Empowering Educators: The Principal's Strategy in Enhancing Teachers' Professional Competence in Islamic Schools

This study examines the strategies employed by principals in enhancing teachers' professional competence within Islamic schools. Using a qualitative descriptive approach and a case study design, data were collected through in-depth interviews, classroom observations, and document analysis. The findings reveal that principals implement structured professional development programs, mentorship and coaching initiatives, collaborative learning environments, spiritual and moral guidance, and institutional support to improve teachers' instructional skills and overall performance. The study highlights that professional development programs enhance pedagogical skills and encourage innovative teaching methods. Mentorship and coaching provide novice teachers with valuable feedback and support, leading to improved classroom management and student engagement. Collaborative learning environments, such as MGMP meetings, foster the exchange of best practices and continuous learning. Additionally, spiritual and moral guidance strengthens teachers' ethical conduct and emotional connection with students, while institutional support, including access to resources and recognition of achievements, boosts teacher motivation and job satisfaction. The results of this study align with educational theories such as Social Learning Theory, Sociocultural Theory, and Herzberg's Two-Factor Theory. However, challenges such as limited funding, resistance to change, and the need for continuous evaluation were also identified. The study concludes that the strategies implemented by principals effectively enhance teachers' professional competence by addressing both technical and moral aspects of teaching. Future research is recommended to assess the long-term impact of these strategies on student outcomes and explore the role of technology in supporting professional development

Assessing the Impact of Government Initiatives on Primary Education Access and Quality in Bangladesh (1971-2000)

The period from 1971 to 2000 represents a transformative era for primary education in Bangladesh, driven by post-independence reforms and the government’s commitment to universal education. This study critically examines government-led initiatives aimed at improving access to and the quality of primary education. Key programs analyzed include the Universal Primary Education initiative, the Primary Education Development Program (PEDP I), and conditional cash transfer schemes such as Food for Education (FFE) and the Female Secondary Stipend Program (FSSP). Employing a policy analysis framework, the study evaluates the design, implementation, and long-term impacts of these initiatives. Findings reveal notable progress in primary education enrollment, with rates increasing from 75.6% in 1991 to 96.6% in 2000. Gender disparities also narrowed significantly, achieving near parity in primary school enrollment by the end of the decade. Despite these achievements, the education sector faced persistent challenges, including high dropout rates, insufficient teacher training, overcrowded classrooms, and systemic resource mismanagement. Political interference and bureaucratic inefficiencies further hindered the effective implementation of educational policies. This study highlights the dual nature of Bangladesh’s educational progress: while access to primary education has expanded considerably, issues related to the quality of instruction, curriculum relevance, and equitable resource distribution remain unresolved. The findings underscore the need for a more integrated approach to policy implementation, focusing not only on enrollment but also on educational outcomes and sustainability. These insights offer valuable guidance for future policy reforms aimed at achieving universal access to high-quality primary education in Bangladesh

KH. Ahmad Dahlan and the Muhammadiyah Movement: Trailblazers of Educational Transformation in Indonesia

KH. Ahmad Dahlan, born Muhammad Darwis in 1868 in Yogyakarta, was a scholar, educator, and reformer who founded Muhammadiyah in 1912. He was concerned with education and religious understanding among Indonesian Muslims, who were lagging. Muhammadiyah aimed to advance education, health, and social welfare by establishing schools that integrated religious and secular knowledge. Before Muhammadiyah, education in Indonesia was dominated by traditional pesantren and madrasah, with less relevant methods to contemporary developments. KH. Ahmad Dahlan introduced modern teaching methods that encouraged critical thinking and understanding. This study employs a literature review method to explore the contributions of KH. Ahmad Dahlan and the Muhammadiyah movement are transforming education in Indonesia. Data were collected from academic journals, books, conference papers, and credible online sources discussing the history, philosophy, and influence of KH. Ahmad Dahlan and Muhammadiyah. The research findings indicate that KH. Ahmad Dahlan and Muhammadiyah brought significant changes to Indonesian education by integrating religious and secular education, using the Indonesian language as the medium of instruction, emphasizing character education, and promoting gender equality. Muhammadiyah also introduced modern teaching methods and holistic social services. These contributions have enhanced access to and quality education, strengthened national identity, and influenced national education policies. This study provides a deep understanding of the pivotal role of KH. Ahmad Dahlan and Muhammadiyah, in educational reform, offer valuable lessons for the future development of the education system

Effectiveness of Digital Training for Educational Staff in Management Information Systems

