https://orcid.org/0009-0007-6007-1045
Abstract
Improving the quality of students, teachers, and madrasah governance is a challenging task in creating an international standard for madrasah. However, MAN IC Serpong in Indonesia has successfully undergone a transformative process, addressing recruitment, refining the student admission system, and promoting scientific integration. This study examines the implemented transformation and its role in achieving excellence through digital transformation. Data were collected through literature reviews, field studies, and interviews with MAN IC Serpong developers. The results reveal effective management practices, including teacher recruitment, student admission systems, customized curriculum, and achievement coaching. Additionally, the institution conducts regular teacher refreshments using external non-dormitory coaches to ensure quality maintenance. Addressing the implications of this research provides insights into the significance of the findings. It explores potential benefits, such as increased administrative efficiency, curriculum development, and learning implementation through digital transformation for other madrasahs. Recommendations include improving student access to educational resources, utilizing online learning platforms, and integrating evaluation systems. The study also highlights the importance of adopting successful management practices and leveraging digital technology to strengthen Islamic culture within madrasahs.
Introduction
In Indonesia, a madrasah is a school under the Ministry of Religion, while the Ministry of Education and Culture governs a public school. Education Law No. 23 of 2003 requires madrasah to follow the curriculum set by the government. This curriculum alignment aims to equalize learning materials and outcomes between madrasahs and public schools (Abdullah, Citation2019). Curriculum consistency is expected to help madrasah compete with public International Standard Schools (SSI) (Fan & Yu, Citation2017).
Knowledge should be balanced in education with the learner’s good moral character obtained through knowledge and Islamic values (Gunawan, Citation2022). Education is related to Islamic values, meaning it should understand Islamic aspects (Barton, Citation2013). These values are needed to make learners knowledgeable and morally upright (Suciati, Citation2016).
The development of the digital era often triggers comparisons between madrasahs and public schools in Indonesia. The comparisons are based on aspects such as the madrasah’s infrastructure, the learning media used, and the curriculum (Imleesh et al., Citation2023). Meanwhile, a public school has better infrastructure and learning media, and the curriculum used is often updated and adapts to current developments (Tantranont & Sawatdeenarunat, Citation2023). This opinion makes parents prefer a public school over a madrasah for their children (Marwazi & Abid, Citation2021).
The Ministry of Religion takes diversity between public schools and madrasahs seriously. One government’s effort to develop madrasah is through Insan Cendekia Serpong State Madrasah Aliyah (MAN IC Serpong). The late B.J. Habibi initiated this madrasah by selecting the best teachers from 8,000 applicants. The selection aimed to determine quality teachers before producing outstanding generations. Therefore, MAN IC Serpong selects teachers applying as educators and aspires to motivate the Insan Cedekia (IC) community to achieve its target.
The establishment of MAN IC Serpong took a considerable amount of time and has gone through a long process. There have been changes in the curriculum, teaching methods, and collaboration between the Ministry of Education and the Ministry of Religion. The process is not easy because each curriculum should be adjusted through collaboration between the two ministries to match the characteristics of MAN IC Serpong.
The community’s desire to enroll their children in MAN IC Serpong was diverse before the school was taken over by the Ministry of Religious Affairs. The school was considered to charge high fees, and other perceptions, such as ‘patronage of officials’, were widely circulated in the community (Kurniawan, Citation2022). However, the selection system was conducted online and transparently after the Ministry of Religion took over. The practice of giving ‘gifts’ when taking students’ report cards was also eliminated to remove gaps and negative acts in education.
MAN IC Serpong has a learning system with a boarding school concept different from traditional schools or pesantren. Initially, this concept only existed in pesantren but has been adopted by formal schools as an extra value through cultural acculturation. Through the boarding school concept, learners are allowed to rest and engage in extracurricular activities.
The boarding school concept in MAN IC Serpong differs from the dormitory concept in pesantren because it has better planning. The pesantren learning system has weaknesses such as a lack of planning, a standardized curriculum, distinctive characteristics, and democracy (Prayogi et al., Citation2021). These shortcomings have been minimized in the learning system at MAN IC Serpong.
