Munaddhomah: Jurnal Manajemen Pendidikan Islam
Munaddhomah Journal is an Islamic Education Management Journal of the Islamic Institute of Islamic Education KH. Abdul Chalim Mojokerto, published periodically every three months (quarterly) as a media for scientific communication of academic people in the study of Islamic Education. Editors invite academics to contribute their thoughts, whether in the form of research results, in-depth studies, or book reviews according to their disciplines. The manuscript is original and has not yet been published in other journals. ISSN Brin 2775-2933 Munaddhomah: Jurnal Manajemen Pendidikan Islam (Islamic Education Management) is the leading journal in Islamic educational institutions concerning Islamic Education Management. The journal promotes research and scholarly discussion concerning the Progressive Management of Islamic Education in Academic disciplines and Institutions, focusing on the advancement of scholarship in both formal and non-formal education. Topics might be about the management of Islamic education, Islamic Leadership, and teacher professional development in Islamic Schools. Scopus Indexed
Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto
Munaddhomah: Jurnal Manajemen Pendidikan Islam is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Based on a work at https://pasca.jurnalikhac.ac.id/index.php/munaddhomah
Digital Work Training in Islamic Boarding Schools: A Strategic Model for Enhancing Santri Employability and Reducing Youth Unemployment in Urban Indonesia
The purpose of this study is to analyze the extent to which digital training in Islamic boarding schools can improve students’ skills, expand job opportunities, and reduce unemployment in Malang City. This study uses a descriptive qualitative approach with a case study type. Primary data were obtained through in-depth interviews with students, Islamic boarding school administrators, and training instructors, as well as participant observation of digital training activities. Secondary data were obtained from Islamic boarding school documents, reports from the Malang City Manpower Office, and previous research related to unemployment and digital-based education. This study was conducted for four months, from February to May 2025. The research data were analyzed using several analytical methods, namely SWOT and Logic Model. The results show that job digitalization training in Islamic boarding schools can improve students’ technological literacy, particularly in digital marketing, basic graphic design, and online store management. Some students who participated in the training succeeded in developing digital-based micro-businesses or earning income through online freelancing. This study also found that infrastructure factors, instructor competence, and support from the local government, the business world, and alum networks greatly influenced the success of the training. Job digitalization training is one of the strategic and realistic solutions to address student unemployment in Malang City in the digital era.
Copyright (c) 2026 Wahyudi Widodo, Saifuddin Chalim, Nuur Halimatus Saadiah Masrukhin, Yandri Susanto, Fadly Usman, Muhammad Husnur Rofiq https://creativecommons.org/licenses/by-sa/4.0
Strategic Management of Pesantren Organisational Resilience in a Plural Society Through Multicultural Islamic Education
This study aims to explore the role of strategic management in enhancing the organizational resilience of Pesantren Miftahul Qulub, an Islamic boarding school operating in a socially and religiously plural environment. Using a qualitative, ethnographic approach, data were gathered through in-depth interviews, participant observation, and document analysis. The research reveals that the pesantren’s resilience is not solely rooted in religious tradition or charismatic leadership but is significantly influenced by strategic management practices. These include continuous internal and external environmental analysis, the institutionalization of multicultural Islamic values, and adaptive decision-making that fosters social capital and internal cohesion. Leadership at the pesantren continuously adapts its strategic orientation to the social dynamics of its plural environment, focusing on values like openness, equality, humanism, and local wisdom. By embedding these values into daily governance and operations, the pesantren can sustain public legitimacy, strengthen relationships with diverse stakeholders, and navigate the challenges of social and religious diversity. The novelty of this research lies in its integrated model that links strategic management, multicultural Islamic commitments, and organizational resilience in plural societies. Unlike previous studies that treat these concepts in isolation, this study demonstrates their co-evolution within pesantren governance. The findings highlight the importance of three interconnected governance practices: systematic environmental scanning, institutionalization of multicultural values, and resilience-building through routines that maintain legitimacy and cohesion. This framework not only provides practical guidance for pesantren leaders but also contributes to comparative research on religious organizations in diverse settings, emphasizing the transferability of these findings to other contexts.
