This study aims to analyze the effectiveness of madrasah management in improving the quality of Islamic education at Madrasah Aliyah Swasta TPI Rambung Sialang. Previous studies mostly examined educational quality and madrasah management separately, while limited research has explored how integrated management practices directly contribute to improving Islamic education quality. This gap underlines the importance of examining effective management indicators in madrasah institutions. This study employed a qualitative approach using purposive and snowball sampling techniques. Informants included the head of the madrasah, teachers, committee members, and students. Data were collected through interviews, observations, and documentation studies, then analyzed through data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation techniques. The indicators of management effectiveness included transformational leadership, school-based management, teacher commitment, stakeholder collaboration, and competency-oriented learning supervision. The findings show that effective madrasah management is reflected in strong leadership, active collaboration with parents and the community, and continuous monitoring of student development. These practices contributed significantly to improving students’ academic and religious competencies. The novelty of this study lies in integrating leadership, collaboration, and competency-based management as key determinants of Islamic education quality improvement. Practically, the findings provide guidance for developing participatory and quality-oriented madrasah management systems.
This study aims to analyze the implementation of interreligious tolerance among students at SMKN 08 Medan. The research focus es on how tolerance is practiced in the school environment and the factors that support and hinder its implementation. A qualitative approach with a descriptive method was employed. Data were collected through observations, in-depth interviews, and documentation involving the principal, teachers, and students as research participants. The findings reveal that interreligious tolerance has been effectively implemented through various school programs and policies, such as Religious Thursday activities, collective worship programs, and the provision of worship facilities for students according to their respective religions. Supporting factors include teachers’ guidance, a conducive school environment, and positive social interactions among students, while inhibiting factors include students’ tendency to form groups based on religion and jokes related to religious practices. The study concludes that the implementation of interreligious tolerance fosters harmonious social relationships and strengthens students’ character development.
This study aims to describe the role of Islamic Religious Education (PAI) teachers in shaping students’ character at school and to answer the research problem regarding how PAI teachers instill character values in students. PAI teachers have an important responsibility in developing students’ moral and spiritual values as the foundation of character building. In the learning process, PAI teachers act as role models, mentors, and facilitators who instill honesty, responsibility, discipline, and tolerance through teaching activities and positive habituation in the school environment. This research employed a qualitative approach with descriptive field research methods. Data were collected through observation, interviews, and documentation. The data analysis techniques included data reduction, data presentation, and conclusion drawing. The findings show that character formation is influenced not only by the curriculum but also by teachers’ exemplary behavior in daily life. Therefore, PAI teachers play a significant role in developing students with noble character.
This study aims to analyze the objectives of Islamic Religious Education based on the thoughts of Abdurrahman Ibnu Khaldun, with a focus on its relevance to contemporary education. This research employs a qualitative approach using library research methods, which involves collecting data through various literatures related to Ibnu Khaldun's views on education, particularly those outlined in his work Muqaddimah. The primary data sources include books, academic articles, and other relevant sources related to this topic. Data collection is carried out through document analysis, examining the content of texts relevant to the objectives of Islamic Religious Education according to Ibnu Khaldun. The results show that Ibnu Khaldun's concept of education encompasses not only intellectual aspects but also the formation of character, morals, and moral understanding. He emphasizes the importance of balancing worldly and spiritual happiness in education, while integrating the development of faith and moral values as an essential part of learning. His ideas are relevant for forming a comprehensive, value-based framework for Islamic Religious Education. The implication of this research is the need to realign the objectives of Islamic Religious Education with the demands of the times, so that religious education can shape individuals who are intellectually capable, morally upright, and prepared to face future social and spiritual challenges.
This study examines the role of principal leadership in improving the performance of Islamic Religious Education (PAI) teachers at SMA Negeri 1 Medan, one of the leading public senior high schools in North Sumatra. The study employed a qualitative field research approach with descriptive analysis. Data were collected through observation, in-depth interviews, and documentation, and analyzed to identify patterns of leadership practices and their contribution to teacher performance. The findings indicate that the principal implements transformational leadership through transparent communication, continuous academic supervision, facilitation of professional development, and motivational support. These leadership practices contribute to improvements in teachers’ lesson planning, instructional strategies, classroom engagement, and student learning achievement in PAI. The study also highlights the contextual significance of examining PAI teacher performance in a high-achieving public school, an area that has received less attention than Islamic boarding schools and private madrasah settings. The study concludes that collaborative, visionary, and supportive principal leadership plays an important role in strengthening PAI teacher professionalism and performance. The findings imply that effective school leadership should integrate supervision, professional development, communication, and motivation as complementary strategies for improving the quality of PAI instruction.
