Kegiatan ini dilakukan dengan beberapa tahap kegiatan yaitu penyuluhan mengenai dislipidemia dan potensi minuman tempe sebagai upaya pencegahan dislipidemia pada remaja putri dan dilanjutkan dengan pelatihan pembuatan minuman tempe. Selanjutnya, penyuluhan mengenai aktivitas fisik dan pelatihan optimalisasi fungsi UKM dan pengembangan media promosi kesehatan. Hasil kegiatan pengabdian masyarakat ini diharapkan dapat meingkatkan kualitas kesehatan remaja serta dapat diimplementasi dalam bentuk program berkelanjutan oleh para civitas akademik di madrasah.

Madrasah Teachers' Readiness in Developing Collaborative English Teaching Module

This qualitative case study examines the readiness of five Madrasas to develop collaborative English teaching modules within an independent curriculum framework. These Madrasas were selected for their exemplary practices and potential to serve as models. Through appreciative interviews and asset discovery, we assessed readiness in critical areas: working conditions, teacher-student relationships, teacher qualifications, ICT readiness, and in-service training. The findings reveal a positive work culture characterized by post-training knowledge dissemination and collaborative learning plan sharing. Teacher-student solid relationships further support academic success, as demonstrated by student achievements in various competitions. Teacher qualifications are robust, with many possessing advanced degrees and engaging in continuous professional development. The readiness of these Madrasas is underscored by their ability to leverage past experiences, such as those from the USAID PRIORITAS initiative. The study highlights the significant readiness of these Madrasas to develop and implement independent curriculum teaching modules.

Pelatihan Pembuatan Evaluasi Pembelajaran Berbasis Website Edukatif Bagi Guru Madrasah di Al Misbahul Ulum Qur’an Bogor

This community service aims to improve the competence of teachers in making educational website-based learning evaluations through the Kahoot and Quizizz applications. The method of implementing this service uses training conducted online and offline with presentation and tutorial techniques. The training was attended by 30 teachers from PAUD, MTs, and MA Madrasah Al Misbahul Ulum Qur'an, Cikereteg, Bogor. This service evaluation instrument uses pre-test and post-test questionnaires which are then analyzed using percentage techniques. The results of this community service activity show that there is an increase in the understanding of madrasah teachers at the Madrasah Al Misbahul Ulum Qur'an, Bogor regarding making educational website-based learning evaluations using the Kahoot and Quizizz applications. In addition, teachers can make learning evaluations using Kahoot and Quizizz for the subjects they teach.

Performance of Islamic Teachers in Madrasah: Analysis of Problems and Solutions in the Learning Process

This study investigates the performance achievements of 60 Islamic teachers in madrasahs during the learning process and identifies the problems and solutions needed to ensure all teachers meet the standards set by the Decree of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 209//P/2021. Utilizing a survey methodology and in-depth interviews, the study found several challenges: 19 teachers struggled with implementing contextual learning; 8 teachers faced issues with process and results assessment; 18 teachers had problems with remedial and enrichment programs; 15 teachers found it difficult to create a pleasant learning environment; 31 teachers encountered obstacles in promoting reading and writing literacy; 10 teachers had trouble ensuring student safety, comfort, and cleanliness; and 17 teachers faced difficulties optimizing school facilities and infrastructure. These challenges were attributed to the lack of active participation in teacher quality improvement training programs such as contextual teaching and learning, assessment instruments, active learning, literacy, and media and learning resource development training. Interviews with teachers who did not face these difficulties indicated that their participation in ongoing professional development programs helped them overcome these issues. Consequently, it is recommended that school stakeholders support teachers' involvement in these professional development programs to enhance their performance.

Sequential explanatory technological pedagogical and content knowledge of madrasah teachers in Jambi

This study aims to describe the structural model of Sequential Explanatory Technological Pedagogical and Content Knowledge (TPACK) of Madrasah Teachers in Jambi Province.This research involved 132 teachers for surveys and 5 teachers for interviews. Descriptive statistics, t-test, Anova, and SEM-PLS were used in quantitative data analysis, while qualitative data was carried out using descriptive thematics. The findings show that Madrasah teachers' TPACK is at a good category level. There are no differences in teachers' TPACK levels based on gender, certification status, madrasa level, age, teaching experience, and field of study. Technological pedagogical knowledge (TPK) has a stronger influence on technological pedagogical and content knowledge (TPACK) compared to technological content knowledge (TCK) and pedagogical content knowledge (PCK). Teachers need support from schools and communities to increase TPACK knowledge in addition to from self-awareness to developing competence as well as several other information that have been discussed in the discussion of this research. Teachers should increase their TPACK knowledge so that they can confidently implement technology in their learning.