Copyright (c) 2026 Ali Wafa, Maskuri Maskuri, M. Mas’ud Said https://creativecommons.org/licenses/by-sa/4.0
The Insertion of Religious Moderation as an Effort Build Multicultural Awareness among University Students in the Digital Era
The rapid development of digital technology underscores the need to strengthen religious moderation in Indonesian Islamic higher education institutions. In this context, universities have a strategic role in teaching students to be tolerant, open-minded, and aware of other cultures. This study aims to analyze the model of implementing religious moderation policies at IAIN Pontianak and to examine its contribution to enhancing students’ multicultural awareness. Using a qualitative research design with a descriptive approach, this study collects data through document analysis, participant observation, and in-depth interviews with institutional leaders, lecturers, and students at IAIN Pontianak. The findings show that the religious moderation policy is implemented through several institutional strategies, including strengthening the Center for Religious Moderation, integrating moderation values into the curriculum, and developing human resources through training and academic programs. These initiatives have fostered inclusive, tolerant, and non-violent attitudes among students, particularly in responding to the challenges of the digital era. The study concludes that systematic and institutionalized policy implementation is crucial for instilling religious moderation in Islamic higher education. The implications of this research highlight the importance of policy-driven educational transformation to reinforce multicultural values and social cohesion. However, this study is limited to a single institutional case; further research can conduct comparative studies across various Islamic universities in Indonesia.
Copyright (c) 2026 Syamsul Kurniawan, Andry Fitriyanto, Samsul Hidayat, Bayu Suratman, Muhammad Miftah, Suhaimi Suhaimi https://creativecommons.org/licenses/by-sa/4.0
The Evaluation on Character Education in Indonesia in the Last Ten Years: Policy, Pedagogy, Management, and Assessment Perspectives
This study aims to evaluate the implementation of character education in Indonesia from 2011 to 2022, focusing on its focus, scope, and achievements. Library research, in which articles are examined, was used as the method of this study. A semi-systematic literature review was conducted using predefined keywords on Google Scholar. Articles were screened with structured inclusion criteria based on citation counts and topic relevance to improve transparency and reduce selection bias. The review examines four analytical dimensions: policy implementation, pedagogical models, management strategies, and assessment practices. Findings indicate strong regulatory commitment, particularly through Curriculum-13 and subsequent policy reinforcement. However, operational implementation varies across institutions due to differences in teacher capacity, leadership, and organizational readiness. Pedagogically, character education is integrated through thematic instruction, habit-building practices, and project-based learning, yet often lacks prioritization of constructs and alignment with developmental stages. Management capacity significantly influences sustainability, while assessment remains the most methodologically fragile dimension due to the difficulty of measuring affective and virtue-based constructs. Overall, although character values are widely emphasized, structural coherence, standardized evaluative constructs, and developmental-stage alignment remain limited. This study provides an evaluative framework to strengthen policy relevance and operational consistency in future character education reforms in Indonesia.
Copyright (c) 2026 Retno Wahyuningsih, Fauzi Muharom, Fauzi Annur https://creativecommons.org/licenses/by-sa/4.0
Integrating Islamic Values and Individual Characteristics to Overcome Learning Difficulties in Islamic boarding schools
Learning difficulties in Islamic boarding schools remain a complex and persistent issue, particularly due to the integration of religious and general education systems, which create cognitive, emotional, and social challenges for students as they adapt to intensive learning environments. This study aims to examine the types of learning difficulties students experience, analyze the implementation of Islamic approaches to address these challenges, and evaluate the relationship between individual characteristics and the effectiveness of these interventions within the boarding school context. The research employed a qualitative case study design at Islamic Boarding School Syamsul’ulum, Sukabumi, Indonesia, using in-depth interviews, participant observation, and document analysis, with data analyzed through thematic analysis and triangulation to ensure credibility and contextual validity. The findings reveal that learning difficulties are multidimensional, including cognitive barriers in understanding classical Islamic texts, weak memorization and retention, low intrinsic motivation, and emotional instability such as homesickness, while Islamic approaches such as moral guidance (mau’izhah hasanah), spiritual reinforcement, Qur’an-based contextual teaching, and ukhuwah culture function as structured psycho-spiritual interventions that enhance emotional regulation, resilience, and learning engagement. These findings imply that educational institutions, particularly Islamic boarding schools, should adopt an integrative educational model that aligns spiritual practices with students’ individual characteristics and adaptive instructional strategies to effectively address learning difficulties and improve both academic and character development outcomes.
