International Journal of Educational Innovation and Science Development Research

A DIGITAL TRANSFORMATION-BASED BOARDING SCHOOL MANAGEMENT INTEGRATION MODEL TO IMPROVE GOVERNANCE EFFICIENCY AND SERVICE QUALITY AT TAHFIZH DAARUL MAFAZA BOARDING SCHOOL

2026-06-16T16:30:09+00:00

This study aims to develop an Integrated Digital Transformation-Based Pesantren Management Model (IDM-P) to improve governance efficiency and service quality at Daarul Mafaza Tahfizh Islamic Boarding School. The research employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through observations, interviews, questionnaires, and documentation involving school leaders, teachers, administrative staff, students, and parents. The findings indicate that the developed model integrates five dimensions: Digital Leadership, Digital Administration and Finance, Digital Tahfizh Monitoring, Digital Communication Services, and Digital Quality Assurance. The implementation of the model improved administrative efficiency, accelerated information access, enhanced tahfizh monitoring, and increased stakeholder satisfaction. The novelty of this study lies in the development of a comprehensive digital management model specifically designed for tahfizh-based pesantren by integrating governance, educational services, and quality assurance within a single digital ecosystem. The model provides an innovative framework for supporting sustainable digital transformation in Islamic boarding schools..

DIGITAL STORYTELLING BASED ISLAMIC EDUCATION LEARNING MODEL FOR STRENGTHENING RELIGIOUS CHARACTER AMONG GENERATION Z

2026-06-16T16:51:09+00:00

This study examines the implementation of a Digital Storytelling-Based Islamic Education Learning Model to strengthen the religious character of Generation Z students in the digital era. The rapid development of technology and social media has significantly influenced students’ behavior, values, and learning patterns, requiring innovative and engaging educational approaches. Digital storytelling integrates narrative, multimedia, and technology to deliver Islamic educational values in a more interactive and meaningful way. This research aims to analyze the effectiveness of digital storytelling in improving students’ religious understanding, moral awareness, and character development. The study employs a qualitative descriptive approach through observation, interviews, and documentation in Islamic education learning activities. The findings indicate that digital storytelling enhances students’ engagement, critical thinking, empathy, and internalization of Islamic values such as honesty, discipline, responsibility, tolerance, and respect. Furthermore, the model encourages active participation and creates a learning environment that is relevant to Generation Z characteristics, which are closely connected to digital technology. Therefore, the Digital Storytelling-Based Islamic Education Learning Model can serve as an innovative strategy to strengthen religious character education and support the development of morally responsible young generations in contemporary society

Effectiveness Of The Problem Based Learning Method In Learning Islamic Religious Education At SD IT Al-Qur'an Assakinah Medan

2026-02-15T02:26:48+00:00

A Gap between Conceptual Understanding and the Applied Competence of Islamic Values in Elementary School Islamic Religious Education Learning, which often remains dominated by lecture and memorization methods. This research aims to investigate the effectiveness of the Problem Based Learning (PBL) method in enhancing the quality of the process and outcomes of Islamic Religious Education learning at SDIT Al-Qur'an Assakinah Medan, with a focus on cognitive, affective, and psychomotor aspects. The research method used is a qualitative case study, with data collected through participant observation, in-depth interviews with teachers and staff, and document analysis, subsequently analyzed using the interactive model by Miles and Huberman. The discussion results indicate that PBL is effective in transforming Islamic Religious Education learning to be more contextual and student-centered. This effectiveness is evident in: (1) increased student engagement and critical thinking skills through the analysis of authentic problems; (2) strengthened conceptual understanding with practical application, where students are able to reference textual evidence (dalil) and social logic in their arguments; and (3) the direct development of social skills and moral values (akhlak) through collaborative dynamics within groups, making the learning process itself a practice of values.

EVALUATION OF THE INTERNAL QUALITY ASSURANCE SYSTEM (IQAS) IN MADRASAHS A DISCREPANCY EVALUATION MODEL APPROACH TO IMPROVING EDUCATIONAL QUALITY

2026-07-24T10:31:01+00:00

This study aims to evaluate the implementation of the Internal Quality Assurance System (IQAS) in madrasahs to identify the alignment between established quality standards and their actual implementation, as well as to formulate strategies for continuous quality improvement. The study employed a mixed-methods approach using a convergent parallel design, integrating quantitative and qualitative data. The evaluation was conducted using Provus' Discrepancy Evaluation Model (DEM), which consists of design, installation, process, product, and discrepancy evaluations. Data were collected through observations, interviews, questionnaires, document analysis, and Focus Group Discussions (FGDs). Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data display, conclusion drawing, and triangulation. The findings indicate that the IQAS has been implemented across all stages of the PPEPP cycle (Determination, Implementation, Evaluation, Control, and Improvement); however, its implementation has not yet reached an optimal level. Major discrepancies were identified in the consistency of quality standard implementation, completeness of quality documentation, effectiveness of internal quality audits, utilization of evaluation results for decision-making, and sustainability of follow-up improvement actions. Supporting factors include strong leadership from madrasah principals, the presence of an Internal Quality Assurance Team, and supportive policies from the Ministry of Religious Affairs. Conversely, limited human resource competencies, an underdeveloped quality culture, and inadequate quality information systems remain significant barriers. The study recommends strengthening human resource capacity, digitalizing quality assurance systems, enhancing the effectiveness of internal quality audits, and fostering a culture of Continuous Quality Improvement (CQI) to improve educational quality in madrasahs.