AL -ALLAM

Digital Human Resource Management Framework For Teacher Competency Development In Islamic Primary Education: A Systematic Literature Review

Moh. Ali Fahmi — 2026-07-29

The digital transformation of the Society 5.0 era has driven a paradigm shift in human resource management within educational institutions, including Islamic primary education. Although studies on teacher competency and digital transformation have grown significantly, the integration of Digital Human Resource Management (Digital HRM) practices with teacher competency development in Islamic primary education has received limited scholarly attention. This study aims to develop a conceptual framework that integrates Digital Human Resource Management practices with teacher competency development in Islamic primary education through a Systematic Literature Review (SLR) approach based on the PRISMA protocol. Data were collected from the Web of Science (WoS) and Google Scholar databases, covering publications from 2020 to 2025. The processes of identification, screening, eligibility assessment, and inclusion resulted in 42 articles that met the selection criteria and were subsequently analyzed using thematic analysis.The findings indicate that the implementation of Digital Human Resource Management through Human Resource Information Systems (HRIS), Learning Management Systems (LMS), digital training platforms, data-driven analytics, and technology-based performance evaluation systems contributes significantly to the development of teachers’ pedagogical, professional, social, and digital competencies. This study proposes a conceptual model, namely the Digital Human Resource Management Framework for Teacher Competency Development in Islamic Primary Education, which illustrates the interrelationships among Digital HRM practices, continuous professional development, teacher competency evolution, and educational transformation. The proposed framework contributes theoretically to the advancement of digital human resource management studies in the educational sector while also providing practical guidance for policymakers in designing teacher competency development strategies that are adaptive to the demands of the Society 5.0 era.

Manajemen SDM Sekolah dalam Meningkatkan Mutu Pembelajaran di SMAS Sabilillah Sampang

Munib Munib — 2026-07-29

Human resource management serves as the fundamental pillar for building a productive, adaptive, and sustainable organization. In the modern work ecosystem, human resources are no longer viewed merely as a cost component but as strategic assets capable of creating competitive value. Based on this premise, the study addresses three issues: First, how teacher human resource development is implemented at SMAS Sabilillah Sampang. Second, the efforts made by teachers to enhance the quality of instruction at SMAS Sabilillah Sampang. Third, the evaluation processes and Follow-Up Plans (RTL) aimed at improving instructional quality at SMAS Sabilillah Sampang. This study employs a qualitative approach with a descriptive research design. Data were gathered through interviews, observations, and documentation. Informants included the school principal, teaching staff, and students.

Implementasi Metode Qiro'ah Jahriyah untuk Meningkatkan Keterampilam Membaca di MIS Tanwirul Islam II Sampang

Moh. Hasyim Asy'ari — 2026-07-29

Reading is an important thing for students, because by reading students get the scientific information they want to know, as well as reading Arabic texts, which in addition to having to know the writing, students must also know the correct pronunciation and understanding, therefore it is necessary to use the right learning method. At MIS Tanwirul Islam II Sampang in learning qira'ah teachers use the Qira'ah Jahriyyah Method by using this method makes learning qira'ah effective. In this study using qualitative research with the type of case study, and the method of data collection uses observation, interviews and documentation. The results of this study show that there are three stages in the implementation of the Qira'ah Jahriyyah Method, namely; 1) planning, the teacher prepares teaching modules, learning media, qiroah text materials, 2) implementation, the teacher provides qiro'ah texts then asks students to follow the teacher's reading aloud after that discuss, 3) evaluation, the teacher gives several questions to the students. By implementing the three stages above, students' reading skills can be improved.

Manajemen Peningkatan Kompetensi Profesionalisme Guru di MTs Shirotol Ilmiyah Kedungdung