Strategy of islamic boarding school-based in facing the era of revolution 4.0 towards the era of society 5.0

This research is motivated by the importance of Islamic boarding school based education in Madrasah Ibtidaiyah to safeguard the next generation from the influence of globalization and the revolutionary era, and also as a platform for preparing them with knowledge of both religious and general subjects. Madrasah Ibtidaiyah is an education level equivalent to Elementary School in an Islamic Educational Institution, where the learning process is conducted formally and instills strong Islamic values. Madrasah Ibtidaiyah NWDI Nurul Haramain is one of the Islamic boarding school based schools whose presence can address parental concerns about moral disruption and technological advancements in the globally revolutionary era. The aim of this research is to investigate the development of Islamic boarding school based madrasah as an effort to face the challenges of the era 4.0 towards the era of society 5.0 at MI NWDI Nurul Haramain, marked by rapid and transformative technological advancements that require educational institutions like madrasah to adapt to various changes to remain relevant and effective. The researchers utilized a descriptive qualitative approach in conducting the research. Data was collected through non-participative observation, documentation, and interviews to gain a comprehensive understanding of the current situation of the madrasah and the challenges faced in confronting the era 4.0 towards the era of society 5.0. Data analysis employed the techniques of Miles and Huberman, focusing on data reduction, data presentation, and drawing conclusions. The research findings indicate that MI Nurul Haramain; 1) prepares madrasah teachers to possess digital skills, creative thinking, innovativeness, dynamism, and Quran memorization as a reinforcement, 2) conducts both intracurricular and extracurricular activities for students, and 3) integrates technology as a tool for teaching and learning activities.

Peran Guru Dalam Mendorong Inovasi Siswa Melalui Metode Pembelajaran Berbasis Proyek

This study aims to explore the role of teachers in encouraging student innovation through project-based learning methods in junior high school. This study uses a descriptive research approach to understand the experiences and views of teachers and students. The data used is qualitative data. The subjects of this research are Madrasah teachers, namely junior high schools, namely MTsS SA Al-Mukarrim. Data collection techniques and instruments through interviews, observations, and document studies. Based on the research, the findings show that teachers have an important role as facilitators, mentors and supervisors in the learning process. Teachers encourage students to experiment, identify problems, and design problem solving. The application of learning approaches is very effective for teachers in developing students' creativity, critical thinking, and innovation through project-based learning methods.

Learner-Centered Education Affect for Madrasah Teacher Personality Competence: The Cases of Project-Based Learning Methods

Learner-Centered Education Affect for Madrasah Teacher Personality Competence: The Cases of Project-Based Learning Methods

Teacher identity, Islamic behaviour and project-based learning methods for madrasah teacher: A phenomenological approach

A project-based learning method is required for the development of students' scientific thinking in the field of akidah akhlak (moral theology). This study takes a phenomenological approach to investigate the role of Islamic behavior and identity in the development of project-based learning methods, involving twenty moral theology teachers and conducting in-depth interviews to reveal the narrative of teachers' practice in using project-based learning methods. Thematic analysis of 20 teachers' two-group interviews revealed that teachers' personal beliefs provided a religiously motivated narrative framework that aided in the interpretation of one's experiences. Individual Islamic behavior, religiosity, and identity creativity play a role in developing project-based learning methods for moral theology. In addition to attributing creativity from God-given personality to learning in moral theology, the primary bond in developing project-based learning methods is the application of Islamic principles and Islamic behavior. Following the learning of moral theology, students' identities, Islamic behavior, and scientific thinking develop. Finally, the findings of this exploratory study indicate that Islamic behavior and personal identity can enhance project-based learning methods. Large-scale research could provide more evidence in the future to reconsider the role of religious education in teacher training as an essential factor in developing project-based learning methods for moral theology teachers.