Collaboration is implemented in MAN IC Serpong to achieve success and make students avoid negative behaviors such as cheating and plagiarism (Faisal, Citation2022). Moreover, stakeholders in the madrasah support all programs organized by mentors and students. This support makes mentors and students optimistic about achieving national and international targets (Matten & Moon, Citation2008).
Studies on learning in madrasah include (Rojak et al., Citation2022) titled ‘Learning Management In Increasing The Quality Of Graduates At Aliyah Boarding Schools In Banten Province (Study on MAN Insan Cendekia and MAN 2 Serang)’. The study found that the planning process determines academic programs, student affairs, camaraderie, boarding schools, facilities, infrastructure, and networking. Furthermore, quality education management is performed through socialization, coordination and synchronization, technical planning, implementation, monitoring, and evaluation using a bottom-up and top- down approach. Learning is also evaluated through self-evaluation, internal quality audits of educational programs, teacher competency evaluation, management review meetings (RTM), and external quality audits of educational programs. This evaluation process aims to identify problems, which are then resolved through discussion.
Latief et al. (Citation2021) conducted ‘Becoming the State-Funded Madrasah or Retaining Autonomy: The Case of Two Madrasahs in Kelantan’. The study found that Kelantan’s madrasah experienced economic difficulties due to changes in political and economic situations, the death of founders, and government policies. As a result, the madrasah decided to relinquish ownership to the state by becoming state-funded schools to maintain their existence. Meanwhile, the private schools that were not taken over were funded using personal finances.
Kusaeri (Citation2018) conducted ‘The Portrait of Madrasah Aliyah in Indonesia: A Critical Evaluation of the Mathematics Score in the National Examination’. These results showed that State Madrasah Aliyah (MAN) has higher scores than private Madrasah Aliyah. Furthermore, dishonesty in the national examination generally occurs in small Madrasah Aliyah in the Madura and Tapal Kuda regions. This madrasah has relatively poor resources or students with low academic ability. Therefore, the Ministry of Religion should eliminate or reduce incentives related to NE scores in madrasah with low integrity. The government should award madrasah that strongly intends to reduce cheating practices. Therefore, this study aimed to examine the transformation of MAN IC Serpong into an excellent MAN in Indonesia through interviews with the founders. It also discussed how the school became excellent while upholding good morals based on Islamic values.
This explained the teacher recruitment and student selection systems, classroom learning, implementation of boarding schools, academic culture, and achievement development in MAN IC Serpong. The findings could serve as a reference for other MAN in Indonesia and provide insight into efforts to develop the best schools.
The primary focus of this study is to scrutinize the intricacies of the transformation undergone by MAN IC Serpong and specifically investigate how this transformation, particularly in the context of digital integration, contributes to the attainment of educational excellence. By honing in on the implemented changes, the research aims to unravel the nuances of the digital transformation within MAN IC Serpong and decipher its direct impact on the overall excellence of the educational institution.
The contribution of this study lies in its detailed exposition of MAN IC Serpong’s teacher recruitment and student selection systems, classroom learning dynamics, implementation of boarding schools, academic culture, and achievement development. This comprehensive analysis offers valuable insights that can serve as a reference for other MADrasah Aliyah Negeri (MAN) in Indonesia, providing a roadmap for their efforts to develop and elevate the standards of education.
Method
This research belongs to the descriptive qualitative type by explains the research results using text in detail (Moleong, Citation2017). The data collection technique researchers in this study used was a survey of MAN IC Serpong and interviews with teachers and the Head of Madrasah IC Serpong. Researchers recorded the results of interviews with teachers and the Head of the Serpong IC Madrasah. This research was conducted for six months with several stages, including licensing, visits, interviews, WA discussions, and data review.
