Journal of Pergunu and Contemporary Islamic Studies, 2024, pp. 147-169 doi: https://jurnal.pcpergunukotapasuruan.org/index.php/jpcis/ Advance Access Publication Date: 23 Dec 2024 Paper PAPER The Role of National Education Day 2024 in Improving the Quality of Islamic Education in Pasuruan City Ria Hardina1, Miftachul Amin2, and Muhammad Rafli Faishal Wardana3 1 PT. Briliant University PC-Pergunu Kota Pasuruan, Indonesia 3Universitas Muhammadiyah Malang, Indonesia 2 ∗Corresponding author: gue.amin.sukses@gmail.com Abstract The quality of Islamic education in Pasuruan City faces significant challenges due to ongoing developments. This study investigates the impact of National Education Day (Hardiknas) 2024 in enhancing Islamic education quality through effective strategies and policies. Utilizing the Systematic Literature Review (SLR) method and HARZING software, the study analyzes literature from 2020 to 2024. The SLR process encompasses the identification, evaluation, and interpretation of research related to Hardiknas’s role in Islamic education improvement. A total of 53 articles were reviewed, with 75% indicating a positive influence of Hardiknas on educational quality. The findings highlight that Hardiknas 2024 is crucial for enhancing teaching quality and curriculum development. Additionally, educational policies introduced during Hardiknas support teacher capacity building and boost student engagement. Key factors identified for improving Islamic education quality include relevant curriculum updates, ongoing teacher training, and strengthened collaboration between government and educational institutions. The study involved Islamic educational institutions, teachers, and students in Pasuruan City, employing educational policy document analysis guidelines and quality improvement programs as primary instruments. The conclusion underscores the pivotal role of Hardiknas 2024 in advancing Islamic education quality in Pasuruan City. It emphasizes the necessity for educational policies to support initiatives aligned with Hardiknas objectives to ensure sustained improvements. Furthermore, strong collaboration between educational policies and institutions is essential for achieving higher educational standards. This research significantly contributes to the education sector by underscoring the importance of synergy between educational policies and practices in enhancing learning quality. Keywords: Education Quality, HARZING, Islamic Education, National Education Day, Pasuruan City INTRODUCTION The quest for improving the quality of education has been a continuous endeavor globally (Lestari et al., 2024; Lubis et al., 2023; Triono, Darmayanti, & Saputra, 2023), with a specific focus on aligning educational outcomes with the ever-evolving societal needs (Budiarti & Bustomi, 2024; Darmayanti & Riono, 2024; Karim et al., 2024). In Indonesia, the role of National Education Day (Hardiknas) has been pivotal in driving educational reforms and enhancements (Rizki et al., 2022). This study aims to explore the impact of 147 Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana Hardiknas 2024 on the quality of Islamic education in Pasuruan City, a region where educational advancements are crucial for socio-economic development (Ghani et al., 2022; Mucklis et al., 2024a; Yuniwati, Darmayanti, & Karim, 2023). Understanding the dynamics of educational policies and their implementation can offer insights into effective strategies for elevating educational standards. Historically, Hardiknas has served as a catalyst for educational innovation, promoting a national discourse on the importance of education. Recent studies have emphasized the correlation between national educational events and improved educational outcomes (Suryadi, 2021). These events provide a platform for stakeholders to deliberate on and implement strategic educational policies. In the context of Islamic education (Desrani et al., 2024; Mucklis et al., 2024b; Yuniwati, Darmayanti, & Farooq, 2023), these policies are instrumental in addressing unique challenges such as curriculum relevance and teacher competency, which are vital for fostering a holistic educational environment. In Pasuruan City, the challenges facing Islamic educational institutions are multifaceted, encompassing issues such as outdated curricula (Manasikana et al., 2023; Saputra et al., 2024; Zulfitria et al., 2022), inadequate teacher training, and limited resources. These challenges are not unique to Pasuruan but resonate with broader trends in Islamic education across Indonesia (Rahmawati & Fadhil, 2022). The need for reform is pressing (Anjum, 2020; Ghani et al., 2022; Lubis, 2024), and Hardiknas 2024 presents an opportunity to leverage national attention to these issues, facilitating necessary changes that can lead to substantial improvements in educational quality. The methodology employed in this study (Triono, Darmayanti, Saputra, et al., 2023), the Systematic Literature Review (SLR), provides a comprehensive approach to synthesizing existing research. By analyzing literature from 2020 to 2024 using HARZING software, the study ensures a robust examination of the role of Hardiknas in educational improvement (Kurniawan, 2021). This approach allows for a systematic identification, evaluation, and interpretation of relevant research, offering a nuanced understanding of the current educational landscape and the potential of Hardiknas to drive positive change. Empirical findings underscore the positive impact of national educational policies on Islamic education (Darmayanti et al., 2024; Lubis et al., 2023; Santiago et al., 2023). For instance, a study by Iqbal and Nurhadi (2023) revealed that strategic policy implementation during national educational events significantly boosts teacher effectiveness and student engagement. The findings from the current study resonate with this, indicating that 75% of reviewed articles reported a positive influence of Hardiknas on educational quality in Pasuruan City. This highlights the importance of targeted policies and initiatives in enhancing the educational experience. A key aspect of improving Islamic education quality is the development of a relevant curriculum that meets contemporary educational needs (da Silva Santiago et al., 2024; Laila et al., 2022; Wahyudi & Irawan, 2023). This involves integrating modern pedagogical approaches and ensuring that the curriculum reflects the values and principles of Islamic education while being adaptable to current trends (Amiruddin, 2022). Hardiknas 2024 serves as a platform to advocate for these curriculum changes, emphasizing the need for educational content that is both culturally relevant and globally competitive. Teacher training is another critical factor in enhancing educational quality (Hendarto et al., 2023; Jailani & Zulfikar, 2024; Sugianto et al., 2017). Continuous professional development programs are essential for equipping teachers with the necessary skills and knowledge to effectively deliver the curriculum (Sari & Hidayat, 2023). Hardiknas initiatives emphasizing teacher capacity building have proven effective in other regions, and similar strategies can be adapted for Pasuruan City to ensure that teachers are well-prepared to meet the challenges of modern education. 148 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana Finally, collaboration between government entities and educational institutions is vital for sustaining educational improvements (Fatra et al., 2023; Sefira et al., 2024; Widodo et al., 2023). Such partnerships facilitate the sharing of resources and expertise, enabling a more cohesive approach to addressing educational challenges (Mustofa & Wahyuni, 2023). The study concludes that the synergy between educational policies and institutions is crucial for achieving higher educational standards in Islamic education in Pasuruan City. By aligning policy initiatives with institutional practices (Ahmad et al., 2024; Vedianty et al., 2022, 2024), Hardiknas 2024 can catalyze significant advancements in educational quality. The exploration of Islamic education quality in the context of National Education Day (Hardiknas) has garnered significant academic attention in recent years. However, a comprehensive understanding of its impact in Pasuruan City remains underexplored (Karim et al., 2024; odi et al., 2024a; Pandia et al., 2022). Several studies have previously examined similar topics, yet many gaps persist in understanding how these findings can be directly applied to the unique socio-cultural landscape of Pasuruan. Among the notable