The rapid digital transformation in the education sector necessitates the effective utilization of Management Information Systems (MIS) by educational staff. This study evaluates the effectiveness of digital-based technical guidance in enhancing MIS competencies among administrative personnel. A quantitative research approach was employed, with data collected from 24 participants through pre-test and post-test assessments, surveys, and institutional records. The results indicate a significant improvement in participants' knowledge, with post-test scores increasing from an average of 3.21 to 4.45. Participants reported a 35% reduction in data entry errors and a 27% decrease in administrative processing time, demonstrating the training’s impact on institutional efficiency. Additionally, the system utilization rate improved by 26%, highlighting increased confidence and adoption of digital tools. Findings further suggest that structured training programs lead to high participant satisfaction, with an overall rating of 4.33 out of 5. However, time allocation for practical exercises was identified as a challenge, indicating the need for more extensive hands-on sessions. Despite these positive outcomes, the study acknowledges limitations such as a small sample size and reliance on self-reported data. Future research should explore longitudinal impacts and assess the role of continuous training programs in sustaining digital competencies. This study underscores the critical role of technical guidance in equipping educational staff with essential digital skills, ultimately enhancing institutional performance. By implementing structured and continuous training programs, educational institutions can optimize digital transformation efforts and improve administrative efficiency. These findings provide valuable insights for policymakers and educators aiming to foster digital literacy in academic environments

Empowering Students: Innovative Management of Extracurricular Activities for Greater Achievement

Extracurricular activities are a vital component in the educational process that supports holistic student development, encompassing intellectual, emotional, and social growth. This study aims to analyze the management of extracurricular activities at SMA Negeri 10 Luwu Utara and its impact on student motivation and achievement. Using a qualitative research design, data collection was conducted through observations, interviews, and documentation involving extracurricular supervisors, school officials, and students. The findings reveal that the management process follows four main stages: planning, organizing, implementing, and evaluating. The structured management approach significantly enhances student skills, fosters leadership, and boosts student engagement. However, several challenges were identified, including overlapping schedules, limited funding, and time constraints, which hinder the optimal execution of extracurricular programs. The study emphasizes that innovative management strategies, supported by the active role of teachers, school officials, and parents, are essential to maximize the benefits of extracurricular activities. Furthermore, the research highlights that effective extracurricular management not only improves student motivation but also enhances academic performance and character development. By addressing the existing challenges and strengthening collaboration among stakeholders, extracurricular activities can serve as a powerful tool to support student achievement and personal growth. This study provides valuable insights for educational institutions in developing more effective strategies to manage extracurricular programs and create a supportive learning environment that nurtures student potential in both academic and non-academic aspects

From Knowledge to Practice: Enhancing Teacher Competence through a Life Skills-Based Module in the Merdeka Belajar Curriculum

The implementation of the Merdeka Belajar Curriculum in Indonesia requires teachers not only to understand policy principles but also to apply them effectively in classroom practice. However, many teachers face challenges in enacting differentiated instruction, indicating a gap between conceptual understanding and practical readiness. This study aimed to develop, validate, and evaluate a life skills-based module to enhance teacher competence in implementing the Merdeka Belajar Curriculum. The study followed the ADDIE model, Analysis, Design, Development, Implementation, and Evaluation, employing a research and development design with a mixed-method approach. Data were collected at SMPIT Ibnu Sina Palopo from 12 participating teachers through questionnaires, expert validation sheets, teacher response instruments, pre-test and post-tests, interviews, and documentation. Quantitative data were analyzed descriptively and through gain scores, while qualitative data were examined thematically. The results indicated that teachers possessed adequate conceptual understanding of the curriculum but limited readiness to apply differentiated learning strategies. The developed module was rated highly valid by content, language, and design experts and assessed as practical by teachers during pilot implementation. Effectiveness testing showed significant improvement in teacher competence after using the module, supported by qualitative evidence of increased confidence and adaptability. In conclusion, the life skills-based module successfully bridged the gap between theoretical knowledge and classroom practice, confirming the importance of embedding personal, social, academic, and vocational competencies into teacher professional development. The study contributes to curriculum innovation and teacher training by offering a structured, practice-oriented resource that supports the successful enactment of the Merdeka Belajar Curriculum in Indonesian secondary schools

Managing Multicultural Education in the Merdeka Curriculum: Strategies, Challenges, and Insights