Copyright (c) 2026 Teti Ratnawulan, Ashri Hidayati, Baden Badrudin, Aznan Che Ahmad, Rifqi Zaeni Achmad Syam, Willya Achmad https://creativecommons.org/licenses/by-sa/4.0
Principal Leadership and Organizational Culture on Teacher Performance in Public High School Banda Aceh
This study examines the influence of principal leadership and organizational culture on teacher performance in public high schools in Banda Aceh, Indonesia, where Islamic values are embedded within educational governance and daily school practices. Employing a qualitative multiple-case study design, data were collected from sixteen public high schools through semi-structured interviews with principals and teachers, direct observations, and document analysis. To enhance the validity and trustworthiness of the findings, methodological and source triangulation were applied by systematically comparing evidence across data sources and participant groups. The findings reveal that principal leadership significantly influences teacher performance, particularly when leadership practices are participative, instructional, and grounded in Islamic ethical principles such as musyawarah (consultative decision-making), amanah (trust), and collective responsibility. Organizational culture was found to mediate this relationship by fostering collaboration, professional commitment, and instructional innovation. Schools characterized by a strong collaborative culture and consistent integration of Islamic values demonstrated higher teacher motivation, discipline, and engagement than schools with more hierarchical organizational structures. This study contributes to contemporary educational leadership literature by providing empirical evidence from a Sharia-based public education context, demonstrating that Islamic values can function as ethical and motivational resources that strengthen leadership effectiveness and organizational culture. The findings offer practical implications for educational leaders and policymakers in Aceh by highlighting the importance of integrating faith-based values with participative leadership practices to enhance teacher performance and school effectiveness.
Copyright (c) 2026 Musdiani Musdiani, Helminsyah Helminsyah, Lili Kasmini, Mukhlisuddin Mukhlisuddin, Syatria Adymas Pranajaya https://creativecommons.org/licenses/by-sa/4.0
Spiritual and Value-Based Islamic Educational Leadership in Indonesia: A Hermeneutic Inquiry into Love, Moderation, and Institutional Management
This study proposes a conceptual framework that articulates the philosophical resonance between the spiritual-ethical teachings of Tanbih by Sheik Abdullah Mubarok a foundational text of the Qadiriyyah–Naqshabandiyyah Suryalaya tradition and Indonesia’s Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC), a recent policy initiative of the Ministry of Religious Affairs, in shaping spiritual and value-based Islamic educational leadership. Drawing on philosophical hermeneutics (Gadamer), the research conducts a comparative interpretive analysis of these two texts to examine how the values of divine love (maḥabbah) and moderation (wasaṭiyyah/tawāzun) inform leadership orientation, ethical authority, and institutional direction within Islamic educational settings. The analysis identifies four interrelated dimensions of educational leadership: (1) an ontological foundation of leadership grounded in relational unity through divine love; (2) an ethical framework that reconciles spiritual integrity and civic responsibility through balance and moderation; (3) a compassionate pedagogical leadership approach that deepens the KBC’s “connection before correction” principle through the Sufi discipline of adab; and (4) a service-oriented leadership orientation rooted in rendah babarengan (humility in togetherness), re-envisioned as institutional khidmah. This study contributes to the field of Islamic Educational Leadership and Management by reframing leadership not merely as administrative control, but as a spiritually grounded, value-based practice that integrates ethical governance, compassionate pedagogy, and institutional responsibility. While the framework is conceptual and untested empirically, it offers a hermeneutically grounded theoretical foundation for future action research and case studies in madrasahs and other Islamic educational institutions. The study further invites scholarly inquiry into how locally rooted spiritual epistemologies can inform contemporary educational leadership and policy without being reduced to instrumental or bureaucratic functions.
