Vol. 3 No. 1 (2024)

This article is a reflective study that aims to describe the strategic development of madrasahs towards becoming innovative and high-achieving institutions, based on institutional experience at MAN 1 Pidie, Aceh. Employing a qualitative approach, data were gathered through reflective notes, participatory observations, and interviews. The study outlines the development strategy in five key stages: problem identification, planning, program formulation, implementation, and evaluation. The findings indicate that strategies developed collaboratively and based on real institutional needs have successfully increased school-wide engagement and resulted in several flagship programs, both in regular and non-regular categories. Programs such as elite classes, social outreach activities, and extracurricular initiatives have had a positive impact on student achievement and the public image of the madrasa. Nevertheless, some programs still require ongoing improvements to enhance their effectiveness and competitiveness. This study highlights the importance of institutional reflection and strategic governance in advancing innovation-based educational transformation in madrasahs.

Abstrak

Artikel ini merupakan studi reflektif yang bertujuan untuk mendeskripsikan strategi pengembangan madrasah menuju madrasah inovatif dan berprestasi berdasarkan pengalaman institusional di MAN 1 Pidie, Aceh. Menggunakan pendekatan kualitatif dengan sumber data dari catatan reflektif, observasi partisipatif, dan wawancara, artikel ini mengurai proses pengembangan dalam lima tahapan utama: identifikasi masalah, perencanaan, penyusunan program, implementasi, dan evaluasi. Hasil kajian menunjukkan bahwa strategi yang disusun secara kolaboratif dan berbasis kebutuhan nyata mampu meningkatkan keterlibatan warga madrasah dan menghasilkan sejumlah program unggulan, baik dalam kategori reguler maupun non-reguler. Program seperti kelas unggul, gerakan sosial, dan kegiatan ekstrakurikuler terbukti memberi dampak positif terhadap prestasi siswa dan peningkatan citra madrasah. Meskipun demikian, sejumlah program masih memerlukan perbaikan berkelanjutan agar lebih efektif dan berdaya saing. Studi ini menegaskan pentingnya refleksi internal dan tata kelola strategis dalam mendorong transformasi madrasah berbasis inovasi.

This study aims to analyze the impact of the discussion method on students’ learning outcomes in the topic of circumference and area of circles in Grade X at SMAN 1 Baitussalam. The main problem in mathematics learning is the low participation and achievement of students due to conventional teaching methods that are less interactive. To address this issue, the discussion method was implemented to enhance students’ engagement in the learning process. This study employed a qualitative descriptive approach with five students as research subjects, selected based on varying levels of comprehension. Data were collected through observation, interviews, and documentation and analyzed using Miles and Huberman’s model, which consists of data reduction, data presentation, and conclusion drawing. The findings indicate that the discussion method improves students’ participation in learning, as evidenced by their increased activeness in asking questions, answering, and engaging in discussions. Additionally, this method contributes to enhancing students' motivation and confidence, particularly after observing their peers’ academic success. Learning outcome data show that before the implementation of the discussion method, only 20% of students met the minimum competency criteria (KKM), whereas after implementation, this number increased to 80%. Thus, the discussion method proves to be effective in enhancing conceptual understanding, critical thinking skills, and students' overall learning outcomes in mathematics education.

Abstrak

Penelitian ini bertujuan untuk menganalisis dampak penerapan metode diskusi terhadap hasil belajar peserta didik dalam materi keliling dan luas lingkaran di kelas X SMAN 1 Baitussalam. Permasalahan utama dalam pembelajaran matematika adalah rendahnya partisipasi dan hasil belajar peserta didik akibat metode pembelajaran konvensional yang kurang interaktif. Untuk mengatasi hal tersebut, metode diskusi diterapkan guna meningkatkan keterlibatan peserta didik dalam proses belajar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian sebanyak 5 peserta didik yang memiliki tingkat pemahaman beragam. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta dianalisis menggunakan model Miles dan Huberman yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa metode diskusi meningkatkan partisipasi peserta didik dalam pembelajaran, terbukti dengan peningkatan keaktifan dalam bertanya, menjawab pertanyaan, dan berdiskusi. Selain itu, metode ini juga berkontribusi dalam meningkatkan motivasi dan kepercayaan diri peserta didik, terutama setelah melihat teman-temannya yang berprestasi. Data hasil belajar menunjukkan bahwa sebelum penerapan metode diskusi, hanya 20% peserta didik yang mencapai nilai KKM, sedangkan setelah penerapan metode ini, angka tersebut meningkat menjadi 80%. Dengan demikian, metode diskusi terbukti efektif dalam meningkatkan pemahaman konsep, keterampilan berpikir kritis, serta hasil belajar peserta didik dalam pembelajaran matematika.