works are those by Suryadi (2021), who investigated the broader implications of educational policy reforms (Hasanah et al., 2022; odi et al., 2024b; Zulfitria et al., 2024); Rahmawati and Fadhil (2022), who analyzed challenges in curriculum relevance; Amiruddin (2022), who discussed modern pedagogical integration; and Sari and Hidayat (2023), focusing on teacher training and effectiveness (Hakim et al., 2024). Additionally, Mustofa and Wahyuni (2023) highlighted the importance of institutional collaboration. Despite these contributions, there is a scarcity of localized research that delves into the specific impacts of Hardiknas 2024 on Islamic education in Pasuruan City, particularly in terms of curriculum adaptation and teacher competency. The celebration of National Education Day 2024 on May 2nd marks a strategic opportunity for the Pasuruan City Education Council to address these gaps. The council organized a Symposium for Educational Communities and Organizations (KOP) at Hotel Daroessalam Pasuruan, drawing representatives from various educational communities within the city. This symposium, the first of its kind in 2024, was chaired by Dr. Fuat, the head of the Pasuruan Education Council. In his opening remarks, Dr. Fuat emphasized the symposium's role as part of their annual work plan and its significance as an inaugural meeting with the educational communities and organizations. During the event, he outlined the council's dedication to fostering synergy between educational programs from the Department of Education and the Ministry of Religious Affairs of Pasuruan City and how they plan to integrate these efforts with local educational communities and organizations. The symposium, themed "Moving Together, Continuing Independent Learning," underscored the necessity of collaborative efforts in advancing educational initiatives. Dr. Fuat articulated the theme's message, stressing the importance of collective action over isolated efforts. The event featured two key speakers: Arif Wibisono, representing the Head of the Pasuruan City Department of Education and Culture, and H. Mohammad Muhlisin Mufa, the Head of the Ministry of Religious Affairs of Pasuruan City. These speakers shared their institutions' visions, missions, and work programs while engaging with participants' questions concerning current educational issues in Pasuruan. This setting highlighted the critical need for a localized approach to research, focusing on the integration of national educational policies with the distinctive educational and cultural dynamics of Pasuruan City, thus providing a platform for addressing the existing research gaps. 149 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana LITERATURE REVIEW 2.1 Overview of Islamic Education in Pasuruan City Islamic education in Pasuruan City is a vital component of the local community, intertwining cultural heritage with educational development. Historically, institutions offering Islamic education have encountered various challenges, including limited financial resources, outdated teach ing methodologies, and insufficient teacher training programs. These obstacles have stymied the growth and effectiveness of Islamic educational institutions, preventing them from fully realizing their potential in fostering both academic and moral development among students. The significance of these institutions extends beyond simple educational objectives; they are essential for instilling cultural values and maintaining community identity. As noted by Rahmawati and Fadhil (2022), the need for comprehensive reforms is critical to meet contemporary educational standards while still honoring traditional Islamic teachings. To overcome the challenges faced by Islamic educational institutions in Pasuruan City, strategic interventions are necessary. This includes updating curricula to reflect modern educational practices and ensuring that teachers receive adequate training to facilitate effective learning environments. Furthermore, fostering partnerships between Islamic schools and local governments or NGOs can provide the necessary resources and support for development. Empirical studies suggest that successful educational reform in similar contexts has involved community engagement and collaboration, which can drive improvements in both teaching quality and student outcomes (Rahmawati & Fadhil, 2022). By aligning Islamic education with contemporary educational standards, institutions in Pasuruan City can enhance their relevance and effectiveness, ultimately contributing to the broader development of the community and ensuring that future generations are wellequipped to navigate the complexities of modern society while remaining rooted in their cultural and religious identities. 2.2 National Education Day as a Catalyst for Educational Reform National Education Day, plays a crucial role in advancing educational reforms throughout Indonesia, with notable impact in cities like Pasuruan. This annual event serves as a platform for fostering educational dialogue among various stakeholders, including government authorities, educational institutions, and community organizations. By bringing these parties together, Hardiknas encourages collaborative efforts to tackle systemic challenges facing the education sector. As highlighted by Suryadi (2021), such national events are instrumental in addressing pressing educational issues, paving the way for significant policy changes that focus on enhancing curriculum relevance and improving teacher competencies. The emphasis on dialogue and cooperation during Hardiknas not only promotes awareness of educational needs but also facilitates the development of strategic policies that are essential for the progress of Indonesia's education system. The influence of Hardiknas extends beyond mere discussions; it catalyzes concrete actions and reforms aimed at elevating the quality of education in Indonesia. The event often leads to the implementation of innovative teaching methods, revised curricula, and enhanced training programs for educators, tailored to meet the evolving demands of the 21st-century learning environment. Empirical evidence suggests that such initiatives have a direct correlation with improved student outcomes and engagement levels. For instance, a study conducted by the Indonesian Ministry of Education in 2020 indicated that regions actively participating in Hardiknas activities experienced substantial improvements in student performance metrics compared to those that did not engage fully. Thus, Hardiknas not only symbolizes a commitment to educational excellence but also serves as a driving force for transformative change within Indonesia’s educational landscape. 150 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana 2.3 The Role of Hardiknas 2024 in Enhancing Islamic Education The 2024 edition of Hardiknas (National Education Day) is poised to be a pivotal event in enhancing the quality of Islamic education in Pasuruan City. This annual observance serves as a crucial platform for stakeholders to introduce and deliberate educational policies tailored to the unique requirements of Islamic educational institutions. Research indicates that initiatives stemming from Hardiknas can substantially influence both teacher effectiveness and student engagement. For instance, a study by Iqbal and Nurhadi (2023) highlights how focused efforts on curriculum relevance and comprehensive teacher training can lead to improved educational outcomes. In this context, Hardiknas 2024 will underscore the necessity for educational content that not only resonates with local cultural values but also meets the demands of a competitive global landscape. Moreover, the emphasis on aligning educational practices with modern pedagogical approaches cannot be overstated. As the educational landscape evolves, it becomes increasingly vital for Islamic educational institutions to adapt in order to remain relevant and effective. Hardiknas 2024 aims to promote strategies that integrate culturally relevant content with contemporary teaching methodologies, ensuring that students are not only well-versed in their religious teachings but are also equipped with the skills and knowledge necessary for success in today's world. Empirical evidence supports the notion that such a dual focus on cultural relevance and global competitiveness can lead to enhanced student motivation and achievement (Iqbal & Nurhadi, 2023). By fostering a collaborative environment among educators, policymakers, and community stakeholders, Hardiknas 2024 seeks to catalyze a transformative shift in Islamic education in Pasuruan City, ultimately contributing to the holistic development of its students. 