Copyright (c) 2026 Mona Novita, Teten Jalaludin Hayat, Najiburrohman Najiburrohman, Abu Hasan Agus R, Hefniy Hefniy https://creativecommons.org/licenses/by-sa/4.0
Islamic Value-Based Conflict Management in Pesantren: Strengthening Dormitory Culture and Multicultural Character Formation
Life within the Pesantren environment, which brings together students from diverse social, cultural, and educational backgrounds, often generates dynamics and potential conflicts that require effective management. This study analyzes the application of Islamic values-based conflict management in Islamic boarding schools, focusing on strengthening dormitory culture and developing multicultural character. The study employed a qualitative descriptive method, collecting data through observation, in-depth interviews, and documentation. The study was conducted at the Pesantren PKP Al-Hidayah, one of the Pesantren in Jambi, Indonesia. The research results show that dormitory culture is built through a planned and ongoing habituation process, including congregational worship activities, studying, practicing Arabic and English, and participating in social and extracurricular activities. Conflicts between students arise in intrapersonal, interpersonal, intragroup, and intergroup forms, caused by differences in personality, academic and language abilities, rule violations, external factors, and social and cultural diversity. Conflict management is implemented through a tiered, collaborative model that encompasses planning, implementation, and evaluation. This system emphasizes educational guidance, deliberation, and a restorative approach rather than punishment. Evaluation is conducted through documentation and coordination between caregivers, Orsada, and parents to ensure continuous improvement and alignment with the Pesantren’s educational mission. These findings provide practical implications for Pesantren in developing effective dormitory management by integrating Islamic values into daily practices, as well as contributing theoretically to understanding Pesantren as social laboratories for value-based education and conflict transformation.
Copyright (c) 2026 Fadlilah Fadlilah, Fransisko Chaniago, Sizka Farwati; Suci Fitriani, Rizky Takriyanti https://creativecommons.org/licenses/by-sa/4.0
Leadership in Islamic Schools in Scientific Literature: A Bibliometric Analysis
This study aims to map and conceptualise the development of research on school leadership in Islamic schools through a bibliometric approach. This study analyses 150 internationally indexed scientific articles using citation analysis, keyword co-occurrence, and thematic mapping to identify publication trends, research focus, scientific structure, and dominant geographical context in Islamic school leadership research. The analysis shows that studies on Islamic school leadership have increased significantly over the last two decades, with a strong emphasis on spiritual leadership, religious values, moral legitimacy, and character development. These findings indicate that Western educational leadership theories, such as instructional, transformational, and distributed leadership, have limitations in explaining Islamic school leadership practices rooted in belief systems and spiritual values. The theoretical contribution of this study lies in affirming Islamic school leadership as an integrative, contextual model that combines managerial, pedagogical, and spiritual dimensions. Conceptually, this study expands the discourse on educational leadership by presenting a non-Western perspective grounded in values and beliefs (faith-based leadership), while also closing a research gap by providing a comprehensive mapping of the scientific landscape of Islamic school leadership as a basis for further in-depth, contextual research. The conclusion of this study affirms that Islamic school leadership is an integrative model grounded in religious and spiritual values, distinct from the Western leadership paradigm. This leadership is not only oriented toward school effectiveness but also toward safeguarding the ethical and transcendent mission of Islamic education.
Copyright (c) 2026 Kinanti Geminastiti Hilmiatussadiah, Disman Disman, Eeng Ahman, Heni Mulyani https://creativecommons.org/licenses/by-sa/4.0
Determinants of Student Satisfaction in Higher Education: Evidence from Indonesian Islamic Universities
Student satisfaction is an important benchmark for evaluating the quality of higher education services. This study aims to analyze the influence of teaching quality, educational facilities, social interaction, and faculty leadership on student satisfaction. The method used is a quantitative, survey-based approach. Data were collected through a structured questionnaire distributed to university students and analyzed using SmartPLS 4 to explore the direct and indirect relationships among variables. The study's findings indicate that teaching quality and faculty leadership have a significant, positive influence on student satisfaction. Although educational facilities are theoretically relevant, they pose ongoing challenges in practice. Social interaction contributes significantly to students' emotional and psychological well-being. Furthermore, faculty leadership mediates the relationship between input variables and student satisfaction, confirming the strategic role of leadership in improving the quality of educational services. The implications of this study emphasize the importance of strengthening visionary and participatory faculty leadership, improving the quality of student-oriented teaching, and managing an inclusive academic social environment as key strategies for sustainably improving student satisfaction and the quality of higher education. This study contributes to the theoretical refinement of student satisfaction as a multidimensional construct in Indonesian higher education.
