Religious polarization in Indonesia demands that educational institutions play a strategic role in instilling religious moderation, yet many schools face challenges in effectively integrating these values in a heterogeneous environment. This study aims to analyze the mechanisms of integration of religious moderation values into the curriculum and management at SMK Negeri Sukapura, a public school that has successfully fostered harmony between Muslim and Hindu students. Using a qualitative ethnographic approach through participant observation, in-depth interviews with the principal, teachers, and students, and analysis of curriculum documents and school policies, this study explores the concrete practices and hidden curriculum that shape a culture of tolerance. The results identify three key mechanisms: (1) transformational leadership that shapes social norms through role models and participatory policies, (2) integration of moderation values across subjects through a dialogic and reflective approach, and (3) a hidden curriculum that changes attitudes through spontaneous interactions, inclusive extracurricular activities, and symbolic justice in worship facilities. The school's success lies in the systemic synergy between leadership, managerial policies, formal curriculum, and mutually reinforcing school culture. This study provides a theoretical contribution by conceptualizing moderation as an ecological system, not an isolated intervention, and offers an applicable empirical model for heterogeneous public schools in implementing religious moderation-based character education in Indonesia.
This study aimed to develop and validate an Augmented Reality based learning module designed to support the development of problem-solving and practical skills among students in the State Administration Study Program at Universitas Terbuka. The research employed a Research and Development methodology using five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. During the analysis stage, learning needs, student characteristics, instructional challenges, and curriculum requirements were identified as the foundation for developing the module. The design and development stages focused on organizing learning materials, developing interactive content, integrating Augmented Reality features, and designing learning activities that were relevant to the competencies of State Administration students. The validity of the developed product was assessed by a panel of 11 experts representing four areas of expertise: media, subject matter, linguistics, and pedagogy. The validation process examined the quality, relevance, accuracy, usability, visual presentation, language clarity, and instructional appropriateness of the module. The results demonstrated that the developed AR-based learning module achieved an overall mean validity score of 85.92%, which was categorized as highly valid. Specifically, the media component obtained the highest score of 86.8%, followed by the pedagogical aspect at 86.4%, the language aspect at 86.0%, and the content aspect at 84.5%. These findings indicate that the module meets established standards of content accuracy, instructional design, language clarity, and technological presentation. The integration of Augmented Reality provides immersive, interactive, and contextually rich learning experiences, enabling students to better visualize and engage with public administration concepts and practical.
The internationalization of higher education plays a crucial role in expanding the global reach and competitiveness of universities. In the context of institutional internationalization, university top management is expected to engage actively in strategic planning to ensure the effective implementation of internationalization programs. This study examines the strategic efforts undertaken by three universities in achieving their internationalization goals. Data were collected through Focus Group Discussions involving top management representatives from the respective postgraduate schools. In addition, in-depth interviews were conducted with several lecturers and directors of international offices to obtain comprehensive insights into institutional practices and policies. The findings reveal that the universities employed a range of contextually distinctive yet complementary strategies to strengthen their internationalization agendas. These strategies include fostering research and publication collaborations, hosting visiting lecturers, offering double-degree programs, appointing adjunct professors, organizing international conferences, and providing research fellowships. The study highlights the importance of strategic leadership and institutional commitment in advancing higher education internationalization initiatives.
Improving the quality of basic education requires not only effective management practices but also the integration of cultural and spiritual dimensions that support holistic student development. However, previous studies have generally examined school quality management, school culture, and quality assurance separately, with limited attention to their integration within Islamic basic education. This study aimed to analyze the implementation of school quality management based on school culture and student quality assurance at Al Falah Darussalam Primary and Secondary Schools, Indonesia, and to propose a conceptual model integrating these dimensions. A qualitative case study approach was employed, involving two principals, four teachers, two students, one parent representative, and administrative staff selected purposively. Data were collected through in-depth interviews, participant observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that quality management was implemented through four interconnected dimensions: Intention, Effort, Evaluation, and Trust. These dimensions integrate Islamic values with contemporary quality management principles and emphasize continuous improvement, shared responsibility, reflective evaluation, and trust among educational stakeholders. The model is grounded in the Islamic concepts of tarbiyah, ta'dib, and muhasabah, which emphasize holistic development, character formation, discipline, and continuous self-evaluation. The proposed Intention, Effort, Evaluation, and Trust Quality Assurance Model contributes theoretically to Islamic educational management by integrating school culture, quality management, and student quality assurance into a unified framework. Practically, the model provides schools with a culturally and spiritually responsive approach to strengthening educational quality, student character, stakeholder engagement, and sustainable quality improvement within Islamic basic education.
This study explores how school principals strategically manage student aid programs to sustain educational quality in an underfunded private secondary school in Indonesia. Rather than viewing scholarship management as routine administrative work, the study examines it as a strategic leadership practice connecting financial assistance, school governance, and educational quality improvement. Using an intensive qualitative case study at Darud Da’wah wal Irsyad Maros Private Senior High School, South Sulawesi, the research involved 12 purposively selected participants: the principal, a system operator, five teachers, two administrative staff, and three scholarship recipients. Data were collected through semi-structured interviews, field observations, and internal document analysis, then analyzed thematically using source and method triangulation. The findings reveal four key insights. First, the principal demonstrated strategic and participatory leadership by integrating aid management into institutional planning and stakeholder decision-making. Second, government programs, particularly the School Operational Assistance and Smart Indonesia Program, functioned as important equity mechanisms by reducing financial barriers, supporting student enrolment, and improving access for economically vulnerable students through transparent identification and distribution procedures. Third, implementation faced significant challenges, including budget limitations, administrative complexity, excessive teacher workloads, and inadequate infrastructure. Fourth, although no direct evidence linked scholarship management to immediate improvements in academic scores, effective aid governance was recognized as an indirect foundation of educational quality. It supported enrolment stability, operational financing, stakeholder collaboration, and a more supportive learning environment. The study contributes to educational leadership literature by positioning scholarship management as a strategic leadership instrument rather than merely a clerical function, emphasizing transparency, collaboration, and effective resource management in resource-constrained schools.
