Analisis Perencanaan Pembelajaran Berbasis Praktik Baik sebagai Strategi Peningkatan Kualitas Pembelajaran di Madrasah Tsanawiyah Assalaam
DOI:
https://doi.org/10.61456/tjiec.v6i2.323Kata Kunci:
Best Practices, Case Study, Educational Planning, Instructional Quality, MadrasahAbstrak
This study aims to analyze the structure of best-practice-based educational planning at MTs Assalaam and its contribution to improving instructional quality. A qualitative case study approach was conducted at MTs Assalaam through in-depth interviews with the principal, vice principal for curriculum affairs, teachers, and educational staff, supported by participant observation and analysis of school planning documents. The findings reveal that best practices emerge from teacher reflection, collaborative lesson planning, active learning, and academic supervision. These practices improve instructional effectiveness, strengthen the relevance of annual planning, and promote teacher engagement and program implementation consistency. In addition, best-practice-based planning fosters a collaborative and adaptive work culture. However, some best practices remain undocumented and therefore have not been fully utilized as a basis for institutional decision-making.
Referensi
Arifin, M. (2020. Manajemen Mutu Madrasah. Rajawali Pers
Creswell, J. W., & Poth, C. N. (2021). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Fahruddin, M. (2022). Manajemen kepemimpinan profetik dalam meningkatkan kinerja guru. Southeast Asian Journal of Islamic Education Management, 3(2), 22–35.
Fauzi, A. (2023). Academic supervision and reflective teaching in Islamic schools. Journal of Islamic Educational Management, 6(1), 41–59.
Gunawan, A. (2021). Manajemen kurikulum sistem kredit semester dalam meningkatkan mutu pendidikan. Southeast Asian Journal of Islamic Education Management, 2(1), 14–29.
Haidir, & Fathurrahman. (2022). Teacher collaboration and innovation in Islamic schools. Journal of Islamic Education Reform, 8(2), 97–115.
Hakim, L. (2023). Madrasah innovation and pedagogical transformation post-pandemic. Journal of Islamic Education Reform, 9(1), 55–74.
Hassan, R. (2023). Scientific-based curriculum planning in Islamic education. International Journal of Islamic Pedagogy, 5(1), 12–28.
Hidayati, S. (2023). Sistem manajemen supervisi akademik sebagai kontrol mutu kompetensi pedagogik guru. Southeast Asian Journal of Islamic Education Management, 4(3), 51–66.
Kautsary, M. I. A., & Nugraha, M. S. (2021). Strategi perencanaan pendidikan Islam dalam meningkatkan mutu pendidikan. Journal of Islamic Education Planning, 7(2), 145–160.
Mahfud, A. (2021). Islamic school leadership and curriculum effectiveness. Asia Pacific Journal of Educational Leadership, 7(1), 21–38.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage.
Munif, A. (2021). Paradigma ilmiah dalam pengembangan kurikulum madrasah. Jurnal Manajemen Pendidikan Islam, 5(2), 34–48.
Muthma’innah, S., et al. (2024). Strategi pembelajaran adaptif dalam meningkatkan keterlibatan siswa. Tadribuna : Jurnal Pendidikan Islam, 12(1), 1–15.
Nizar, M. (2024). Scientific approach dan literasi digital dalam pembelajaran Islam. Jurnal Pendidikan Islam, 11(1), 10–22.
Rahman, F. (2021). Manajemen program kelas unggulan untuk meningkatkan mutu pendidikan. Southeast Asian Journal of Islamic Education Management, 3(1), 43–58.
Rahman, N. (2021). Documenting school-based best practices for Islamic education quality improvement. Southeast Asian Journal of Islamic Education Management, 5(2), 67–84.
Rohman, T. (2023). Evaluating Islamic education strategic planning in Indonesian madrasah. Journal of Islamic Educational Policy, 11(4), 201–219.
Salim, R. (2020). Strengthening teacher professionalism through reflective practice. Journal of Educational Management and Studies, 12(1), 34–49.
Sulistyo, B. (2022). Implementasi perencanaan berbasis data pada madrasah. Jurnal Manajemen Pendidikan, 8(3), 75–88.
Susanto, R. (2022). Teacher collaboration and pedagogical innovation. Journal of Educational Research and Evaluation, 9(3), 210–225.
Sutrisno, D. (2022). Integrating best practices into Islamic education planning: A case-based evaluation. Southeast Asian Journal of Islamic Education Management, 4(1), 23–39.
Wibowo, A. (2022). Reflective teaching as a source of best practices. Jurnal Pendidikan Islam Nusantara, 9(2), 187–199.
Yin, R. K. (2020). Case study research and applications: Design and methods (6th ed.). Sage.
Zulkifli, H. (2020). Service quality perspectives in Islamic education institutions. International Journal of Islamic Management, 5(2), 122–138.