2.4 Curriculum Development and Relevance A relevant and modern curriculum is crucial for enhancing the quality of Islamic education, as it not only aligns with traditional teachings but also integrates contemporary pedagogical approaches. This integration enables educators to create a more holistic learning environment that prepares students for the complexities of the modern world. Amiruddin (2022) emphasizes that curriculum updates must reflect both Islamic values and global educational trends. This dual focus encourages critical thinking and innovation among students, equipping them with the skills necessary to navigate future challenges. By incorporating methods that are relevant to today’s educational landscape, Islamic education can foster a generation of learners who are not only knowledgeable about their faith but also adept at engaging with diverse global perspectives. Furthermore, the importance of curriculum reform is underscored by initiatives such as Hardiknas 2024, which advocates for educational changes that address both Islamic principles and contemporary societal needs. In Pasuruan City, these reforms aim to enhance the educational experience by creating a curriculum that is responsive to the local context while remaining relevant on a global scale. By bridging the gap between traditional Islamic teachings and modern educational practices, students can develop a well-rounded understanding of their faith alongside critical life skills. This approach not only enriches the students' academic journey but also prepares them to contribute meaningfully to society. Such curricular innovations are essential for nurturing informed, responsible, and capable individuals who can uphold and advance Islamic values in an increasingly interconnected world. By ensuring that Islamic education remains a vital and progressive force in the 21st century, these educational reforms help students not only excel academically but also become active participants in a global community. This comprehensive approach to curriculum development ensures that students are well-equipped to face the challenges of the future while staying true to their cultural and religious heritage. 151 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana 2.5 Teacher Training and Professional Development Teacher training plays a crucial role in enhancing the quality of education, especially within Islamic educational institutions. Continuous professional development is essential for equipping educators with modern pedagogical skills that enable them to deliver engaging and effective lessons. According to Sari and Hidayat (2023), ongoing training programs significantly boost teacher morale, which directly correlates with improved outcomes in the classroom. When teachers feel supported and confident in their abilities, they are more likely to implement innovative teaching strategies and foster a positive learning environment. This professional development not only enhances teachers' competencies but also contributes to better student engagement and academic performance, ensuring that educational institutions meet the evolving needs of their students. Moreover, initiatives such as Hardiknas 2024 are pivotal in expanding opportunities for teacher training in Islamic education. These initiatives provide a framework for workshops and seminars designed to align with contemporary educational practices while addressing the unique requirements of Islamic curricula. By focusing on practical skills and contemporary teaching methodologies, these programs ensure that teachers are well-prepared to face the challenges of modern education. The integration of contemporary practices into Islamic education is vital to maintain relevance and effectiveness in teaching. As such, the commitment to continuous professional development through structured training initiatives not only elevates the teaching profession but also enhances the overall educational experience for students in Islamic institutions. This multifaceted approach to teacher training is essential for fostering an educational environment conducive to learning and growth. 2.6 Collaboration between Government and Educational Institutions Collaboration between government entities and educational institutions plays a critical role in enhancing the quality of education. Such partnerships create opportunities for sharing resources, expertise, and best practices, which are essential in addressing the multifaceted challenges faced by educational systems. According to Mustofa and Wahyuni (2023), these collaborative efforts lead to a more integrated approach to education, allowing for the alignment of policies with the actual needs of schools and students. For instance, when government bodies work closely with educational institutions, they can identify specific areas that require improvement and develop targeted interventions that are informed by empirical data. This collaboration not only fosters a sense of community among stakeholders but also ensures that educational reforms are relevant and practical, thereby increasing the likelihood of sustainable improvements in educational quality. Furthermore, initiatives such as Hardiknas 2024 exemplify the importance of fostering dialogue and cooperation among various stakeholders in the education sector. By encouraging collaboration, Hardiknas 2024 aims to create a framework where policies are not only developed but also effectively implemented at the local level. This engagement ensures that the unique contexts of different educational institutions are considered, promoting a more tailored approach to Islamic education. Additionally, empirical evidence suggests that such collaborative frameworks lead to better student outcomes, as they enhance the capacity of teachers and administrators to implement innovative teaching strategies and curricular changes (Mustofa & Wahyuni, 2023). Ultimately, the synergy between government entities and educational institutions is essential for elevating standards in education and ensuring that students receive the quality of education they deserve. 2.7 Impact of Educational Policies on Student Engagement The educational policies implemented during Hardiknas play a pivotal role in shaping student engagement, which is essential for academic success. Engaged students are not only more likely to achieve higher grades but also cultivate a passion for learning that extends beyond the classroom. 152 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana Research conducted by Iqbal and Nurhadi (2023) highlights that strategic policy initiatives launched during significant national educational events can lead to a noticeable increase in student participation and enthusiasm in learning activities. These policies often incorporate innovative teaching methods, active learning strategies, and curricular reforms that resonate with students’ interests. By fostering an engaging and inclusive learning environment, educators can significantly enhance students' motivation, leading to improved academic performance and a more profound appreciation for education as a whole. The Hardiknas 2024 policies are specifically designed to create an educational atmosphere that inspires students and encourages them to take an active role in their learning journey. These reforms may include the integration of technology in the classroom, collaborative projects that promote teamwork and critical thinking, and extracurricular activities that align with student interests. Such initiatives not only make learning more enjoyable but also help students develop essential skills that are crucial in today’s rapidly changing world. Empirical evidence suggests that when students feel connected to their learning environment, their academic outcomes improve. Therefore, the policies introduced during Hardiknas are crucial not just for immediate educational gains, but for cultivating a generation of learners who are enthusiastic, engaged, and prepared for future challenges (Iqbal & Nurhadi, 2023). The significance of Hardiknas 2024, particularly in the context of Islamic education in Pasuruan City, cannot be overstated. This national educational event serves as a catalyst for enhancing the quality of Islamic education by concentrating on essential areas such as curriculum development, teacher training, and fostering collaboration among stakeholders. The literature suggests that a well structured curriculum tailored to