Institutional Study: Collaboration between Madrasah Ibtidaiyah and Madrasah Diniyah (Strengthening the Character of Religion and Science and Technology)

Education at Madrasah Ibtidaiyah and Madrasah Diniyah could be more optimal in maximizing students' religious, science, and technology education. Madrasah Ibtidaiyah combines the 2013 and independent curricula, but most teachers and parents consider Islamic learning less in-depth. Meanwhile, Madrasah Diniyah only focuses on religious teaching without including general knowledge. This research analyses the collaboration between Madrasah Ibtidaiyah (MI) and Madrasah Diniyah (Madin). The research method used is qualitative research with a case study approach. Data was obtained through observation, documentation and interviews. Data analysis refers to Miles and Huberman's theory, which involves data reduction, visualization and validation stages. The collaboration between MI Baitul Muttaqin and Madin Baitul Muttaqin involves joint decision-making to shape students' religious character and science and technology abilities through comprehensive learning between religion and science and technology. This collaboration is analyzed using collaborative governance theory, emphasizing shared goals, participation, organizational structure, role division, communication, and evaluation. The impact is comprehensive education of students' religious character and science and technology skills. The obstacles come from differences in the characteristics of Madin and MI educators, but the heads of MI and Madin consider the benefits more. Coordination, intensive communication and improving the qualifications of Madin educators are critical solutions for harmonizing learning. It is also essential to support harmonious family habits at home to achieve comprehensive results.


Education at Madrasah Ibtidaiyah and Madrasah
Diniyah could be more optimal in maximizing students' religious, science, and technology education.Madrasah Ibtidaiyah combines the 2013 and independent curricula, but most teachers and parents consider Islamic learning less in-depth.Meanwhile, Madrasah Diniyah only focuses on religious teaching without including general knowledge.This research analyses the collaboration between Madrasah Ibtidaiyah (MI) and Madrasah Diniyah (Madin).The research method used is qualitative research with a case study approach.Data was obtained through observation, documentation and interviews.Data analysis refers to Miles and Huberman's theory, which involves data reduction, visualization and validation stages.The collaboration between MI Baitul Muttaqin and Madin Baitul Muttaqin involves joint decision-making to shape students' religious character and science and technology abilities through comprehensive learning between religion and science and technology.This collaboration is analyzed using collaborative governance theory, emphasizing shared goals, participation, organizational structure, role division, communication, and evaluation.The impact is comprehensive education of students' religious character and science and technology skills.The obstacles come from differences in the characteristics of Madin and MI educators, but the heads of MI and Madin consider the benefits to student more.
Coordination, intensive communication and improving the qualifications of Madin educators are critical solutions for harmonizing learning.It is also essential to support harmonious family habits at home to achieve comprehensive results.
Pendidikan di Madrasah Ibtidaiyah (MI) dan Madrasah Diniyah (Madin) dinilai belum optimal dalam memaksimalkan pendidikan agama dan IPTEK peserta didik.MI  Madin has a role in giving Muslim society an understanding of the importance of religious education.Madin was then recognized by the government as an integral part of the national education system in Indonesia (Nizah, 2016).The habit of parents' alignment is a factor that remains important.If parents support and practice the same Islamic values taught at school, the results will look more natural.If you get used to it at home, not accompanied by habituation at school, then the impact felt by participants will only be limited to the school environment.Therefore, collaboration between schools and families supports the effective formation of student character.

Obstacles and Challenges
The collaboration between MI Baitul Muttaqin and Madin Baitul Muttaqin V. BIBLIOGRAPHY