Copyright (c) 2026 Ahmad Fauzan, Sri Ilham Nasution, Misdarwati Misdarwati https://creativecommons.org/licenses/by-sa/4.0
Reimagining Value-Based Special School Leadership in the Digital Era: An Exploratory Study
In the digital age, schools must rethink their leadership approaches to address student diversity, particularly for learners with Special Educational Needs (SEN), to build inclusive learning environments. This qualitative exploratory study examines how junior high school leaders in special schools interpret and implement inclusive digital leadership to support SEN students’ learning experiences. Data were collected through semi-structured interviews with school leaders, including principals, vice principals (curriculum/academic affairs), ICT coordinators, special education teachers, and subject teachers involved in inclusive classrooms. Additional data were obtained through non-participant observations at three special junior high schools and through analysis of policy documents on digital inclusion. Trustworthiness was ensured through source triangulation, member checking, and Braun and Clarke’s thematic analysis. Findings reveal that inclusive digital leadership is characterized by three main practices: values-based leadership emphasizing fairness and equity; strategic development of digital capacity for all stakeholders through continuous professional learning and collaboration; and adaptive governance supported by technology, data-informed decision-making, and personalized accommodations for SEN learners. Despite progress, leaders face challenges such as limited teacher digital competence, inadequate infrastructure, and inconsistent policy implementation. This study highlights the importance of strengthening inclusive digital leadership capacity to ensure equitable and meaningful learning for SEN students. Practical implications include designing targeted leadership development programs, fostering collaboration among stakeholders, and establishing flexible, sustainable governance models. Future research should focus on developing and testing structured frameworks for values-based digital leadership in special schools, emphasizing measurable improvements in ethical decision-making, inclusive data practices, and technology-supported professional learning systems.
Copyright (c) 2026 Rendy Wikrama Wardana, Fitri April Yanti, Afrizal Mayub, Noorzana Khamis, M. Anas Thohir, Elza Heryensi, Rinda Fitri Handayani https://creativecommons.org/licenses/by-sa/4.0
Strengthening Students' Religious Nationalism through Religious Moderation Programs in Islamic Higher Education
This study addresses a gap in research on religious moderation and nationalism, which has largely remained descriptive and has insufficiently examined how religious nationalism develops through educational processes or influences students’ commitment to the nation. In particular, limited attention has been given to the interaction of cognitive, affective, and behavioral dimensions within religious moderation programs in Islamic higher education. This research employs a qualitative case study approach conducted at an Islamic higher education institution. Data were collected through in-depth interviews with lecturers, program coordinators, and students, as well as participant observation of learning activities and campus programs related to religious moderation. Purposive sampling was used to select informants directly involved in the program. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, with triangulation applied to ensure validity. The findings indicate that religious moderation programs significantly strengthen students’ religious nationalism through a multidimensional process of value internalization, attitude transformation, and behavioral actualization. Students develop an integrative understanding of religion and nationalism that fosters inclusive, tolerant attitudes, active civic engagement, and participation in national and social activities. Religious nationalism also enhances ideological resilience against radicalism and reinforces commitment to national unity. This study contributes to the literature by offering an integrative framework that explains how cognitive, affective, and behavioral dimensions interact in shaping religious nationalism among students. Its novelty lies in conceptualizing religious nationalism as a multidimensional outcome of religious moderation programs. The findings further suggest that policymakers and higher education institutions should strengthen dialogical, contextual, and experiential learning strategies to promote social cohesion, civic responsibility, and resilience against extremist ideologies.
Copyright (c) 2026 Suryati Suryati, Ahmad Suradi, Adisel Adisel, Nazarmanto Nazarmanto https://creativecommons.org/licenses/by-sa/4.0
Eco-Theological Pedagogy in Islamic Education: the Transformation of Teacher Professionalism at Madrasah Schools
The environmental awareness crisis has caused an imbalance in the relationship between humans and nature. Increasing pollution, waste, and the loss of biodiversity are contributing to global warming. Islamic educational institutions must respond through eco-theological strategies. This study aims to describe strategies to develop the pedagogical competencies of Islamic education teachers in environmental stewardship at MAN 7 Jombang. Building on this development, the next objective is to describe the patterns of integrating eco-theology into the curriculum. This qualitative case study examines strategies for developing teachers’ competencies in environmental management and integrating these competencies into the curriculum. Primary data were collected from the school principal, the curriculum, and teachers at MAN 7 Jombang. The research findings indicate that the development of teachers’ pedagogical competencies is carried out in three stages: 1) teachers are tasked with creating eco-theology modules and converting them into lesson plans; 2) teaching eco-theology by integrating it into classroom instruction and projects that provide long-term contributions; 3) the pinnacle of competency is the “green madrasah,” involving institutions and the community to protect the environment. This pattern represents a paradigm shift in eco-theology, leading to the subjective analysis that eco-theology can be realized in character, behavior, and social and religious projects.
