Al-Minhaj : Journal of Islamic Education Management

The Role of Islamic Education Teachers in Fostering Students' Religious Attitude

2026-08-19T06:33:14+07:00

Fostering students' religious attitudes in junior high schools faces challenges due to limited instructional time, lack of environmental support, and socio-technological shifts, which contribute to low worship awareness among students at SMP Nurul Huda Peleyan Kapongan Situbondo. This study aims to describe the role of Islamic Religious Education (PAI) teachers in developing students' religious attitudes and to identify the supporting and inhibiting factors. A qualitative case study design was employed. Data were gathered through observation, in-depth interviews, and documentation involving the principal, PAI teachers, and students. Data analysis followed the Miles and Huberman interactive model, while data credibility was established via source triangulation and prolonged field involvement. Findings reveal that PAI teachers act as educators, motivators, facilitators, mentors, and role models implemented through daily prayer, Qur’an recitation, congregational prayer, guidance, and exemplary conduct. Supporting factors encompass synergy among school culture, families, and Islamic boarding environments, whereas inhibiting factors include low student awareness and technological distractions. The study concludes that PAI teachers significantly contribute to holistic character formation, implying that strengthening synergy across educational environments is essential to optimizing religious character cultivation.

Human Resource Management in Improving Educational Quality

2026-08-15T10:23:25+07:00

Human resource management (HRM) plays a strategic role in improving educational quality through effective management of teachers and educational staff. SMK Nurul Huda Peleyan Kapongan Situbondo seeks to enhance educational quality through planned and sustainable human resource development programs. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participant observation, and documentation. The informants consisted of the principal, vice principals, teachers, and administrative staff. Data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that HRM at SMK Nurul Huda was implemented through four main functions: planning, organizing, implementation, and evaluation. Planning involved analyzing staffing needs and designing competency development programs. Organizing was conducted through task allocation based on qualifications and competencies. Implementation included training programs, academic supervision, workshops, and professional development activities for teachers. Evaluation was carried out periodically through performance assessments and program monitoring. These HRM practices contributed to improved teacher competence, learning quality, discipline, and students’ academic and non-academic achievements. Systematic and sustainable human resource management significantly contributes to improving educational quality at SMK Nurul Huda Peleyan Kapongan Situbondo. Optimizing the competence of educators and educational staff is a key factor in achieving high-quality education.

Analysis of the Implementation of Library Management in the School Literacy Movement Program (LMP)

2026-08-16T09:42:22+07:00

School libraries function not merely as repositories of books but also as learning resource centers that support the implementation of the School Literacy Movement (GLS). This study examines how library management functions are implemented in literacy activities, the impacts produced, and the obstacles encountered at SMP Negeri 1 Sumbermalang. The study aims to analyze the implementation of library management in GLS, identify its impacts on students and the school, and describe the constraints affecting its implementation. A qualitative descriptive approach was employed. The participants included the principal, head librarian, library manager, homeroom teachers, and students. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The findings indicate that four management functions planning, organizing, implementation, and supervision were applied in an integrated manner. The implementation contributed to a stronger reading culture, improved reading comprehension and information communication, greater creativity and learning independence, and more optimal use of the library as a learning resource. The main obstacles involved students’ literacy interest and awareness, limited collections, budget constraints, limited implementation time, and inadequate library facilities and infrastructure.

Principal Leadership in Fostering Teacher and Student Discipline

2026-08-30T12:13:02+07:00

This study aims to examine the principal’s leadership strategy in cultivating a culture of discipline among teachers and students at SDN 2 Patemon. Utilizing a descriptive qualitative approach, data were collected through participatory observation, in-depth interviews, and documentation, with source triangulation employed to establish data trustworthiness. The findings demonstrate that discipline formation proceeds systematically across three core stages: deliberative planning, implementation emphasizing habituation, exemplary role modeling, coaching, motivation, and a structured reward-and-consequence system, as well as regular evaluation through classroom visits and evaluative meetings. Despite facing operational hurdles such as limited monitoring facilities, administrative burdens, adverse weather conditions, and individual character variations, consistent leadership successfully sustains school discipline standards. The main contribution of this research underlines that cultivating school discipline in primary education relies not merely on rigid punitive measures, but on a participatory leadership model that effectively internalizes rules through authentic role modeling and continuous habituation. The practical implications offer strategic guidance for educational leaders and policymakers, highlighting that effective and adaptive school discipline can be successfully achieved through a collaborative and humanistic leadership approach.

