Management of tahfidz al-Quran learning in terms of organizing educators has a lack of human resources. The implementation of tahfidz learning in practice has not been effectively evenly implemented by educators. This study aims to uncover the processes of planning, organizing, implementing, evaluating, of the tahfidz al-Quran learning based on the Yaddain method in the Madrasah Ibtidaiyah Plus Darul Hufadz Sumedang. The research method used is qualitative. Data collection techniques used the technique of in-depth interviews, observation, and documentation study. The results of the study show: first, planning is carried out by making learning concepts that are detailed with short-term, mid-term, and long-term planning, formulated through syllabi and Learning Implementation Plans (RPP); second, organizing is carried out by determining the tasks and stages in the tahfidz Quran learning process; third, the implementation is carried out with class management, scheduling, activity mechanisms including opening, core and closing activities; fourth, evaluation is carried out by monitoring students with individual student absenteeism while taking part in learning, repeating mid-semester and final examinations.
The effectiveness and intensity of principals in carrying out supervision to educators has limitations in terms of the division of tasks and time. This study aims to uncover the implementation of school principals' academic supervision in order to improve the performance of Educators in Assalaam Vocational High Schools (SMK) in Bandung, Indonesia. The research method used in this study is a qualitative method with a descriptive approach. Data collection techniques in this study used structured interviews with key informants for school principals, educators; participatory observation of supervision activities, and documentation of documents related to academic supervision. The results showed that the academic supervision process was carried out using two methods, firstly, the usual method (outside the classroom) was conducted conditionally and secondly, the clinical method (in class), carried out on a scheduled basis by the school principal or vice-principal through three stages namely, planning stage, implementation phase and evaluation stage. Educators provide a positive response to the implementation of academic supervision.
<em>Archiving and reporting of the progress of the implementation of vocational programs have not been implemented properly so that the evaluation phase was not well coordinated. Pesantren in its development are not only religious education institutions but also functioned as non-formal education to educate and guide students to have vocational life skills that match their interests and talents. This study aims to uncover the processes of planning, organizing, implementing and monitoring life vocational programs at Baitul Hidayah Islamic Boarding School in Bandung. The research method used is qualitative. The results showed; first, planning is carried out at the beginning of the academic year of pesantren learning; secondly, organizing was divided into 3 coordinators: agriculture and animal husbandry, electricity and water engineering mechanics, buying and selling and trading; third, the implementation is carried out by giving field assignments directly by tutors to students consisting of 80% practice and 20% theory; fourth, supervision is carried out by the field coordinator through the achievement of field assignments and oral and written reports from each field by students.</em>
The application of management functions in scout extracurricular activities in these three schools differs according to the policies of the madrasa head and the madrasa/school culture so that the output is different. This study aims to describe management functions in three madrasas/schools, starting from planning, organizing, actuating and controlling extracurricular. The research method used is qualitative. The results of the study indicate that (1) Planning includes activities to determine extracurricular goals, extracurricular goals, activities schedule and extracurricular coaches; (2) Organizing includes division of tasks, cooperation built with external parties and grouping of students; 3) Mobilization includes the implementation of extracurricular activities, participation of students and the assessment system of students; 4) Controlling is carried out with oral and written reporting.
Quality control in the management of education is faced with constraints of limited educational resources. Therefore we need an effort to control quality in the form of guarantees, so that all aspects related to education services provided are in accordance with or exceeding national education standards. This paper aims to describe the implementation of education quality assurance in Madrasah Aliyah An-Najiyah Bandung, including; implementation of madrasah quality assurance, quality implementation obstacles, and solutions in overcoming obstacles to implementing quality assurance in Madrasah aliyah An-Najiyah Bandung. This research uses a qualitative approach through descriptive methods. The data collection techniques using in-depth interviews, observation, and literature study. The results showed that; first, In terms of quality assurance in terms of the eight national education standards in Madrasah Aliyah An-Najiyah, Bandung, it is at a good standard level and even exceeds the minimum service standard so that it becomes a distinct advantage for this madrasa. High competitive power makes the process of implementing quality assurance more stringent. Second, the internal obstacle that arises is the absence of a special quality assurance institution internal to the institution that controls all aspects of quality assurance. Third, the solution to the obstacles that arise will be minimized if institutionally already built.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.