Copyright (c) 2026 Munawir Munawir, Achmad Yani, Imam Syafi'i https://creativecommons.org/licenses/by-sa/4.0
Exploring The Transformative Zone of Tolerance in Indigenous Education: Insights from Pesantren-Based Services
As an indigenous Indonesian Islamic educational institution, pesantren offers unique services valued by its users. Service quality, oriented toward zero-defect service and user satisfaction, has a unique meaning due to the intertwined differences in satisfaction and value orientations. This study aims to understand the zone of tolerance in Pesantren, the factors that cause tolerance or tolerance of services, and the implications of a zone of tolerance for students. This study uses a qualitative case study approach, with data collected through observation, in-depth interviews, and documentation. The research results show that tolerance zones in Islamic boarding schools encompass tolerance for delays in access, dysfunction in the guidance and counseling process, and limited services. Meanwhile, factors contributing to the emergence of tolerance for service quality include cultural awareness, awareness of limited resources, social class strata, service users’ understanding of environmental realities, and their patient character. The existence of pesantren-based tolerance zones has positive implications, including strengthening the values of independence and adaptability, increasing mental resilience, and fostering a sense of togetherness and solidarity. The study concluded that spaces within the zone of tolerance for service quality in pesantren are among the educational media that strengthen the internalization of core values. The research findings also reveal a gap between service and expectations, encompassing pedagogical mechanisms with transformative functions. Thus, these findings demonstrate a new concept, the Transformative Zone of Tolerance, a space of service tolerance that serves not only as a buffer against dissatisfaction but also as an instrument for students’ character development.
Copyright (c) 2026 Akmal Mundiri, Siti Julaiha, M. Abzar Duraesa, Rahimah Embong https://creativecommons.org/licenses/by-sa/4.0
Examining the Effects of Kiai Leadership, Institutional Support, and Educational Technology on Student Satisfaction in Indone-sian Pesantren
Indonesian pesantren faces a dual mandate: preserving spiritual and moral foundations while adapting to digital-age expectations. However, empirical evidence on which institutional drivers shape student satisfaction in this hybrid setting remains thin. This study examines the direct effects of Kiai leadership, institutional support, educational technology, and student involvement on student satisfaction across Indonesian pesantren. A quantitative cross-sectional design involving 480 stakeholders (active students, educators, alums, and institutional management) was used. Data were collected via a closed-ended Likert-scale questionnaire adapted from validated instruments and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) on SmartPLS 3.0, with bootstrapping (5,000 resamples), f² effect size, Q² predictive relevance, and inner VIF assessment. Results show that Kiai leadership (β = 0.420, p < 0.05) and institutional support (β = 0.374, p < 0.05) are the strongest predictors of student satisfaction. Educational technology exerts a smaller yet significant positive effect (β = 0.253, p < 0.05). Student involvement, contrary to the engagement-satisfaction canon, shows no significant direct effect (β = -0.541, p > 0.05), suggesting its meaning in pesantren departs from Western engagement constructs. The findings reposition spiritual-transformational leadership and ethically framed institutional support as the foundational determinants of satisfaction in faith-based education, with technology functioning as an enabler rather than a primary driver. Practical implications underscore the need to invest in Kiai leadership development and student-centred support systems, while future research is invited to develop culturally grounded engagement scales for pesantren contexts.
