Page 167 - Jurnal Penelitian MTsN 6 Jakarta

ABSTRACT

This study aims to examine the implementation of non-financial waqf and
hibah values in the supervision practices of madrasah principals as a
strategy for teacher empowerment and the strengthening of the social
function of Islamic educational institutions. The research is grounded in the
issue of limited financial resources in madrasahs, which often hinder the
implementation of social programs and professional teacher development.
In this context, the concepts of waqf and hibah are broadly understood—
not only in material terms but also as contributions of time, effort,
knowledge, and ideas that serve as ongoing charitable acts (ṣadaqah
jāriyah) for the benefit of education. Principal supervision based on the
values of sincerity (ikhlāṣ), brotherhood (ukhuwah), and public welfare
(maṣlaḥah) serves as a strategic instrument for managing teachers’ non-
material resources effectively.This research employs a mixed-methods
approach using a Sequential Explanatory model. The first phase,
conducted qualitatively, involved in-depth interviews and participatory
observations with principals, teachers, and social program administrators
to explore the practice of waqf and hibah in supervisory activities. The
second phase, conducted quantitatively, distributed a Likert-scale
questionnaire to 20 teachers at MTsN 6 Jakarta to measure perceptions,
participation levels, and the effectiveness of waqf- and hibah-based
supervision. Data were analyzed descriptively, thematically, and through
triangulation to integrate both empirical and spiritual meanings.The results
reveal that most teachers hold positive perceptions and demonstrate a
high level of engagement with non-financial waqf and hibah practices. The
mean scores of respondents’ responses ranged from 4.00 to 4.45 (“agree”
to “strongly agree”), indicating strong acceptance of non-material service
and devotion. The principal acts not only as an administrative supervisor
but also as a spiritual supervisor, fostering moral guidance, collaboration,
and motivation for teachers to contribute selflessly. Teachers’ waqf of time,
effort, and ideas has proven to strengthen social programs, enhance work
motivation, and build students’ religious character. In conclusion, waqf-
and hibah-based supervision represents an innovative model of Islamic
education management that effectively addresses financial limitations,
strengthens social solidarity, and nurtures a culture of sincerity within
madrasahs. This model can serve as a foundation for developing teacher
empowerment policies rooted in sustainable spiritual and social
values.Keywords: caloric needs, futsal, METs, smartwatch
Keywords: educational supervision, waqf, hibah, madrasah.

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