The data in this study are the results of interviews and visits conducted by researchers at MAN IC Serpong. The data researchers collect is analyzed qualitatively and descriptively to determine how the transformation at MAN IC Serpong can become the best MAN in Indonesia. The results of this study can be a model for other MANs to improve achievement and proper governance management.
Result and discussion student admission system
Students were selected by the Agency for the Assessment and Application of Technology Indonesia (BPPT). The recruitment model performed by the BPPT team involved visiting schools and conducting elections. The team only selected schools that cooperated through an application submitted to BPPT. Subsequently, the students proposed by the school were re-selected based on their capacity.
MAN IC Serpong changed its admission system in the second period by distributing brochures through advertisements placed in national newspapers. Students came from all over Indonesia and were selected based on personal and school data, supporting documents, and report card grades. During the selection process, Insan Cendekia gave mathematics, science, language, and psychological tests.
The transformation of Insan Cedekia Serpong School into a MAN IC Serpong occurred in the third period. The tests involved replacing the Indonesian language field of study with religious and Arabic language materials. The selection process was centralized at MAN IC Serpong and MAN IC Gorontalo. Prospective participants who applied for MAN IC Serpong were required to take the test at Jakarta, Banten, Semarang, Surabaya, Bandung, and Medan.
MAN IC Serpong continued to make changes in the recruitment system to improve the students’ quality. In the fourth period, Insan Cendekia established schools in every province before the Ministry of Religion conducted the admission selection. The selection process was integrated and transparent, ensuring that students who had not yet reached the minimum standardized score were not accepted. This process was conducted in a non-Insan Cendekia public school with 30 participants for each test.
The Insan Cendekia entrance test managed by the Ministry of Religious Affairs was implemented using the Computer Based Test (CBT) and direct or regular systems. These two systems are innovations needed to minimize the stigma of Insan Cendekia not being transparent. Exam results were announced immediately without any assessment to avoid delays. The test system is intolerable to lateness and does not pardon students who report after the stipulated time.
The evolution of MAN IC Serpong’s student admission system reflects a commitment to transparency and inclusivity. Initially, the process involved BPPT’s selective approach, which was later transformed into a nationalized selection system with comprehensive criteria. This adaptation aligns with the study conducted by Rojak et al. (Citation2022), emphasizing the significance of the planning process in determining academic programs, student affairs, and effective networking.
The transition to the CBT model in the third period addressed concerns about transparency and fairness in the selection process. This innovative approach echoes the findings of Imleesh et al. (Citation2023), highlighting the impact of digital era comparisons on educational institutions. Furthermore, MAN IC Serpong’s efforts to establish schools in every province for a centralized and transparent selection process align with Latief et al.’s (2021) exploration of the challenges faced by madrasahs in maintaining autonomy and economic viability.
Teacher recruitment system
The role of teachers in the classroom is crucial in making learning activities successful by delivering easy-to-understand and fun material (Freitas et al., Citation2019; Ristov et al., Citation2013). Students are capable of absorbing even difficult materials when delivered well by teachers (Jiang et al., Citation2021). Therefore, MAN IC is implementing this harmonization to succeed in fun learning activities by emphasizing the need for teachers to uphold humanism.
The rigorous teacher recruitment system initiated by B.J. Habibi aligns with the insights of Kusaeri (Citation2018), emphasizing the importance of qualified educators. The study by Freitas et al. (Citation2019) supports the notion that effective teaching significantly contributes to successful learning activities. MAN IC Serpong’s commitment to humanism in teaching echoes the findings of Gunawan (Citation2022), emphasizing the balance between knowledge and moral character in education.
The iterative changes in the recruitment process and curriculum demonstrate responsiveness to community perceptions, addressing issues such as high fees and the perception of ‘patronage of officials’. These changes align with the study by Marwazi and Abid (Citation2021), which highlights the impact of infrastructure and curriculum on parental preferences for public schools ().
Table 1. Shows data on teachers at MAN IC Serpong..
The data shows that the teacher recruitment system at MAN IC is very selective. Initially, Technology Assessment and Application Agency (TAAA) distributed brochures throughout Indonesia and registered 8,000 prospective teachers from Medan, Jakarta, Semarang, and Surabaya. The cities were chosen because they were easily accessible and many applicants came from Java.