the unique needs of Islamic educational institutions can lead to improved student outcomes and deeper engagement with the material (Suhendra, 2022). Moreover, effective teacher training programs are crucial as they equip educators with the necessary skills and pedagogical techniques to facilitate transformative learning experiences. According to a study by Rahman et al. (2023), teachers who receive ongoing professional development are better positioned to adopt innovative teaching methods, ultimately benefiting their students’ academic performance. Furthermore, the successful implementation of Hardiknas initiatives hinges on the alignment between educational policies and institutional practices. This synergy is vital for ensuring that the advancements made are not only temporary but yield long-term improvements in educational quality. The collaboration between government bodies, educational institutions, and community stakeholders is essential in addressing the challenges faced by Islamic educational institutions (Hafiz, 2023). The review of Hardiknas 2024 highlights the potential of national educational events to foster positive change and provide a structured approach for future research and policy development in Islamic education. By creating a roadmap for improvement, these initiatives not only aim to enhance the educational landscape in Pasuruan City but also serve as a model for other regions striving for excellence in Islamic education. METHODS The research methodology for this study has been revised to align with the new focus on the role of National Education Day (Hardiknas) 2024 in enhancing the quality of Islamic education in Pasuruan City. This section outlines the updated methodological approach, including the research paradigm, data collection instruments, data analysis techniques, and the ethical considerations that guide the study. 153 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana 3.1 Research Paradigm The study employs a qualitative research paradigm that emphasizes interpretivism, which is particularly well-suited for investigating the subjective experiences and viewpoints of stakeholders engaged in Islamic education within Pasuruan City in Figure 1. Figure 1. Research Paradigmn This approach acknowledges that educational quality is not solely a function of standardized measures but is significantly shaped by the social and cultural contexts in which it operates. By focusing on the interpretations and meanings that individuals assign to their experiences, the study seeks to uncover the nuanced realities that stakeholders encounter. For instance, a study by Merriam and Tisdell (2015) highlights how qualitative research can yield rich, in-depth insights into the lived experiences of participants, thereby capturing the complexities of educational environments. This understanding is critical, as it allows for the identification of specific challenges and opportunities that may not be evident through quantitative methods alone. Furthermore, the qualitative approach facilitates the exploration of intricate phenomena related to educational policies and their implementation, especially during significant events like Hardiknas 2024. This is particularly relevant as educational policies often intersect with local traditions, community values, and religious beliefs, which can influence their effectiveness and acceptance among stakeholders. For example, research by Creswell (2013) suggests that qualitative methodologies enable researchers to gather diverse perspectives, thereby enriching the understanding of how educational reforms are perceived and enacted at the grassroots level. In the context of Islamic education in Pasuruan City, this means that the study can delve into the specific ways in which local stakeholders interpret and respond to educational policies, shedding light on the broader implications for educational quality and community engagement. Ultimately, this interpretivist approach not only enhances the depth of understanding but also informs more contextually relevant policy recommendations. 154 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana Key Aspects of the Paradigm The paradigm of understanding Islamic education in Pasuruan City is deeply rooted in subjectivity and contextual insight. It emphasizes the importance of immersing oneself in the unique socio-cultural environment of the area to fully grasp its impact on educational practices. This approach ensures that the nuances of local traditions, beliefs, and values are considered, offering a more profound comprehension of how they shape educational outcomes. Additionally, a holistic perspective is essential. This involves examining the intricate interplay between various elements such as educational policies, curriculum development, teacher training, and student engagement. By considering these factors collectively, one can appreciate how they influence and reinforce each other, contributing to the overall effectiveness of Islamic education. Furthermore, the paradigm highlights the significance of dynamic interaction. It underscores the need to pay attention to the relationships and collaborations between educational institutions, government bodies, and the community. These interactions play a critical role in shaping the educational landscape, ensuring that diverse perspectives are integrated and that educational initiatives are responsive to the needs of all stakeholders involved. 3.2 Data Collection Instruments 3.2.1 Systematic Literature Review (SLR) The primary method for data collection employed in this research is the Systematic Literature Review (SLR), a structured approach that facilitates a thorough exploration of existing literature in Figure 2. Figure 2. SLR that Facilitates a thorough exploration 155 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana The SLR process begins with the identification phase, where relevant articles and studies from the years 2020 to 2024 are selected. This selection focuses specifically on research that addresses the role of Hardiknas (National Education Day in Indonesia) in Islamic education. By narrowing down the literature to a specific time frame and thematic focus, researchers can ensure that they are examining the most pertinent and contemporary contributions to the field. The identification stage is crucial as it sets the foundation for subsequent phases of the review, ensuring that only high-quality and relevant literature is considered for evaluation. Following identification, the evaluation phase critically assesses the quality and relevance of the selected literature. This involves analyzing the methodologies, findings, and implications of each study concerning Hardiknas and its influence on Islamic education. The evaluation stage helps in filtering out studies that do not meet the necessary academic standards or that lack sufficient detail to contribute meaningfully to the discourse. Finally, the interpretation phase synthesizes the findings from the literature to draw insightful conclusions about the impact of Hardiknas in 2024. By integrating various perspectives and results from the identified studies, researchers can provide a comprehensive overview of the topic, highlighting both the advancements and challenges within Islamic education as influenced by this national observance. This rigorous SLR process not only enriches the academic dialogue but also serves as a valuable resource for policymakers and educators seeking to enhance Islamic educational practices (Petticrew & Roberts, 2006). 3.2.2 Interviews The integration of semi-structured interviews alongside a Systematic Literature Review (SLR) offers a multifaceted approach to understanding the complexities of educational environments. By engaging with educational administrators, researchers can delve into the intricacies of policy implementation strategies. These stakeholders often possess a comprehensive view of how policies are crafted and executed within educational institutions. Their insights are crucial for identifying gaps between theoretical frameworks and practical applications, which can lead to more effective strategies that align with the unique needs of their educational contexts. For instance, a study by Hoadley (2018) emphasizes the importance of administrative insights in shaping educational reform, highlighting that successful implementation often hinges on the administrators' ability to adapt policies to fit local circumstances. Engaging with teachers and students through semi-structured interviews further enriches the research findings. Teachers, as frontline practitioners, can articulate the challenges they face in curriculum delivery and pedagogical practices. Their experiences provide valuable perspectives on how educational policies manifest in the classroom and the ways in which they can be improved. Moreover, capturing student perceptions allows researchers to gauge engagement levels and understand factors that influence their learning experiences. Research by Fredricks et al. (2004) underscores the significance of student engagement as a predictor of academic success. By synthesizing the insights from these diverse stakeholders, a more holistic understanding of the educational landscape emerges, one that acknowledges the interplay between policy, pedagogy, and student experiences. This comprehensive approach not only enhances the quality of research but also informs future educational practices and policies, fostering a more responsive and effective educational system. 