Transformation of Madrasah Education Management: The Implementation of Performance-Based Planning and Budgeting Policies

Taslim Perdana, Mahyudin Ritonga — Thu, 01 Jan 2026 00:00:00 +0000

Purpose – This study aims to examine the role of Madrasah Self-Evaluation (EDM) and the electronic Madrasah Work and Budget Plan (e-RKAM) in transforming madrasah education management through the implementation of performance-based planning and budgeting policies. The study is grounded in the growing demand for data-driven, transparent, and accountable governance to improve the quality of madrasah education.

Methodology – This research employed a descriptive-analytical qualitative approach. Data were collected through document analysis of policy regulations, technical guidelines, and implementation reports related to EDM and e-RKAM, as well as a review of relevant literature on education management and performance-based budgeting. The analysis focused on examining the integration process, implementation mechanisms, and managerial implications of EDM and e-RKAM within madrasah governance.

Findings – The integration of EDM and e-RKAM establishes a structured management cycle that links quality evaluation, planning, budgeting, implementation, monitoring, and accountability. EDM provides objective data on madrasah performance through measurable indicators, while e-RKAM ensures that budgeting decisions align with identified priority needs. This integration contributes to greater transparency, accountability, and more effective resource utilization. However, challenges remain, particularly in terms of human resource capacity, digital literacy, and infrastructure readiness.

Novelty – This study offers a conceptual contribution by presenting EDM and e-RKAM as an integrated performance-based management framework rather than as separate administrative instruments. It highlights how the alignment between self-evaluation data and electronic budgeting systems can drive a paradigm shift in madrasah governance.

Significance – The results of this study are beneficial for madrasah leaders, policymakers, education administrators, and stakeholders within the Ministry of Religious Affairs as a reference for strengthening data-driven decision-making and improving the quality and accountability of madrasah education management

The Effect of the LOC-R Learning Model on Fifth-Grade Students’ Critical Thinking Skills in Mathematics Learning

Tria Mardiana, Arifah Muzayyanah — Thu, 01 Jan 2026 00:00:00 +0000

Purpose – This study aims to examine the effect of the LOC-R (Literacy, Orientation, Collaboration, and Reflection) learning model on fifth-grade students’ critical thinking skills in mathematics, addressing the need for instructional approaches that move beyond procedural learning toward higher-order thinking.

Methodology – A quasi-experimental method with a one-group pretest–posttest design was employed. The participants consisted of 20 fifth-grade students from SD Negeri Sosrowijayan. The intervention involved the implementation of the LOC-R learning model in mathematics instruction. Data were collected using a critical thinking skills questionnaire developed based on eight critical thinking indicators. Data analysis included descriptive statistics, normalized gain (N-gain), and a paired-sample t-test to determine the significance of the observed differences.

Findings – The results revealed a substantial improvement in students’ critical thinking skills following the implementation of the LOC-R learning model. The mean score increased from 65 on the pretest to 85 on the posttest, with an N-gain value of 0.67, indicating a moderate-to-high level of improvement. The paired-samples t-test showed a statistically significant difference between pretest and posttest scores (p < 0.05), confirming the intervention's effectiveness.

Novelty – This study provides experimental-based empirical evidence on the effectiveness of the LOC-R learning model, which has predominantly been examined through descriptive approaches in previous research.

Significance – The findings offer practical implications for elementary school teachers, curriculum developers, and education researchers seeking effective instructional models to enhance students’ critical thinking skills in mathematics learning.

Progressive of Cognitive and Ability

Transformation of Madrasah Education Management: The Implementation of Performance-Based Planning and Budgeting Policies

The Effect of the LOC-R Learning Model on Fifth-Grade Students’ Critical Thinking Skills in Mathematics Learning