Badrut tamam — 2026-07-29

Education is a crucial element for every individual, as it fosters the development of high-quality human resources. Through schooling, individuals acquire proper knowledge and learn valuable skills, attitudes, and proficiencies from their teachers. Education is a process aimed at developing an individual's abilities and potential across various dimensions—knowledge, skills, and attitudes alike. This study aims to address three primary questions: first, how is the professional competence development for teachers planned at MTs Shirotol Ilmiyah Kedungdung? Second, how is this professional competence development implemented? And third, how is the professional competence development evaluated at the school? This research employs a qualitative, descriptive approach. Data collection techniques included observation, interviews, and document analysis. Informants included the principal, the vice-principal (specifically the curriculum coordinator), teachers, and students. Data validity was verified through source and technique triangulation, as well as in-depth observation. The research findings indicate that, first, the planning of professional competence development at MTs Shirotol Ilmiyah Kedungdung is conducted in a structured manner, involving the identification of teacher needs, the formulation of annual work programs, goal setting, budget allocation, and activity scheduling—all aligned with the school's vision, mission, and objectives. This planning process is participatory, involving the principal, vice-principal, and teachers to ensure the designed programs meet the actual needs for enhancing teacher competence. Second, the implementation of professional competence development at MTs Shirotol Ilmiyah Kedungdung involves various activities such as training sessions, seminars, workshops, and Subject Teacher Forums (MGMP). The principal plays multiple roles—leader, motivator, facilitator, supervisor, and evaluator—in supporting the enhancement of teacher competence. Although challenges such as limited budgets, time constraints, and a lack of supporting facilities persist, the school strives to overcome them through collaboration with various parties, the optimization of existing resources, and by motivating teachers to remain actively engaged in professional development activities. Third, the evaluation of professional competence development for teachers at MTs Shirotol Ilmiyah Kedungdung is conducted periodically through classroom supervision, monitoring of instructional implementation, teacher performance assessment, evaluation meetings, and reflection on the outcomes of the programs that have been implemented.

Keywords: development, competence, teacher professionalism, MTs Shirotol Ilmiyah

Implementasi Manajemen Pelatihan Berbasis Sekolah dalam Meningkatkan Profesionalisme Guru di SMP Al-Irsyad Sampang

Moh. Faddol — 2026-07-29

Teacher professionalism is a crucial factor in improving the quality of education. One of the strategies implemented by schools is organizing school-based training programs through seminars and workshops tailored to teachers' needs. This study aims to describe the planning, implementation, and evaluation of school-based training programs in enhancing teacher professionalism at Al-Irsyad Junior High School (SMP Al-Irsyad) Sampang. The study employed a qualitative approach using a descriptive case study design. Data were collected through interviews, observations, and documentation involving the principal, the vice principal for curriculum affairs, teachers, and students as supporting informants. Data were analyzed through data reduction, data display, and conclusion drawing, while the validity of the findings was ensured through source and technique triangulation. The findings indicate that the planning stage of the training program began with a needs analysis, followed by determining objectives, preparing training materials, selecting participants and resource persons, scheduling activities, and providing supporting facilities. The implementation of the training, conducted through seminars and workshops, focused on improving teachers' pedagogical competence. As a result, teachers were able to apply more diverse instructional methods, utilize PowerPoint as a learning medium, develop instructional plans systematically, and create more active learning environments. The evaluation process was conducted internally by the principal and the vice principal for curriculum affairs, and externally by the school supervisor. The evaluation served as the basis for improving subsequent training programs, thereby contributing to enhanced teacher professionalism and improved learning quality.

Peran Manajerial Kepala Sekolah dalam Menciptakan Budaya Disiplin Guru di Lingkungan Sekolah di SMPN 3 Pangarengan

Siti Farida — 2026-07-29

Abstract

Teacher discipline culture is a pattern of values, norms, and behaviors that reflects work discipline as an integral part of school culture. This condition includes punctuality, teaching preparedness, and compliance with school regulations. Based on this background, this study addresses two research problems: First, how does the principal implement the principles of educational management in creating a culture of teacher discipline at SMPN 3 Pangarengan? Second, what are the implications of the principal's role in creating a culture of teacher discipline for the institution? This study employed a qualitative approach with a descriptive research design. The data were collected through observation, interviews, and documentation. The informants consisted of the principal, teachers, and students. The results of the study indicate that: First, the implementation of educational management principles in creating a culture of teacher discipline at SMPN 3 Pangarengan has been carried out effectively through the functions of educational management, namely planning, organizing, directing, and evaluation. At the planning stage, the principal identified problems related to teacher discipline and formulated appropriate policies. At the organizing stage, the principal delegated duties and responsibilities to the vice principal, teacher-on-duty, and teachers. At the directing stage, the principal provided guidance, coaching, motivation, and exemplary leadership in implementing discipline. At the evaluation stage, the principal monitored teacher attendance, conducted evaluations, and provided guidance to teachers who had not yet demonstrated disciplined behavior. Second, the principal's role in creating a culture of teacher discipline has had positive implications for the institution, including improved teacher discipline and the creation of a more orderly and conducive school environment.

Keywords: Principal's Role, Teacher Discipline Culture, Teacher Discipline, Educational Management.