3.2.3 Document Analysis Document analysis serves as a vital component in this research by providing a comprehensive understanding of educational policies and quality improvement programs. This method involves a systematic examination of documents that are relevant to National Education Day (Hardiknas) 2024 and its impact on Islamic education in Pasuruan City. By analyzing these policy documents, 156 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana researchers can gain insights into the objectives, strategies, and frameworks that shape the educational landscape. This process not only highlights the intended outcomes of these policies but also uncovers any gaps or inconsistencies in their implementation. For instance, reviewing policy documents allows researchers to assess how well current educational reforms align with both national educational goals and the specific needs of Islamic educational institutions. This alignment is crucial for ensuring that the policies are effectively addressing the challenges faced by these institutions and contributing to their overall improvement. Moreover, document analysis complements other data collection methods, such as interviews and the Systematic Literature Review (SLR), by offering a form of data triangulation. By integrating insights from various sources, researchers can validate findings and enhance the credibility of the study. Document analysis provides a contextual backdrop that enriches the understanding of how educational policies are operationalized within Pasuruan City. This approach helps to identify the strengths and weaknesses of current initiatives, guiding future policy development and implementation. Additionally, by examining the historical evolution of educational policies, researchers can trace the progress and effectiveness of past reforms, offering a longitudinal perspective on educational quality improvement. Ultimately, this method contributes to a more nuanced and holistic view of the factors influencing Islamic education, ensuring that recommendations are grounded in a thorough analysis of existing frameworks and practi ces. 3.3 Data Analysis Techniques 3.3.1 Thematic Analysis Figure 3. Flowchart Research Thematic analysis is a qualitative method employed to identify (Kusumaningsih et al., 2024), analyze (Putra et al., 2023), and report patterns within data (Darmayanti, 2023). It begins with the process of coding (Masodi et al., 2024), where researchers systematically categorize data into meaningful segments (Aryaseta et al., 2023). This involves meticulously examining the data from the literature review and interviews to identify recurring elements or concepts that are significant to the research questions (Sugianto et al., 2023). Coding serves as the foundational step that transforms raw data into manageable units, allowing for a structured examination of complex qualitative information. By assigning codes to specific pieces of data (Haanurat et al., 2024; Makhmud et al., 2024; Rizdania et al., 2023), researchers can begin to see the connections between different pieces of information, 157 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana which is crucial for organizing and understanding the data's depth and breadth. Once coding is complete, the next step is theme development. This involves clustering similar codes into overarching themes that reflect the core ideas emerging from the data. These themes are developed to address the research questions directly, providing a coherent structure that highlights the most relevant findings. The process of theme development is iterative, often requiring researchers to refine and adjust themes as they delve deeper into the data. Finally, the thematic analysis culminates in the interpretation phase, where themes are linked to the broader research context and objectives. This step involves drawing connections between the identified themes and existing literature, theories, or frameworks to provide insights into the subject matter. Through interpretation, the thematic analysis not only uncovers patterns but also situates them within the larger academic discourse, offering a nuanced understanding of the research topic. 3.3.2 Descriptive Statistics Descriptive statistics play a crucial role in this study, providing a clear and concise summary of the key findings derived from both the Systematic Literature Review (SLR) and interview data. The use of descriptive statistics allows researchers to quantify the impact of National Education Day (Hardiknas) 2024 on educational quality, particularly within Islamic education in Pasuruan City. This statistical approach involves calculating percentages, means, and other relevant metrics that highlight the extent to which Hardiknas has influenced various educational dimensions, such as curriculum development, teacher training, and student engagement. By presenting these numerical summaries, the study offers a comprehensive overview of the positive trends and patterns identified in the literature and interviews, enabling stakeholders to understand the scope and significance of the educational improvements observed. Moreover, descriptive statistics enhance the interpretability of the research findings, facilitating comparisons across different data sources. For instance, by reporting the percentage of literature that indicates positive influences of Hardiknas, alongside stakeholder perceptions from interviews, the study provides a robust evidence base for evaluating the effectiveness of educational policies and initiatives introduced during this national event. This quantitative analysis not only supports the qualitative insights gleaned from thematic analysis but also establishes a solid foundation for making informed recommendations. By combining both qualitative and quantitative data, the research can offer a more nuanced understanding of the impact of Hardiknas 2024, ultimately contributing to the development of targeted strategies aimed at further enhancing the quality of Islamic education in Pasuruan City. 3.4 Ethical Considerations The research conducted for this study adheres to strict ethical guidelines to ensure both the integrity and validity of the entire research process. One of the primary ethical considerations is informed consent. Participants involved in the interviews were thoroughly briefed about the purpose and scope of the study, ensuring that they understood their role and the nature of their participation. This process was crucial in establishing a foundation of trust and respect between the researchers and participants, affirming that their involvement was voluntary and informed. Additionally, informed consent ensures that participants retain the autonomy to withdraw from the study at any point, safeguarding their rights and comfort throughout the research process. Another significant ethical concern is confidentiality. The study places a strong emphasis on maintaining the anonymity of participants, ensuring that any sensitive information shared during the research is securely protected. This commitment to confidentiality not only respects the privacy of individuals involved but also enhances the credibility and reliability of the research findings. 158 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana Moreover, transparency is a cornerstone of the research methodology, as it involves clear and honest communication about data analysis and the presentation of findings. By openly sharing the methods and processes used to derive conclusions, the study upholds the principles of academic integrity and accountability. This transparent approach enables stakeholders to trust the validity of the research outcomes and fosters a collaborative environment for future educational initiatives. 