Figure 1 .
Figure 1.Scheme Collaboration between MI and Madin The collaboration between MI Baitul Muttaqin and Madin Baitul Muttaqin can be analyzed using collaborative governance theory.This theory emphasizes interactions between organizations or sub-divisions that work together to achieve common goals (Ansell & Gash, 2008; Rapp, 2020).a. Common goals MI and Madin have a common goal, namely strengthening Islamic religious learning.Madin acts as a reinforcement for learning Islamic religious education material at MI.The objectives of the collaboration include maintaining Islamic spiritual knowledge, preventing the habit of playing with gadgets, creating character according to Islamic teachings, and presenting comprehensive Islamic religious education material.b.Participation And Engagement encountered obstacles.First, Madrasah Diniyah (Madin) educators have different characteristics from teachers at Madrasah Ibtidaiyah (MI).This is due to the recruitment of Madin educators and local community leaders who need help understanding Islamic education methods.Differences in characteristics result in differences in habituation and discipline between Madrasah Ibtidaiyah (MI) and Madrasah Diniyah (Madin).However, the Head of MI still considers the benefits of learning Madin, especially writing and reading Arabic and memorising the Koran.The Head of Madin, in acknowledging the obstacles to collaboration, also sees the potential for mutual benefit.The unique characteristics of Madin educators, while different from those at MI, can be a source of strength and innovation.The Chairman of Madin recognises the benefits of Madin's learning, which can enhance the human resources of Madin educators and align them with the educational methods at MI.This underscores the importance of coordination, intensive communication, and improving the qualifications of Madin's human educational resources to achieve harmony in learning approaches.The heads of MI and Madin are advised to work together intensively, coordinate, and communicate to achieve harmony in learning approaches.The current implementation of collaboration increases the number of teaching hours outside formal hours and positively impacts students' abilities and character, especially in Islamic Religious Education subjects (Shulhan, 2018).This effort educators.The Head of Madin recognised this challenge and showed indications of increasing the human resources of Madin educators through coordination, intensive communication, and improving qualifications.Harmony between home and school habits is essential for comprehensive cognitive, affective, and psychomotor outcomes.As the first environment, the family plays a vital role in shaping a child's character.Parental support and application of the same values can increase the effectiveness of children's character formation.Collaboration between schools and families is the key to creating a holistic learning environment.Even though there are obstacles and challenges, the collaboration between MI Baitul Muttaqin and Madin Baitul Muttaqin has positively impacted the formation of religious character and strengthened students' science and technology, which aligns with the goals of comprehensive Islamic education.