Multicultural education fosters inclusivity, social cohesion, and mutual respect in diverse societies. Indonesia’s Merdeka Curriculum provides a flexible, student-centered framework, making it a strategic platform for integrating multicultural education. This study examines the implementation, challenges, and institutional support for multicultural education within the Merdeka Curriculum, focusing on how schools manage diversity in teaching and learning. Data were collected through semi-structured interviews, classroom observations, and document analysis in selected junior high schools using a qualitative case study approach. Findings reveal inconsistent implementation due to teacher preparedness gaps, resource limitations, and resistance to change. While some schools integrate multicultural content effectively through inclusive teaching practices and extracurricular programs, others struggle due to inadequate teacher training and a lack of culturally diverse materials. Institutional support is critical, as schools with structured policies and administrative backing demonstrate more effective multicultural education practices. This study underscores the need for targeted teacher training, the development of multicultural learning resources, and stronger institutional policies. Addressing these challenges will enhance cultural inclusivity, student engagement, and cross-cultural understanding in Indonesian education. Future research should explore long-term impacts and best practices for sustaining multicultural education within the evolving Merdeka Curriculum

Virtual Drama in Literature Education: Enhancing Language Learning Amid Challenges

Literature education is essential for enhancing students’ language competence, critical thinking, and engagement with literary texts. This study explores the implementation of a virtual drama project in literature classes for English Education students at IAIN Palopo, examining their responses, benefits, and challenges. Employing a descriptive-quantitative approach with qualitative elements, data were collected from 100 students across six classes through a structured questionnaire. Descriptive statistics and thematic analysis were used to analyze the findings. Results indicate that 72% of students viewed the virtual drama project as an engaging and effective learning tool, reporting improved language competence, pronunciation, confidence, and higher-order thinking skills. Additionally, 15% highlighted personal growth, citing increased self-confidence and creativity. However, 29% faced acting difficulties, struggling with emotional expression and performance adaptation in a virtual format. Technical barriers, such as poor internet connectivity (5%) and device limitations (2%), also hindered some students’ experiences. Despite these challenges, the study underscores virtual drama’s potential as an innovative pedagogical approach in literature education. Educators can enhance the effectiveness of virtual drama projects by integrating acting workshops, technological support, and stronger links to literary analysis. These findings contribute to the evolving landscape of digital literature education, offering insights for future curriculum design and pedagogical innovation in language learning

Education Development for Rohingya Muslims in Bangladesh: Contributions of Local and International Organizations

Despite residing in Myanmar since the eighth century, Rohingya Muslims were rendered stateless under the 1982 Burmese Citizenship Law, leading to systemic exclusion and large-scale displacement. Today, over one million Rohingya refugees live in Bangladesh, where education remains a critical and underdeveloped area of response. This study provides a holistic analysis of the educational crisis facing Rohingya children, emphasizing the historical, legal, and social barriers to access, and evaluating the role of local and international organizations in addressing these challenges. Employing a qualitative research design, the study combines historical analysis, document reviews, and thematic analysis with insights from 12 semi-structured interviews involving NGO representatives, educators, and local authorities. Secondary quantitative data from Cox’s Bazar Education Sector supported trend interpretation. Findings reveal that initiatives such as the Learning Competency Framework and Approach (LCFA) and the Myanmar Curriculum Pilot Programme have expanded access for over 300,000 children across 3,400 learning centers. However, ongoing issues include a lack of formal certification, high dropout rates, teacher shortages, sociocultural restrictions, and declining enrollment. This research contributes a layered understanding of the Rohingya education crisis by integrating historical context with field-based evidence. It offers evidence-based recommendations to support formal curriculum recognition, expand long-term funding, enhance teacher training, particularly for women, and integrate psychosocial support and community-led models. The findings aim to inform policy, advocacy, and sustainable planning in refugee education across protracted crisis contexts

From Leadership to Learning: Examining the Managerial Influence of School Principals on Teacher Effectiveness

This study investigates the influence of school principals’ managerial competence on teacher instructional effectiveness in a religious-based secondary school (madrasah) in Indonesia. Managerial competence is conceptualized across three core dimensions: conceptual skills (strategic planning), human skills (interpersonal relations and motivation), and technical skills (administrative and instructional support). Employing a quantitative ex post facto design, data were collected from 16 teachers using structured questionnaires, non-intrusive observations, and document analysis. Linear regression analysis revealed a significant and positive relationship between principals’ managerial competence and teacher effectiveness (R² = 0.457, p = 0.002), with both variables rated in the "very high" category. The findings support transformational and instructional leadership theories and emphasize the strategic role of managerial competence in enhancing teaching quality. This study contributes practical insights for educational policymakers and leadership development programs, particularly in resource-constrained school environments. However, limitations related to sample size and self-reporting suggest caution in generalizing the results. Future research should examine additional factors influencing teacher performance to build a more comprehensive model. This study provides a novel, component-based analysis of leadership influence in religious-based schools, an area rarely addressed in leadership literature