The registered teachers were selected using potential academic tests (PAT), pedagogic potential, psychological tests, and interviews. The selection was also performed through microteaching to know the teachers’ knowledge competencies and humanism in teaching. From 8,000 applicants, TAAA selected 60 teachers to be placed in IC Serpong and IC Gorontalo. The rigorous selection process aimed to obtain qualified teachers appropriate to IC’s mission to become a superior MAN.
TAAA was transitioning to the Ministry of Religious Affairs during the second period when the selection of MAN IC teachers was still the same as the previous year. However, several things were different, such as the location of the tests being conducted at each school. The selection was performed by the school, TAAA, and the Ministry of Religious Affairs. The tests given were the same as the previous period, though the questions were updated.
In the third period, the selection process was conducted by the Ministry of Religious Affairs as well as teachers from IC Serpong and IC Gorontalo. The process was strict because the tests were only carried out in cities chosen by MAN IC. The test materials also had additions such as religious, field or insight, pedagogical, and psychological tests. These additional tests show that the standardization of teachers followed the morals and achievements of MAN IC.
Teacher selection in the fourth period was carried out with the national civil servant candidates, a change in the acceptance of teachers for MAN IC. The process was conducted by the national employee selection team and the ministry without involving teachers from the IC. Additionally, the system made changes to the education culture by implementing religiosity.
Transformation of MAN IC Serpong into excellent MAN
A good school should have complete facilities and teachers that deliver the material well (Ahmad, Citation2015). The initial stage of teacher recruitment in IC is very selective and uses a test instrument with Islamic elements. This is consistent with the target of MAN IC Serpong to have a religious life with a high academic culture.
After obtaining qualified teachers, MAN IC Serpong selects students who want to enroll. The previous student recruitment system was changed to avoid negative stigma related to transparency. Therefore, the school began implementing a CBT test system that eliminated incompetent students and the term ‘entrusted’.
The changes in the student admission system at MAN IC Serpong aim to avoid students’ inability to follow learning activities. The intensive learning system and the implementation of Islamic values in the dormitory gave the students less time to rest and caused difficulties in completing their studies.
Students leave because they cannot keep up with the learning activities or compete among themselves. The honesty emphasized by teachers also minimizes the chances of cheating in exams. As a result, students transfer to other schools considered below the rank of MAN IC Serpong.
This awareness has been provided by every MTs that want their students to enroll in MAN IC Serpong. Schools register students considered capable of following learning activities to participate in the admission selection process. When the student cannot follow the learning process, MTs choose another school under MAN IC Serpong. This aims to anticipate problems of students’ inability to participate in learning activities.
MAN IC Serpong collaborates with pesantren education from the Ministry of Religious Affairs. This collaboration aims at cultural preservation to show that an outstanding school could come from a modern pesantren.
The national education curriculum is enriched by increasing the number of lesson hours in Mathematics and Sciences to make students happy with experiments. This curriculum has only 4 SLOs in mathematics, while MAN IC Serpong has 6-8. Knowledge related to Mathematics and Sciences is given in and outside the classroom through extracurricular activities. Additionally, students receive religious learning in the pesantren in the evening.
The curriculum at MAN IC Serpong is different from other public school that generally use a national reference. IC Serpong uses a ‘Hidden Curriculum’, which is a collaboration between the curriculum of the Ministry of National Education and the Ministry of Religious Affairs.
This curriculum collaboration fosters learning while forming a pesantren culture within
MAN IC Serpong, making it different from other boarding schools. The curriculum used refers to the objectives of the Ministry of Education and Culture (Weiner, Citation2023). Furthermore, collaboration with external educational institutions is generally rare because not all teachers and students are able to adopt new curricula (Abdullah, Citation2019).