-

This article examines education as a meaning-laden social practice through the lens of George H. Mead’s symbolic interactionism. Responding to the dominance of technocratic approaches in education that often neglect intersubjective dimensions, this study offers a conceptual framework to understand how learning occurs not merely through instruction but also through symbolic interaction that shapes students’ consciousness, identity, and social order. Employing the core concepts of mind, self, and society, this article reveals education as a space where meaning is constructed, authority is negotiated, and social values are reproduced through everyday practices. Conducted as a reflective-conceptual library research, the study integrates classical and contemporary literature while drawing on local educational contexts such as dayah and madrasah. The findings suggest that schools function not only as instructional institutions but also as micro-societies that shape students as social subjects through symbols and interaction. In this light, symbolic interactionism provides a nuanced analytical lens to explore education as a dynamic and meaningful social process.

Abstrak

Artikel ini membahas pendidikan sebagai praktik sosial yang sarat makna melalui pendekatan interaksionisme simbolik George H. Mead. Berangkat dari kritik terhadap pendekatan teknokratis dalam pendidikan yang cenderung mengabaikan dimensi intersubjektif, artikel ini menawarkan kerangka konseptual untuk memahami bagaimana proses belajar tidak hanya berlangsung secara instruksional, tetapi juga melalui interaksi simbolik yang membentuk kesadaran, identitas, dan tatanan sosial peserta didik. Dengan menggunakan konsep kunci mind, self, dan society, artikel ini memperlihatkan bahwa pendidikan adalah ruang di mana makna dikonstruksi, otoritas dinegosiasikan, dan nilai-nilai sosial direproduksi dalam praktik sehari-hari. Kajian ini disusun dalam kerangka studi kepustakaan yang bersifat reflektif-konseptual, dengan mengintegrasikan literatur klasik dan kontemporer, serta menyertakan konteks pendidikan lokal seperti dayah dan madrasah. Temuan konseptual menunjukkan bahwa sekolah berperan bukan hanya sebagai lembaga instruksional, tetapi sebagai masyarakat mikro yang membentuk peserta didik sebagai subjek sosial melalui simbol dan interaksi. Dengan demikian, interaksionisme simbolik membuka ruang analisis baru terhadap pendidikan sebagai proses sosial yang hidup dan bermakna.

This article examines the urgency of strengthening tourism education in supporting the development of halal tourism in Aceh which has great potential, especially due to the implementation of Islamic law which is in line with the principles of halal tourism. The purpose of this study is to identify tourism education and halal tourism development in Aceh. This research uses a descriptive qualitative method with a data analysis approach according to Miles and Huberman which includes the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that although the potential for halal tourism in Aceh is very promising, the aspect of tourism education in this area is still minimal and general in nature. The absence of a focus on education that specifically discuss the concepts, standards, and practices of halal tourism is a major obstacle in producing competent and professional human resources. Therefore, a strategy to strengthen the halal tourism education ecosystem is needed to support the development of sustainable and competitive global tourism in Aceh.

Abstrak

Artikel ini mengkaji urgensi penguatan pendidikan pariwisata dalam mendukung pengembangan wisata halal di Aceh yang memiliki potensi besar, terutama karena penerapan syariat Islam yang selaras dengan prinsip-prinsip wisata halal. Tujuan penelitian ini untuk mengidentifikasi pendidikan pariwisata dan pengembangan wisata halal di Aceh. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan analisis data menurut Miles dan Huberman yang mencakup tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa meskipun potensi wisata halal di Aceh sangat menjanjikan, aspek pendidikan pariwisata di daerah ini masih minim dan bersifat umum. Belum adanya fokus pada pendidikan yang secara khusus membahas konsep, standar, dan praktik wisata halal menjadi kendala utama dalam mencetak sumber daya manusia yang kompeten dan profesional. Oleh karena itu, diperlukan strategi penguatan ekosistem pendidikan pariwisata halal guna mendukung pembangunan pariwisata Aceh yang berkelanjutan dan berdaya saing global.

This study, entitled “Literacy as an Evaluation Strategy of the Merdeka Curriculum to Enhance the Practice of Indonesian Language Learning at SMA Terpadu Raudhatul Ulum Pidie Jaya,” aims to examine the role of literacy as an evaluation strategy in improving the quality of the Merdeka Curriculum implementation. Literacy in this context is not limited to the ability to read and write but serves as an evaluative approach that measures students’ critical, creative, and analytical thinking skills. This research employed a qualitative method with a case study design involving teachers and students through in-depth interviews, classroom observations, and curriculum document analysis. The findings reveal that literacy-based evaluation positively impacts student engagement and comprehension of learning materials. This strategy enables teachers to obtain a more comprehensive understanding of students’ abilities, as the assessment focuses not only on cognitive aspects but also on reflective and applicative skills. However, the implementation of literacy-based evaluation still faces challenges, such as limited teacher competence in designing literacy assessment instruments and insufficient supporting learning resources. Therefore, continuous teacher training and institutional support are needed to effectively integrate literacy into the evaluation process. This research is expected to provide both conceptual and practical contributions to the development of literacy-based evaluation strategies that enhance the effectiveness and intelligence of Indonesian language learning practices within the Merdeka Curriculum framework.