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(Buzdar et al., 2015;Utomo et al., 2023) activities; (d) Get into the habit of greeting and kissing hands when students come to school; (e) Get used to speaking Kromo Inggil in daily activities at school; (f) Guide the bicycle from the In the field of knowledge and technology, MI Baitul Muttaqin established the Science and Technology Division, which aims to increase students' understanding of various fields of Science and technology.This division is supported by teaching staff with diverse backgrounds in various fields of Science from well-known campuses in East Java, such as economics, industrial engineering, Science and education.The science and technology division's activities encourage students to ICT reinforcement given to students in grades 1 to 6 ; d) Fun Science for students in grades 4 to 6.The establishment of the science and technology division provides several benefits.They first increased students' understanding of various fields of Science and technology with the support of teaching staff who graduated from well-known campuses in East Java.Second, developing students' critical and creative thinking abilities.Third, preparation for the Olympics.Fourth, provide ICT reinforcement to students in grades 1 to 6. Fifth, provide fun learning about Science to motivate their interest in Science and technology.spiritually to achieve perfection (insan kamil), which is based on the Al-Qur'an(Buzdar et al., 2015;Utomo et al., 2023).
(Ansell & Gash, 2008)2)ah models emerged along current development.The government noticed the growth of Madrasah with the published Constitution as a confession of the existence of Madrasah.Level Formal madrasah education begins from Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA).Non-formal Madrasah education, called Madrasah Diniyah (Madin), has advanced from the existence of Madrasah from the beginning of its emergence, i.e. studying Islam(Nizah, 2016).Madrasa holds two critical roles.First, role conservatives, i.e. look after the values, traditions and values of Islam.Second is the transformative role, namely educating students to face changing times(Fuady & Rizaldi, 2022).Function conservatism is done with continued knowledge, skills, and behaviour by marking Islamic teachings, so Madrasah graduates become the generation that has faith, system organization can make decisions in a way that is collective with different methods and using specific processes(Ansell & Gash, 2008).By governance theory, MI and Madin can collaborate using methods other to produce participant students who have religious character and are competent in the field knowledge.This study analyzes the collaboration between MI Baitul Muttaqin and Madin Baitul Muttaqin based on collaborative governance theory.Both of them are at the Baitul Muttaqin Education Foundation.MI Baitul Muttaqin was founded in 2017 and has become a widespread MI public.Several influential MI Baitul Muttaqin educators' backgrounds in Science originate from graduates of the famous campus in East Java.MI Baitul Muttaqin collaborates with Madin Baitul Muttaqin to support learning the Islamic religion.MI Baitul Muttaqin established the Science Division to keep learning knowledge in general.e-ISSN:2528-0465(online) | V olu me 9, Issue 2 | July-December 2024 p-ISSN: 2503-5363 (print) DOI: https://doi.org/10.52615/jie.v9i2.343II.METHODS This research uses a qualitative approach to explore an in-depth understanding of the collaboration between MI Baitul Muttaqin and Madin Baitul Muttaqin in strengthening students' religious, scientific, and technological character.The type study field (field research) aims to research object study in a way experienced at MI Baitul Muttaqin and Madin Baitul Muttaqin (Sugiyono, 2018).Location research by MI Baitul Muttaqin and Madin Baitul Muttaqin Wates, Kediri, East Java.Data collection via observation, interviews, and documentation.The informant study involves the head MI school, principal Madin, the participant teacher, and parents of MI Baitul Muttaqin and Madin Baitul Muttaqin students.Data analysis using Miles and Huberman's theory includes three steps, namely data reduction, data presentation, and conclusions (Ikhwan, 2020).The validity of the data in this research uses method and source triangulation.The triangulation method combines various data collection techniques, such as interviews, observation and documentation.Triangulation sources use data sources such as documents, archives, interview results, and observation results from seemingly different points of view to provide views on the phenomenon being studied (Sugiyono, 2018).valuesatMI Baitul Muttaqin include: (a) Getting used to reading Asmaul Husna and Juz 30 before learning (KBM); (b) Dhuhur prayers in congregation at the Institutional Study: Collaboration between Madrasah … -Fina Kholij Zukhrufin, et al. 436 DOI: https://doi.org/10.52615/jie.v9i2.343mosque;(c)seeks to create a consistent educational environment to build religious character.Regular recitations involving the community, students and guardians of students strengthen ties between schools and regions to deepen the Islamic religion further.Implementing Islamic religious values at MI Baitul Muttaqin needs to be improved by allocating 2 hours of lesson time each week.This time allocation needs to be considered sufficient to convey the material and familiarize with Islamic religious values.Therefore, it is necessary to consider increasing time allocation and implementing effective teaching strategies so students understand and apply Islamic teachings comprehensively.(Science,Creativityand the Natural Environment) for grade 4 and 5 students; b) Shiksana Vidya Class Olympic preparation program for students in grades 2 to 4; e-ISSN: 2528-0465 (online) | V olu me 9, Issue 2 | July-December 2024 p-ISSN: 2503-5363 (print) DOI: https://doi.org/10.52615/jie.v9i2.343c)IslamicReligious Education is an essential core of education in Madrasah.This statement aligns with the views of KH Hasyim Asy'ari, who considers Islamic religious education to achieve humanity, understand the essence of creation and the Creator, and understand the responsibility of being a caliph on Earth.Islamic Religious Education aims to bring people closer to Allah SWT by referring to the Al-Qur'an and Hadith (Amiruddin, 2018; Rosyidin et al., 2023).Natsir.This view combines spiritual and worldly aspects in education based on the principle of monotheism to enrich experience and guide humans towards nature.Mohammad Natsir believes that education is an institution that trains both physically and Activity Madin Baitul Muttaqin gives significant benefits.First, strengthen Islamic religious studies, especially those taught at MI. Second, prevent the habit of playing with gadgets.Third, habituation and example create good character and behaviour by Islamic religious teachings.Fourth, time learning after school hours allows students to learn and understand Islamic religious values.Fifth, get material comprehensive Islamic spiritual learning.Sixth, strengthen aspects important to Islamic education such as tauhid (oneness of Allah), akhlak (morality), and BTQ (reading the Qur'an).
Madinwritten in results research byRojii etal., namely with integration with traditional institutions to own objective principles, designing teaching materials, developing method learning, as well evaluation learning (Naim et al., 2022; Rojii et al., 2020).Madin, i.e. strengthen tauhid (the oneness of Allah), akhlaq (morality), and BTQ (reading and writing the Qur'an).e-ISSN: 2528-0465 (online) | V olu me 9, Issue 2 | July-December 2024 p-ISSN: 2503-5363 (print) DOI: https://doi.org/10.52615/jie.v9i2.343contributes to shaping students' religious character and science and technology abilities through comprehensive learning between religion and Science and technology (Rohman et al., 2023).The form of collaboration between MI Baitul Muttaqin and Madin Baitul Muttaqin can be seen from several aspects: a. Strengthening religious character MI Baitul Muttaqin conducts various activities to instil Islamic religious values, such as reading asmaul husna, congregational prayers, tahsin and tashih prayer readings.MI Baitul Muttaqin regularly holds regular istighosah monthly to create a consistent educational environment to build religious character.scientific backgrounds support this division.Science and technology division programs such as SKAL, Shiksana Vidya Class, ICT, and Fun Science encourage students to think critically and creatively in Science and technology.
org/10.52615/jie.v9i2.343MI Baitul Muttaqin actively supports Madin's activities by providing learning time and resources for Islamic religious education, including monotheism, morals, and reading and writing the Qur'an.Efforts to habituate and provide role models in schools are likened to "strengthening" the religious and moral values taught in class.
especially prayer.This shows that religious character education is a dynamic and individual process.This means that each student's level of understanding and Institutional Study: Collaboration between Madrasah … -Fina Kholij Zukhrufin, et al. 442 DOI: https://doi.org/10.52615/jie.v9i2.343development is different.