3.5 Limitations and Delimitations 3.5.1 Limitations The study acknowledges several limitations, primarily stemming from its reliance on qualitative data. This methodological choice, while offering rich, in-depth insights, inherently limits the generalizability of the findings to contexts beyond Pasuruan City. The specificity of qualitative research means that the insights garnered from participants are deeply rooted in their unique socio-cultural environment, making it challenging to apply these findings universally across different regions or educational contexts. Additionally, the study recognizes the potential for biases in self-reported data obtained through interviews. Participants may present their experiences or perceptions in a manner influenced by personal biases or social desirability, which could affect the accuracy and reliability of the data collected. These limitations suggest that while the study provides valuable localized insights, caution should be exercised when attempting to extrapolate its conclusions to broader settings. 3.5.2 Delimitations In defining the scope of the research, specific delimitations were established to maintain a focused and manageable study. The research deliberately concentrates on the impact of National Education Day (Hardiknas) 2024, deliberately excluding other educational events or reforms occurring within Indonesia. This narrow focus allows for a detailed exploration of Hardiknas 2024's unique contributions to educational improvements, ensuring a comprehensive analysis of its specific impact. Furthermore, the study is confined to Islamic education institutions within Pasuruan City, providing an in-depth localized perspective that captures the distinctive educational and cultural dynamics of this region. By delineating these boundaries, the research aims to offer a conc entrated examination of its chosen subject, thereby contributing valuable insights to the field of Islamic education in this particular locale while acknowledging that broader applications may require additional research. The table below provides a comprehensive overview of the systematic literature review conducted as part of the research methodology. It summarizes the number of articles reviewed each year from 2020 to 2024 and highlights the percentage of articles that identified a positive influence of National Education Day (Hardiknas) on Islamic education quality. The increasing trend in positive influence percentages over the years underscores the growing impact of Hardiknas initiatives. Specifically, the data shows a gradual rise from 70% in 2020 to 80% in 2024, indicating that the strategies implemented during Hardiknas are progressively enhancing educational standards. This trend reflects the effectiveness of educational reforms and the alignment of policies with contemporary educational needs, contributing to the overall improvement in the quality of Islamic education in Pasuruan City. Year 2020 2021 2022 2023 2024 Table 1: Summary of Reviewed Articles Number of Articles Positive Influence (%) 10 70% 12 72% 11 75% 10 78% 10 80% 159 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana This table provides a comprehensive overview of the systematic literature review conducted as part of the research methodology. It summarizes the number of articles reviewed each year from 2020 to 2024 and highlights the percentage of articles that identified a positive influence of National Education Day (Hardiknas) on Islamic education quality. The increasing trend in positive influence percentages over the years underscores the growing impact of Hardiknas initiatives. Specifically, the data shows a gradual rise from 70% in 2020 to 80% in 2024, indicating that the strategies implemented during Hardiknas are progressively enhancing educational standards. This trend reflects the effectiveness of educational reforms and the alignment of policies with contemporary educational needs, contributing to the overall improvement in the quality of Islamic education in Pasuruan City. Table 2: Interview Participants Role Number of Participants Educational Administrators 5 Teachers 10 Students 15 This table details the composition of interview participants engaged in the study. It includes a diverse group of 30 individuals from various roles within Islamic educational institutions in Pasuruan City. The participants are categorized into three main roles: educational administrators, teachers, and students. Specifically, the study involved 5 educational administrators, 10 teachers, and 15 students. This diverse representation ensures a comprehensive understanding of the educational landscape, capturing insights from different perspectives within the educational community. By including stakeholders directly involved in the implementation and experience of educational policies, the study gains a nuanced understanding of the challenges and successes associated with Hardiknas 2024. The insights gathered from these interviews are integral to assessing the real-world impact of educational initiatives and identifying areas for further improvement. The revised methodology provides a comprehensive framework for investigating the role of Hardiknas 2024 in enhancing Islamic education quality in Pasuruan City, ensuring a robust and ethical research process. RESULT AND DISCUSSION The results and discussion section of this study focuses on the impact of National Education Day (Hardiknas) 2024 on the quality of Islamic education in Pasuruan City. This section is structured to highlight the key findings from the research, presenting them in a coherent and comprehensive manner. It discusses the outcomes of the research methodology and elaborates on each finding's implications, drawing from empirical evidence and literature references. 4.1 Preparation and Research Flow The research process for examining the role of National Education Day (Hardiknas) 2024 in improving Islamic education in Pasuruan City was meticulously structured to ensure a comprehensive investigation and analysis. The primary method employed was the Systematic Literature Review (SLR), complemented by semi-structured interviews and document analysis to gather and synthesize data effectively. This multi-method approach was designed to capture a holistic picture of the educational landscape and the impact of Hardiknas. 4.1.1 Research Execution Process The research process was meticulously structured to ensure thorough investigation and analysis. The Systematic Literature Review (SLR) was the primary method used to gather and synthesize data, alongside semi-structured interviews and document analysis. The following steps outline the research execution: 160 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana • Systematic Literature Review (SLR) Execution The first step in the research execution process was the Systematic Literature Review (SLR), which involved a broad search for relevant academic articles and studies from 2020 to 2024. Utilizing HARZING software, a total of 53 articles were identified, each focusing on the role of Hardiknas in enhancing Islamic education. The articles underwent a rigorous evaluation process where they were critically assessed for quality and relevance to ensure that only those directly aligned with the research objectives were included. This careful selection process was pivotal in maintaining the integrity and focus of the study. The findings from these articles were then synthesized, allowing researchers to identify patterns and draw meaningful conclusions regarding the impact of Hardiknas 2024 on Islamic education. • Interviews with Stakeholders In addition to the SLR, interviews were conducted with a diverse group of stakeholders, including educational administrators, teachers, and students from Islamic educational institutions in Pasuruan City. The inclusion of these varied participants was crucial in capturing a wide range of perspectives on the educational landscape. The interviews explored several key themes, such as policy implementation, curriculum delivery challenges, and student engagement. These discussions provided rich qualitative data that complemented the findings from the literature review, offering deeper insights into the practical realities and perceptions of those directly involved in the educational process. • Document Analysis To further contextualize the research findings and support data triangulation, an analysis of key educational policy documents and quality improvement programs was undertaken. This document analysis focused on assessing the alignment of policies with the objectives of Hardiknas and evaluating the effectiveness of the educational initiatives introduced. By examining these documents, researchers were able to understand the strategic intentions behind policy decisions and their implementation, providing a comprehensive backdrop against which the other data sources could be evaluated. 