Achievement coaching
MAN IC was initially considered unable to compete with a public school as a madrassa that implements Islamic values. Some parents also choose expensive schools due to the quality of education guaranteed (Perwita & Widuri, Citation2023). This is because expensive schools ensure the welfare of teachers, making them focus only on teaching (Oktaviani & Mayatopani, Citation2023). MAN IC initially focused on teachers’ character-building through extracurricular activities for students with certain talents. The support shows the school’s seriousness in fostering students’ abilities. Additionally, students interested in a particular field join the Study Field Club (SFB).
SFB aims to optimize students’ competencies in certain subjects through extra- curricular activities. However, the activities still receive supervision and mentors with competence in their fields. The mentors try to accept all student problems, encourage innovations, and set SFB targets.
The main SFB targets include National Science Olympiad, Community self-help group, and other national-international competitions. MAN IC also supports the proposal to replace incompetent mentors with lecturers from UI, UGM, and other renowned universities. Bringing in mentors qualified in their fields ensures that students learn directly from experts.
Another academic organization is Youth Scientific Researchers (YSR), which encourages the younger generation to cultivate curiosity. Mentors gather information from students and direct them to solve problems. Through this club, MAN IC Serpong has gained achievements such as International Earth Science Olympiad (IESO) Gold Medal and NSO Gold Medal in Biology, Chemistry, and Informatics. The Gold Medal was also obtained from the Arabic Language at the national level.
MAN IC Serpong provides academic and non-academic support for its students by accommodating their needs in scouts, cultural arts, and sports. The school received several awards from non-academic fields, such as being the best participant in the 2nd Committee General Assembly. As a result, it continues to provide the best facilities for its students through these activities.
Achievement preservation
Since 2020, MAN IC Serpong has ranked first in Indonesia in Competency-based written exam results through the collaborative efforts of students. The cooperation in learning activities includes teaching-learning, clustered discussions, and student micro-teaching. Students explain the materials delivered by teachers in micro-teaching activities. Furthermore, the school supports all teacher and student activities by providing the facilities needed.
MAN IC also holds intensive tutoring for class XII students taking national and international graduation exams by providing external teachers with expertise in their fields. Expert learning makes students gain new knowledge that accommodates their needs in the science field. shows the Table of Achievements of MAN IC Serpong for the Last 5 Years ( and ).
Figure 1. Qualitative data analysis process.
Figure 2. Stages of teacher selection.
Figure 3. Achievements of MAN IC in the last 5 years.
Figure 4. 2018 Alumni distribution.
Figure 5. 2019 Alumni distribution.
Figure 6. 2020 Alumni distribution.
Figure 7. 2021 Alumni distribution.
Figure 8. 2022 Alumni distribution.
Table 2. Achievements of MAN IC Serpong.
The achievement data proves that MAN IC is concerned about the needs of its teachers and students. The national and international awards indicate the attention given by the school to achievement. This impacts the seriousness of teachers and students in forming harmonious relationships. Moreover, the development of achievements is charged to the school to ensure that students and teachers focus on getting the best results. The distribution of students in universities is also quite varied. The data on graduates at MAN IC Serpong is accessible through https://drive.google.com/drive/folders/1OQvp7mQwppHVjKbFtWXFJEbM6bU-kEFC?usp=share_link.
The data shows the consistency of MAN IC Serpong in fostering its students’ sustainability. The graduates comprise students of well-known state, private, and foreign universities. This means that MAN IC Serpong students compete with those from other schools to get university slots. Furthermore, students perform well in academics, with some being accepted at overseas universities every year.
Islamic culture through boarding school
The term boarding school in Indonesia is an innovation whose meaning has evolved from the previous word ‘pesantren’ (Ariani & Syahrani, Citation2022). This term modernizes the concept of pesantren imagined in the community. Dormitories in boarding schools differ from those in the pesantren and prioritize cleanliness for comfort (Rimbawan et al., Citation2023). Pesantren is generally isolated from the outside world and its activities are not interfered with by the surrounding community. This makes students focus on seeking religious knowledge with less socialization. The pesantren community is harmonious and interacts with students very well. However, miscommunication often occurs when interacting with the outside community (Guo & Chen, Citation2022).
