This paper discusses the characteristics of transformational leadership in Islamic Elementery School (MI). It focuses on how the basic concepts of this kind of leadership are relevant to the 21st century education vision, on the what are the essential steps of a transformational leader on investigaties the strengths and weaknesses of transformational leadership in developing the quality of human resources in managing a school. This research used a qualitative approach with the main data of a literary study. The results of this research indicate that (1) the characteristic of transformational leadership through idealized influence, inspirational motivation, intelectual stimulation, and individual consideration (4I) are relevant to the vision of 21st century education. The characteristics are built in the form of life and career skills, learning and innovation skills, information, media, and technological skills, (2) the steps for a transformational leader to face the vision of 21st century education are described in the concept of 4I which is combined with 4C (critical thinking and problem solving, creativity and innovation, communication, and collaboration) towards 3 vision of education in the 21st century, and (3) the advantages of transformational leadership are in cost savings, high commitment, actualization of the potential human resources, and interpersonal communication, while the weaknesses are that it requires a relatively longer time, uneven empowerment, needs intense attention, and is difficult to apply to members in the number of units.
Pembelajaran Pendidikan Agama Islam (PAI) merupakan materi ajar wajib setiap jenjang pendidikan bagi peserta didik maupun mahasiswa. Kendati dikenal sebagai materi klasik dan pelajaran tertua, PAI akan tetap menarik bila dikelola dengan konsep manajemen yang baik, seperti yang dipadukan oleh lembaga pendidikan Islam terpadu, termasuk Sekolah Dasar Islam Terpadu (SDIT) Bunayya Kabupaten Tapanuli Tengah. Tulisan ini bertujuan untuk menganalisa manajemen (perencanaan, pengorganisasian, intruksi pengarahan, dan evaluasi) pembelajaran PAI dan pengembangannya di lingkungan SDIT Bunayya. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi, wawancara, dan studi dokumen. Hasil penelitian ini menunjukkan bahwa: (1) manajemen pembelajaran PAI di SDIT Bunayya terlaksana dengan baik, hal ini ditandai dengan keterpaduan pembelajaran mulai dari perencanaan, pengorganisasian, intruksi pengarahan pembelajaran , dan evaluasi dan (2) pengembangan manajemen pembelajaran PAI ditandai dengan s halat berjamaah di sekolah, pembinaan cara berwudhu, pembinaan akhlak peserta didik, dan pembiasaan interaksi peserta didik dengan Al-Qur"an.
This study aims to analyze the management of teacher career development at MAN 2 Model Medan. The research focuses on planning, organizing, implementing, and evaluating teacher career development at MAN 2 Model Medan. This study uses a qualitative approach with a descriptive-analytical study method. Obtaining data using observation techniques, interviews, and document studies. Furthermore, the data were analyzed using data reduction techniques, data presentation, and drawing conclusions or data verification. The results of this study indicate that the management of teacher career development at the MAN 2 Medan Model is carried out effectively. It can be viewed from the aspects; (1) planning for teacher career development in the form of motivation and application of a conducive organizational culture (climate); (2) organizing human resources (HR) for teachers in madrasah through leadership support, technical meetings, coordination between madrasah leaders and vice-principals involving supervisors to improve teacher qualifications; (3) the implementation of teacher career development is carried out based on promotion, transfer, and promotion; (4) evaluation of teacher career development is carried out based on online-based supervision and teacher performance assessment. This research hopes that it can be used as a reference for further research on the management of teacher career development in Islamic educational institutions. This research also has implications for teachers in Islamic educational institutions to accelerate careers as educators in madrasah.
This study aims to analyze the basic concepts of education financing and its implications for improving the quality of education. This research uses the Library Research method. The results showed that improving the quality of an educational institution / institution is the hope and desire of the community who use educational services. Therefore, to make this happen, various strategic efforts have been made by the government and the community as managers and education stakeholders. Among them, what the government is doing is designing national education standards. Based on the law national education system Number. 20 of 2003 there are 8 national standards, which aim to improve the quality of an educational institution. Based on government regulations, one of the eight national education standards is a financing standard. education financing is the most important and inseparable thing in education management activities. So, among other things, the government policy is to roll out BOS funds at the school level. Education financing and funding managed by schools / madrasahs must be transparent in order to create accountability. If it is accountable, it will increase the credibility of the educational institution. If it is credible, it will automatically improve the quality of the educational institution. To achieve this, the government regulates the term financing standards
This article aims to determine and analyze the Tahfidz Al-Qur'an Learning Management at Homeschooling Public Learning Center of Abi And Ummi Junior High School Level of Islamic Education Foundation Jannati Medan Helvetia, which includes planning, organizing, implementing, and evaluating. Researchers are interested in knowing more about the management of tahfidz Al-Qur'an learning in this school because in its application this school is homeschool-based with the target of tahsin reading the Qur'an in conjunction and using STIFIn as a learning aid. This article uses a case study approach and uses three sources of evidence to be the focus of data collection in this study, namely: direct observation, interviews, and documentation. Data analysis in this study is in the form of making a detailed description of the case. In data analysis, the researcher reduces the data by summarizing, choosing the main things, focusing on the important things, looking for themes and patterns, and removing unnecessary ones, so that the reduced data provides a clearer picture. Then the researcher displays the data (presents the data) to make it easier to understand what is happening. Furthermore, the researcher carried out a conclusion drawing (concluding drawing/verification). The result of this article indicates that the planning of tahfidz Al-Qur'an learning is in the form of recruitment of supervising teachers, standards in new student admissions, preparation of learning programs, and setting memorization targets as a form of optimizing the homeschooling base where schools are expected to be able to create a comfortable and enjoyable learning and tahfidz atmosphere. so that it can give birth to Hafizh Al-Qur'an with the quality of reading Quran well. Organizing tahfidz Al-Qur'an learning using STIFIn as a tool to identify student intelligence machines to direct students to recognize appropriate memorization methods and teachers can take a personal approach to students so that students feel comfortable while memorizing the Qur'an and grow a love of Al-Qur'an -Qur'an. The implementation of tahfidz Al-Qur'an learning is in the form of face-to-face small groups where one supervising teacher is responsible for 8-10 students. The schedule for implementing the tahfidz Al-Qur'an learning is prepared by the tahfidz coaches, school principals and supervising teachers. There are 6 hours in a daily special time provided for tahfizh learning which is divided into 3 meetings, the first 1 hour to increase memorization, the second 3 hours to repeat memorization and the third 2 hours to increase memorization. Evaluation of tahfidz Al-Qur'an learning that is applied in the form of evaluations per day, month, and semester.
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