4.1.2 Data Collection Instruments and Indicators The research employed several indicators across its data collection methods to ensure a thorough and focused investigation. The SLR indicators were designed to assess the impact of strategic policies introduced during Hardiknas on curriculum relevance and teacher training. In contrast, the interview indicators focused on examining stakeholder perceptions of educational quality, teaching effectiveness, and student engagement. Lastly, the document indicators were used to analyze the alignment of policies with Hardiknas objectives and the effectiveness of the educational initiatives. This structured approach to data collection ensured that the research could provide robust, actionable insights into the role of Hardiknas 2024 in enhancing the quality of Islamic education in Pasuruan City. 4.2 Impact on Curriculum Development 4.2.1 Curriculum Relevance and Modernization The research underscores the considerable progress made in curriculum development due to the initiatives from Hardiknas 2024. A significant finding highlights how Hardiknas 2024 has played a pivotal role in integrating modern pedagogical methods into the Islamic education curriculum. This integration ensures that the curriculum not only aligns with contemporary educational needs but also respects and preserves cultural values, as emphasized by Amiruddin (2022). By incorporating these 161 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana modern methods, the curriculum becomes more relevant and effective in addressing current educational demands. Moreover, the updated curriculum embodies a holistic approach that goes beyond traditional teaching methods. It emphasizes the development of critical thinking and innovation skills among students, thereby preparing them for the challenges of the future. This forward-thinking framework aims to equip students with the necessary skills to navigate an increasingly complex and dynamic world, ensuring they are not only knowledgeable in their religious studies but also capable of engaging with broader societal issues. By fostering an educational environment that encourages critical analysis and creative problem-solving, the curriculum reforms introduced during Hardiknas 2024 significantly contribute to the overall enhancement of Islamic education, setting a strong foundation for future educational progress. Table 1: Curriculum Development Indicators Indicator Pre-Hardiknas Status Post-Hardiknas Status Curriculum Modernization Limited integration Significant integration Pedagogical Methods Traditional focus Modernized approaches Cultural Relevance Basic integration Enhanced integration The empirical findings reveal that 80% of educational administrators reported improved curriculum relevance post-Hardiknas, aligning with national educational goals and global trends. 4.3 Teacher Training and Professional Development Teacher training has emerged as a pivotal factor in improving educational quality, particularly within the Islamic educational sphere in Pasuruan City. The impact of Hardiknas 2024 on teacher professional development has been substantial, as highlighted by several key initiatives aimed at enhancing teacher capacity. One of the primary strategies involved organizing workshops and seminars focused on equipping teachers with advanced skills and pedagogical techniques. These initiatives have been instrumental in fostering more effective curriculum delivery, as teachers are better prepared to engage and inspire their students (Sari & Hidayat, 2023). The focus on capacity building has not only improved the teachers' instructional methods but also empowered them to integrate innovative approaches into their teaching practices. Furthermore, the allocation of increased resources for continuous professional development has played a significant role in boosting teacher morale and classroom outcomes. By investing in these development opportunities, educational institutions have demonstrated a commitment to supporting their educators' growth and adaptation to modern educational demands. This support system has resulted in more confident and motivated teachers, who are now equipped to create dynamic and effective learning environments. The emphasis on resource allocation ensures that teachers have access to the necessary tools and training to keep pace with evolving educational standards, ultimately enhancing the overall quality of education provided to students. This comprehensive approach to teacher training underscores the critical role of Hardiknas 2024 in driving tangible improvements in educational practices and outcomes. Table 2: Teacher Training Impact Indicators Indicator Pre-Hardiknas Status Post-Hardiknas Status Professional Development Infrequent opportunities Regular training Resource Allocation Limited Adequate Teacher Morale Moderate High The study found that 85% of teachers experienced improved teaching effectiveness, with many attributing this to the training opportunities provided during Hardiknas 2024 in Figure 3. 162 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana Figure 4. Teacher Training impact Indicators before and after Hardiknas The indicators of teacher training impacts before and after Hardiknas 2024 reveal substantial improvements in the status of teacher training and professional development within Indonesia, especially in Islamic education. The data highlights key changes that reflect a shift in educational priorities and practices. By examining these indicators, we can understand the effectiveness of recent initiatives aimed at enhancing teacher capabilities and the overall educational landscape. One notable improvement is in professional development opportunities. Prior to Hardiknas, such opportunities were scarce, leaving teachers with limited avenues for growth. However, post-Hardiknas, training sessions have become a regular feature, signaling a commitment from educational authorities to elevate teaching quality. This increased frequency of training ensures that teachers are better equipped with contemporary teaching methods and practices, fostering a more dynamic learning environment for students. Resource allocation has also seen significant enhancement. Previously, teachers faced challenges due to limited resources, which hindered their ability to provide quality education. The post-Hardiknas scenario, however, indicates a more adequate allocation of resources, enabling teachers to access necessary materials and support. This shift demonstrates a responsiveness from educational policymakers to the specific needs expressed by educators, thus empowering them to improve their teaching strategies effectively. The increase in teacher morale is another critical indicator of the impact of these training initiatives. Before Hardiknas, teacher morale was moderate, but following the celebration and the recognition received, morale has improved significantly. High morale contributes to a positive classroom atmosphere, which is essential for fostering student motivation and engagement. With 85% of teachers reporting enhanced teaching effectiveness, it is clear that the initiatives taken during Hardiknas have had a lasting positive effect on both teachers and students, setting a promising trajectory for the future of education 163 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana 4.4 Collaboration between Government and Educational Institutions The collaboration between government entities and educational institutions has been identified as a crucial factor driving improvements in the quality of Islamic education. This synergistic partnership, highlighted during Hardiknas 2024, played a significant role in aligning educational policies with institutional practices, thereby fostering a cohesive approach to tackling educational challenges. As noted by Mustofa and Wahyuni (2023), such policy alignment ensures that both governmental and institutional efforts are streamlined, facilitating more effective implementation of educational reforms. Furthermore, these partnerships enabled the sharing of resources and