MAN IC Serpong adopts the learning model in the pesantren, which accommodates the needs of learners to gain knowledge. This is because the old learning system would cause students boredom when applied to schools. Furthermore, MAN IC Serpong still accepts students from public school.
The learning system in the pesantren is implemented as follows:
shows that the concept of learning in pesantren is very good. However, MAN IC Serpong adopts the learning needs of era 5.0, where technology plays a big role. The nature of learning has the same concept as traditional pesantren but differs regarding technology acceptance and actualization. The technology used includes madrasah e-learning, zoom, and other two-way communication tools.
Table 3. Adapted learning methods.
The learning system at MAN IC Serpong is performed virtually using technology to preserve Islamic culture in the digital era. Each dormitory has a supervisor guiding students at night in implementing Islamic values. Moreover, recitation activities during the pandemic are conducted virtually using the Zoom Meeting application. Dormitory teachers have also mastered technology, and the learning and evaluation system is performed digitally.
Qur’an recitation activities at MAN IC Serpong are conducted through Zoom meetings during the pandemic. Learning activities are evaluated digitally, as students demonstrate their memorization skills synchronously or asynchronously through video recordings. The utilization of technology in nightly recitation activities manifests the regular reading culture held at the pesantren. Subsequently, students are expected to fulfill their spiritual needs that cannot be obtained from classroom learning activities.
Nightly recitation activities at MAN IC Serpong foster good socialization among students, their seniors, and teachers. The seniors or teachers visit locations near the junior students after graduation. Although the boarding school concept differs from traditional pesantren, the culture of familial relationships, Qur’an memorization, discussions, sorongan, and bondongan is still well-implemented.
MAN IC Serpong also upholds the Islamic concept of ‘Cleanliness is Half of Faith’, as well as good moral character and harmonious relationships. The students living in the dormitory wash their clothes, clean rooms, and perform other household chores. Moreover, they obtain good moral character through the study of the Qur’an in recitation activities. There is also good communication between students, alumni, and teachers. This concept has been present in traditional pesantren environments and is adopted in the boarding school activities at MAN IC Serpong.
Conclusion
The study underscores the remarkable transformation journey of MAN IC Serpong, positioning it as a premier educational institution in Indonesia. The initial shift in the teacher recruitment process, characterized by transparency and stringent criteria, has been pivotal in ensuring that only qualified educators, meeting minimum standards, contribute to the school’s academic excellence.
A noteworthy advancement is observed in the digitization of the student admission system, a strategic move to guarantee that only students with the requisite competencies are admitted, thereby dispelling any social stigma associated with financial status. Importantly, this initiative emphasizes MAN IC Serpong’s commitment to demonstrating the competitiveness of madrasahs against both public and internationally recognized schools.
The numerous academic and non-academic achievements of MAN IC Serpong graduates, coupled with their successful acceptance into domestic and foreign universities, exemplify the school’s dedication to holistic student development. Even amid the challenges posed by the pandemic, the adaptation of recitation activities to online platforms like Zoom Meeting showcases the school’s resilience and commitment to maintaining essential educational practices.
Moreover, the integration of pesantren activities, encompassing Qur’anic reading, memorization, scientific discussions, ibrah, sorongan, and bandongan, illustrates the comprehensive educational approach employed by MAN IC Serpong. The students’ discipline and obedience to teachers, particularly in the dormitory setting, further reinforce the school’s commitment to instilling values of bayani, burhani, and ‘irfani, harmonized with a profound understanding of shari’ah, thariqat, and ma’rifat.
Recommendations and contribution of the study
While the study brings to light the remarkable achievements and transformative practices of MAN IC Serpong, further elaboration on the unique aspects that distinguish the school’s approach could enhance the depth of this exploration. The comprehensive integration of bayani, burhani, and ‘irfani principles, combined with a nuanced understanding of shari’ah, thariqat, and ma’rifat, merits detailed examination for its broader implications on shaping students’ international competitiveness.