Biography, Works and Literary Personality of Mele Telheyê Şerefkî

Mele Telheyê Şerefkî, one of the literary scholars of Kurmanji literature, has not been the subject of an academic research so far with his biography, works and literary personality. Only a few of his poems were in the possession of a few local madrasah teachers. Apart from this, there was no information about him in the literature. Therefore, we identified this situation as a research problem and in order to introduce him with his biography, works and literary personality, we prepared our questions and entered the field of study. During the research process, we saw Şerefki and met him face to face. We asked him our questions and recorded his voice. We collected information several times through interviews, one of the qualitative research techniques. Later, we obtained his manuscript works and studied them. As a result of the research, we found out that this scholar studied in the madrasa environment of Diyarbakır and Batman region since the 1960s under the famous mudarrises of the region and received his madrasa icazet from Mele Mûsa, the scholar of Diyarbakır Cimikan Madrasa. He started to write poems in Turkish, Arabic and Kurmanji from his early youth. Since he was the son-in-law of Şêx Xalidê Zengokî and his family benefited from his religious works in Kurmanji, he was influenced by him in terms of religious literature. However, since he studied in various madrasas in Diyarbakır and Batman, he started to write Kurmanji poetry with the reflex and attitude of Mele Şêxmus (Cegexwîn) and Mele Ebdurrehmanê Muşî (Durre). Şerefkî wrote a poetic mawlid, two divans, a poetic autobiography and a prose biography in Kurmanji, as well as several poems in Arabic and Turkish. Until now, none of these works have been published and researchers of Kurmanji literature have not been aware of him. The theme of his poetry is usually national sentiments, but there are also many poems that deal with the values of Islam.

Enhancement of Madrasah Students' Literacy through AKMI Program Integrated in Educational Curriculum

Curriculum refers to a comprehensive compilation of scientific disciplines studied systematically in an educational institution, which impacts increasing student proficiency. The Indonesian Madrasah Competency Assessment (AKMI) was introduced by the Indonesian Ministry of Religion in 2021 to evaluate educational progress and student achievement in the curriculum. AKMI can be included in every subject taught at school. This research aims to analyze the increase in literacy of madrasah students through the integrated AKMI program in the education curriculum. The research method used is survey research. Data was collected from an online assessment held by AKMI organizers at the 2022 national seminar of the KSKK Directorate of the Ministry of Agriculture of the Republic of Indonesia. The survey instrument used was AKMI questions, validated and proven reliable, with quantitative data analysis techniques using a descriptive approach. The research results show that AKMI is a tool for madrasa teachers to evaluate students' skills in achieving the goals outlined in the curriculum. By utilizing these results, teachers can identify areas that need improvement and implement strategies to improve learning outcomes. Then, integrate learning outcomes (CP) in the curriculum with competency achievements (CK) at AKMI during the learning process at MI, MTs, and MA-level madrasas. AKMI is not a curriculum but can be integrated into the curriculum.

Measuring the Impact of Islamic Values-Based Scientific Literacy on Scientific Competency of Madrasah Teachers

Based on the Programme for International Student Assessment (PISA) 383, 382, 403 assessment, the scientific literacy level of students in Indonesia remains relatively low. This study seeks to ascertain the outcomes of scientific competency assessments and scientific literacy when combined with Islamic principles, as well as its impact on the science, technology, engineering and mathematics (STEM) approach employed in education. The study was carried out from February to November 2023 and included quantitative research methods. The instruments employed in this investigation encompassed observation and test sheets. The research findings on the STEM approach have a substantial influence on the scientific competence and scientific literacy of prospective madrasah instructors. This impact was determined by the independent samples t-test with equal variances. If the significance (2-tailed) is less than 0.05, then the hypothesis is accepted. In this study, the independent samples t-test was used to assess both scientific competence and scientific literacy. It was found that the values obtained indicated equal variances. The significance level was assumed to be less than 0.05, indicating that the hypothesis, which indicates that there is an influence, is accepted. In addition, the control class had an average score of 67.52% on the scientific competency pre-test and a score of 70.85% on the post-test. The experimental class, on the other hand, had a pre-test score of 66.63% and a post-test score of 79.00%. The average score for the scientific literacy test in the control class was 57.63% before the test and 74.90% after the test. In the experimental class, the pre-test score was 61.70% and the post-test score was 77.30%. The statistics clearly indicate a notable disparity in the mean score between the pre-test and post-test scores for both competence and scientific literacy in the experimental class trial. The implementation of the STEM approach resulted in a significant improvement in the average score of prospective teachers (post-test), indicating a positive impact on the scientific competence and literacy of prospective madrasah teachers.