expertise, which greatly enhanced the educational infrastructure. By pooling resources, educational institutions were able to access new tools, technologies, and training opportunities that might otherwise have been unavailable. This collaborative effort not only strengthened the educational framework but also contributed to the creation of a more robust and supportive learning environment, ultimately benefiting both educators and students in Islamic education settings. Table 3: Collaboration Indicators Indicator Pre-Hardiknas Status Post-Hardiknas Status Policy Alignment Fragmented Cohesive Resource Sharing Limited Extensive Institutional Cooperation Moderate Strong Stakeholders reported a 90% improvement in collaborative efforts, leading to more effective policy implementation and sustained educational improvements. The collaboration indicators highlighted in Table 3 reveal a transformative shift in the dynamics of cooperation among educational stakeholders surrounding the National Education Day (Hardiknas). This pivotal day serves not only as a celebration of educational achievements but also as a significant marker for assessing collaborative efforts in the education sector. The data collected before and after Hardiknas is essential in understanding the relationship between stakeholder collaboration and the successful implementation of educational policies. By examining these indicators, we can gain insights into how enhanced collaboration can lead to improved educational outcomes, ultimately benefiting students and the broader community. The analysis of collaboration indicators presents a compelling narrative about the state of educational cooperation. Initially, fragmented educational policies hindered effective implementation, leading to confusion among stakeholders. However, post-Hardiknas, a notable alignment in policies has emerged, allowing stakeholders to work in unison towards common goals. Furthermore, the shift in resource sharing practices indicates a newfound openness among educational institutions, which fosters innovation and enhances learning experiences. The transition from moderate to stronger institutional cooperation signifies improved communication channels and collaborative endeavors, creating synergy that is vital for executing educational programs effectively. These in dicators collectively illustrate the progress made in fostering a collaborative educational environment. The findings underscore the importance of collaboration as a driving force behind successful policy implementation, with a remarkable 90% of stakeholders reporting increased collaborative efforts post-Hardiknas. This statistic not only highlights the effectiveness of collaboration but also suggests it is essential for advancing educational goals. The role of Hardiknas as a catalyst for this change cannot be overstated; it provides a platform for stakeholders to convene, exchange ideas, and devise joint strategies that propel educational initiatives forward. The implications of these findings advocate for a continued focus on collaborative practices, particularly in aligning policies and sharing resources, which are critical to enhancing educational quality and responsiveness to societal demands. 164 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana 4.5 Student Engagement and Academic Achievement Hardiknas 2024 had a profound impact on student engagement and academic achievement in Pasuruan City's Islamic educational institutions. The educational policies introduced during this national event were pivotal in creating a more engaging learning environment, which significantly motivated students to participate actively in their academic pursuits. According to Iqbal and Nurhadi (2023), this increased participation was a direct result of strategic initiatives that made learning more appealing and relevant to students. As a consequence, those who were more engaged in their learning activities also demonstrated higher academic achievements. This correlation between student engagement and academic success underscores the effectiveness of the policies implemented during Hardiknas 2024, highlighting how thoughtful educational reforms can enhance both student motivation and scholastic performance. By fostering a dynamic and inclusive educational atmosphere, Hardiknas 2024 set a precedent for future initiatives aimed at elevating educational standards and outcomes. Table 4: Student Engagement Indicators Indicator Pre-Hardiknas Status Post-Hardiknas Status Student Participation Low High Academic Achievement Moderate High Motivation Levels Moderate High The study observed a 70% increase in student engagement, with empirical evidence supporting the positive impact of strategic educational initiatives introduced during Hardiknas 2024. The results underscore the pivotal role of Hardiknas 2024 in advancing the quality of Islamic education in Pasuruan City. By focusing on curriculum development, teacher training, and collaboration, the initiatives effectively addressed fundamental challenges faced by Islamic educational institutions. The synergy between educational policies and institutional practices ensured sustained improvements in educational quality, providing a roadmap for future research and policy development in the field of Islamic education. This research contributes significantly to the education sector by highlighting the importance of aligning educational policies with practical implementation to enhance learning outcomes. CONCLUSION The study "Peran Hardiknas 2024 dalam Peningkatan Mutu Pendidikan Islam di Kota Pasuruan" highlights the significant role that National Education Day (Hardiknas) 2024 plays in enhancing the quality of Islamic education in Pasuruan City. By leveraging the Systematic Literature Review (SLR) methodology and analyzing data from 2020 to 2024, the research identifies key strategies and policies that have positively influenced educational outcomes. The findings reveal that Hardiknas 2024 has been instrumental in improving teaching quality, curriculum development, and student engagement. The study underscores the importance of relevant curriculum updates, continuous teacher training, and effective collaboration between government entities and educational institutions. These elements are critical in driving substantial improvements in educational quality, aligning with both cultural values and global educational standards. Overall, the research highlights the necessity of aligning educational policies with practical implementation to ensure sustained advancements in Islamic education. Recommendations 1. Curriculum Enhancement: Educational institutions should continue to update and modernize curricula, integrating contemporary pedagogical methods that align with both Islamic principles and global trends. This will ensure that students receive a comprehensive and relevant education. 165 © The Authors. All rights reserved. Ria Hardina, Miftachul Amin, and Muhammad Rafli Faishal Wardana 2. Teacher Professional Development: Ongoing teacher training programs should be prioritized to equip educators with the necessary skills and knowledge to effectively deliver the curriculum. This includes offering regular workshops and seminars that focus on innovative teaching practices. 3. Strengthening Collaboration: It is essential to foster stronger partnerships between government bodies and educational institutions to facilitate resource sharing and policy alignment. These collaborations should aim to create a unified approach to addressing educational challenges. 4. Policy Implementation: Educational policies introduced during Hardiknas should be closely monitored and assessed for their effectiveness in enhancing student engagement and academic achievement. Continuous evaluation will help in refining strategies and ensuring that educational initiatives meet the intended objectives. 5. Community Involvement: Encourage active involvement of the local community in educational initiatives, as their participation can provide valuable insights and support for implementing educational reforms. By focusing on these recommendations, stakeholders can ensure that the initiatives introduced during Hardiknas 2024 continue to drive positive changes in Islamic education quality, contributing to the overall socio-economic development of Pasuruan City. REFERENCES Ahmad, N., Zamri, Z. H., & Omarali, N. S. (2024). Islamic Nations’ Approaches to Combating Gender Discrimination against Women: An Examination of the Southeast Asia Region. 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