Additionally, it is recommended that future studies delve into the specific mechanisms through which MAN IC Serpong ensures the seamless integration of digital tools in its educational processes, particularly during the global pandemic. This could shed light on innovative practices that other educational institutions might adopt to adapt to changing circumstances.
Limitations and future research
Admittedly, this study has provided a broad overview of MAN IC Serpong’s transformation, with potential areas for more in-depth analysis. A limitation of this study lies in its brevity, and future research could benefit from a more exhaustive exploration of the nuanced interplay between traditional pedagogical methods and the school’s innovative approaches.
For future research, a focused investigation into the long-term impact of MAN IC Serpong’s transformation on the career trajectories and global competitiveness of its graduates could offer valuable insights. Additionally, an examination of the sustainability and scalability of the school’s transformative practices may provide a blueprint for other educational institutions seeking to enhance their standing on the national and international stage.
About author research activities
Our research endeavors revolve around the intersection of digital transformation, madrasah management, and Islamic culture. We investigate how the integration of digital technologies can enhance the administration and educational processes within madrasahs while preserving and promoting Islamic values and traditions.
Our study is part of a broader initiative aimed at modernizing religious education institutions to meet the evolving needs of students and society. By leveraging digital tools, we explore ways to streamline administrative tasks, facilitate online learning, and foster a greater sense of community and inclusivity among madrasah students and educators.
This research contributes to the wider discourse on the adaptation of traditional institutions to the digital age and the preservation of cultural and religious heritage in an increasingly interconnected world. It underscores the importance of embracing technology while upholding the principles of Islamic education and culture, ultimately striving for excellence in madrasah management.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Mahsusi
Mahsusi born in Kediri on October 11, 1960. They obtained their undergraduate degree in Indonesian Language Education from UIN Syarif Hidayatullah Jakarta. They obtained their master’s and doctoral degrees in Management from the Faculty of Economics (FE) at Universitas Persada Indonesia YAI. They have significant experience in providing training and development for madrasahs (Islamic schools) in Indonesia. Currently, the author is a lecturer at the Department of Islamic Education Management at FITK UIN Syarif Hidayatullah Jakarta. Served as the lead researcher in this study, building relationships with madrasas. The researcher took full care of licensing from the initial research permit until the research was completed. Then, the researcher also compiled the title of this research and contributed to the writing of the discussion.
Syihaabul Hudaa
Syihaabul Hudaa completed his undergraduate degree in Indonesian Language and Literature Education at UIN Syarif Hidayatullah Jakarta and later completed his graduate degree in Language Education at Universitas Negeri Jakarta. He is currently a lecturer at the Institut Teknologi dan Bisnis Ahmad Dahlan Jakarta. Email: [email protected]
Mustofa Fahmi
Mustofa Fahmi is a young expert in educational technology development at the Indonesian Ministry of Religious Affairs (MoRA). He completed his bachelor’s degree in Math Education from Syarif Hidayatullah State Islamic University, Jakarta, continued his master’s degree in Educational Leadership at La Trobe University, Meulbourne, Australia, and finished his doctoral program at Perguruan Tinggi Ilmu Al Quran, Jakarta.
Kusen
Kusen his education began with attending Sendang Elementary School. After elementary school he continued to junior high school in the city of his sub-district, namely SMPN Cirebon Selatan. Currently, he is a teacher at MAN IC Serpong.
Novi Diah Haryanti
Novi Diah Haryanti is completed her bachelor’s degree in Indonesian Language and Literature Education at FBS, State University of Jakarta (UNJ) and Master of Arts program at University of Indonesia (UI). She is currently pursuing a doctoral program in literature at the University of Indonesia.
Muh Barid Nizarudin Wajdi
Muh Barid Nizarudin Wajdi is a Lecturer of STAI Miftahul Ula Nganjuk. His research focuses on education, Scientific literacy, project-based learning, STEM education and literacy. He can be contacted at email: [email protected]
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