Implementation of Islamic Boarding School Curriculum in Enhancing Students' Competencies

2026-09-04T21:27:34+07:00

This study aims to analyze the implementation of the pesantren educational curriculum and its impact on enhancing student competence at Pondok Pesantren Miftahul Ulum II Besuki. Employing a qualitative descriptive case study approach, data were gathered through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman model. The results indicate that curriculum implementation is transformed from a written curriculum into an experienced curriculum through the integration of three main programs: Amtsilati, Yanbu’a, and PSHT. The Amtsilati program accelerates classical text reading skills and fosters leadership through peer tutoring. The Yanbu’a program ensures Qur’anic recitation quality based on mastery learning and tashih. Meanwhile, PSHT extracurricular activities cultivate discipline, mental resilience, and physical-psychological skills. From George C. Edward III’s perspective, successful implementation is driven by clear communication, strong instructor disposition, and structured bureaucracy, despite facing challenges such as limited teaching staff, learning pace disparities, and time management. Overall, this program integration effectively enhances students’ religious competence, practical skills, and character holistically.

Program Management of the Amsilati Method in Training Teaching Cadres at Islamic Boarding Schools

2026-09-05T13:08:40+07:00

Islamic boarding schools function not only as institutions of religious education but also as spaces for cadre development to ensure the continuity of Islamic scholarship and teaching personnel. This study analyzes the management of the Amtsilati Method Program in producing teaching cadres at Miftahul Ulum Islamic Boarding School, Langkap Besuki, focusing on planning, organizing, implementation, evaluation, and supporting and inhibiting factors. The study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. Four informants were purposively selected, consisting of one pesantren leader, two Amtsilati teachers, and one student teaching cadre. The findings indicate that program management consists of planning the cadre-development objectives, distributing roles, implementing gradual learning activities, and conducting regular supervision through weekly evaluation. Cadre development involves memorizing Qaidah and Khulasah, understanding the materials, applying the rules in reading classical Islamic texts, mentoring junior students, teaching practice, and sending selected students to Mambaul Falah Islamic Boarding School in Bondowoso. The main obstacles include limited learning time, differences in students' basic abilities, difficulty retaining memorization, insufficient teaching personnel, and student fatigue during evening learning sessions. The implication for Islamic Education Management is that a classical-text learning program can simultaneously function as an internal cadre-development system when supported by clear role distribution, gradual mentoring, continuous evaluation, and adaptive management of students' learning time

Learning Management in Improving Al-Qur'an Reading, Writing, and Memorization Skills

2026-09-11T11:08:29+07:00

This study aims to analyze the management of Qur’anic Reading, Writing, and Memorization (BTHQ) learning at SMP Islam Banyuglugur and to identify the supporting and inhibiting factors in its implementation. This study employed a qualitative approach with a descriptive design. The research was conducted from July 2025 to April 2026 at SMP Islam Banyuglugur. The research informants consisted of one principal, two BTHQ/Islamic Education (PAI) teachers, and three students involved in the implementation of the BTHQ program. Data were collected through non-participant observation, semi-structured interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing and verification. The results show that BTHQ learning management is implemented through four management functions: planning, organizing, implementing, and supervising. Planning includes determining objectives and targets, preparing schedules, forming teams, and mapping students’ abilities. Organizing is carried out by grouping students into Classes A, B, and C and distributing teachers’ responsibilities. Implementation includes tahsin, tahfidz, kitabah, memorization submission, murojaah, and joint Qur’anic recitation, adjusted to students’ abilities. Supervision is conducted through teacher assistance, progress monitoring, evaluation, and memorization monitoring books. Supporting factors include support from the principal, teachers, parents, student motivation, and a religious environment, while inhibiting factors include discipline, uneven levels of motivation, and inconsistent murojaah habits.