LEARNING INNOVATION MANAGEMENT FOR EXCELLENT CLASSES IN INDONESIAN ISLAMIC SECONDARY SCHOOLS
A MULTI-CASE STUDY
DOI:
https://doi.org/10.30868/ei.v14i01.10890Keywords:
learning innovation management, excellent class, Islamic education, student-centered learning, enriched curriculumAbstract
Islamic-oriented secondary education is expected to produce academic achievement while sustaining character and spiritual development, yet excellent-class programs may create exclusivity, unequal services, and dependence on selection. This study examines how learning innovation management supports excellent classes at SMA Qur’an Darul Fattah Bandar Lampung, SMA Al Azhar 3 Bandar Lampung, and SMA Al Huda Jati Agung, focusing on excellent-class concept, innovation, management functions, and implications. Using a phenomenological paradigm, the study used a qualitative multi-case design. Data came from participant observation, in-depth and focus-group interviews, and document analysis, with informants selected purposively and expanded through snowball sampling. Within-case and cross-case analysis combined data collection, reduction, display, verification, and constant comparison. Findings reveal a shared middle-input, excellent-process, excellent-output pattern supported by enriched curricula, student-centered learning, digital media, moving classes, full-day schooling, enrichment, remediation, coaching, and layered evaluation. The study concludes that excellence is shaped more by the quality and integration of learning processes than by input selectivity alone. Schools should strengthen teacher competence, extend excellent learning services to regular classes, integrate spiritual and digital learning, and institutionalize continuous program evaluation. Further research should examine the socio-psychological consequences of ability grouping and the sustainability of this management model across different school contexts.
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