Role Model Of The Education Council On The Performance Of Madrasah Principals And Madrasah Teachers (Private) In Bekasi District

Research on the Role Model of the Education Council on the Performance of Madrasah Principals and Madrasah Teachers, conducted by sampling 9 madrasahs in Bekasi District, utilizes both quantitative (questionnaires) and qualitative (interviews, observations, and document analysis) methods. The study addresses the lack of attention to education in madrasahs from local governments and relevant educational institutions. This lack of attention leads to various issues regarding madrasah services, facilities, curriculum, performance, low student enrollment, and madrasah output. These issues need to be addressed seriously through oversight from institutions overseeing education, including the Education Council. This institution plays a quantitative control role and three qualitative roles: Advice, Support, and Mediator. Implementing teaching approaches tailored to the characteristics of madrasah principals and teachers is essential. The research adopts a descriptive approach with qualitative methods. Data collection procedures include observation, interviews, and documentation. Data analysis is conducted interactively and continuously. The findings indicate that the role of the Education Council in improving education quality in Bekasi District still has many shortcomings due to the lack of implementation of the institution's work programs. In conclusion, the role of the Education Council in enhancing education quality in Bekasi District is not optimally executed. The research benefits from understanding and exploring the extent to which the model of the Education Council's role affects the quality of education services, especially for Islamic educational institutions such as madrasahs at the elementary, junior high, and high school levels.

Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?

This research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.

Madrasah Education Quality Reform: Improving Teacher Quality post Pandemic in Indonesia

Indonesia has launched a reform agenda for the quality of madrasah education through the Ministry of Religious Affairs of the Republic of Indonesia, especially in terms of improving the quality of madrasah teachers as part of the sustainable development carried out by the government in the field of education. Therefore, this research aims to highlight the factors underlying the reform agenda on teacher quality. In addition, how madrasahs take the momentum of the end of the pandemic as a turning point to make comprehensive improvements. This research uses a qualitative research paradigm with a literature approach, where data is collected from the study of various literature related to the topic of discussion. The data is then verified and analyzed systematically to be presented in a structured manner. The results show that there are at least three main factors that encourage madrasahs to reform the quality of teachers related to aspects of digitalization, adaptation, and creativity. These three aspects are the core competencies that are relevant for madrasah teachers to face various situations today. The digitalization aspect departs from teachers' low teaching technology skills when implementing online classes and using various alternative learning technologies. The adaptive aspect is how the teacher's ability to respond to uncertain changes, where the rapid transition of situations requires teachers' attitude and ability to adapt to various situations. The creativity aspect for teachers is the ability of teaching art that is needed for teachers to create a pleasant learning atmosphere for students both during online and offline learning.

Challenges and Innovations of the GTK MA Sub-directorate of the Ministry of Religion in Exploring the Capabilities of Madrasah Teachers in the Independent Curriculum

This research aims to explore the challenges faced by the Subdirectorate of Teachers and Education Personnel (GTK) Madrasah Aliyah (MA) of the Ministry of Religion in exploring the capabilities of madrasa teachers towards the Independent Curriculum, as well as the innovations made in dealing with them. these challenges. Using a qualitative approach, this research analyzes data from interviews with relevant stakeholders at the Ministry of Religion, participatory observation and documentation studies. In the context of education in Indonesia, developing teacher capabilities is crucial in ensuring the implementation of quality learning. Moreover, with the introduction of the Independent Curriculum as an effort to transform national education, the challenges faced by the Subdirectorate of Teachers and Education Personnel (GTK) of Madrasah Aliyah (MA) at the Ministry of Religion are increasingly complex. This article discusses the main challenges faced by the GTK MA Subdirectorate of the Ministry of Religion in exploring the capabilities of madrasa teachers towards the Independent Curriculum, as well as the innovations made to overcome these challenges.