Copyright (c) 2026 Sofwan Manaf, Ade Sofyan Mulazid, Hadiyanto Arief, Much Hasan Darojat, Duna Izfanna, Miftah Hur Rahman Zh, Musthofa Musthofa https://creativecommons.org/licenses/by-sa/4.0
Institutionalizing Quality Culture in Non-Formal Islamic Education: Evidence from Qiroati-Based Qur’anic Schools in Indonesia
This study examines the institutionalization of quality management in non-formal Islamic education at Qiroati-based Qur’anic schools in Indonesia, focusing on quality planning, implementation, evaluation, and institutional sustainability in community-based Islamic education. Recent discussions on educational quality assurance have highlighted the limited attention given to how quality management is culturally constructed and institutionally sustained within non-formal Islamic educational settings. Previous studies have primarily emphasized pedagogical effectiveness and Qur’anic learning outcomes, while the managerial and socio-cultural dimensions of quality management remain underexplored. Employing a qualitative ethnographic case study approach, data were collected through participant observation, in-depth interviews, and documentation involving institutional leaders, administrators, ustadz/ustadzah, and community stakeholders. Data were analyzed using Spradley’s ethnographic analytical framework, including domain, taxonomic, componential, and cultural theme analyses. The findings reveal that quality management is institutionalized through structured competency-based planning, standardized teacher development, participatory leadership, continuous evaluation, and value-based organizational culture rooted in Islamic ethics. Institutional sustainability is further strengthened by community trust, managerial commitment, and adaptive organizational practices, although challenges related to infrastructure limitations, time constraints for learning, and diverse student backgrounds persist. This study contributes theoretically by extending discussions on educational quality management beyond formal schooling frameworks into culturally grounded non-formal Islamic education contexts. Methodologically, it demonstrates the relevance of ethnographic analysis for understanding institutional culture and quality practices. In practical terms, the findings offer an adaptive framework for strengthening sustainable community-based Islamic educational institutions across broader Muslim societies.
Copyright (c) 2026 Mukhamad Saekan, Saim Kayadibi https://creativecommons.org/licenses/by-sa/4.0
Comparative STEAM Competency Profiles of Secondary School Teachers in Riau, Indonesia
This study addresses the need to strengthen teachers' competencies in implementing the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach to support 21st-century skills in secondary education. The main problem is that STEAM implementation remains uneven across school types and teacher competency dimensions, especially in interdisciplinary planning, digital literacy, and project-based assessment. This study aims to analyze the comparative STEAM competency profile of secondary school teachers in Riau Province and to identify priority areas for professional development. A cross-sectional explanatory survey involved 42 teachers from SMA, MA, and SMK selected through proportional sampling. Data were collected using a 35-item Likert-scale questionnaire covering seven competency dimensions. The instrument was validated through expert judgment and construct testing, with a Cronbach's Alpha coefficient of 0.87. Data were analyzed using descriptive statistics and one-way ANOVA. The findings show that overall STEAM implementation is in the high category, with mean scores ranging from 3.31 to 3.54. Collaboration (3.54) and project-based assessment with 4C (3.52) scored highest, while digital literacy and technology (3.31) scored lowest. Comparative analysis indicates significant differences among school types, with SMA and MA generally scoring higher than SMK (p < 0.05). Theoretically, this study constructs a regional STEAM teacher competency profile that links 21st-century skills, ethno-STEAM, and project-based pedagogy. Practically, it identifies training priorities in digital pedagogy, interdisciplinary planning, and authentic assessment. In policy terms, it supports differentiated STEAM capacity building for SMA, MA, and SMK teachers.
Copyright (c) 2026 Abu Anwar, Decky Saputra, Rian Vebrianto https://creativecommons.org/licenses/by-sa/4.0
Challenges in Competency Development of Islamic Religious Education Teachers in the Context of Education in Underdeveloped Regions: A Study on Senior High Schools in Papua
Research on the development of professional competencies among Islamic Religious Education (IRE) teachers is still largely dominated by studies from regions with relatively adequate access to education. In contrast, peripheral regions such as Papua, which present geographical and social complexities, have not yet received much in-depth attention. The main purpose of this study is to identify and analyze the key structural, infrastructural, and cultural challenges that influence the competency development process of IRE teachers. This study employed a descriptive qualitative approach using a phenomenological method, through field observations and in-depth interviews with IRE teachers at three senior high schools in the City of Jayapura. Study results show that IRE teachers face structural challenges in the form of education policy that does not align and less accommodating to local conditions; infrastructural challenges in the form of limited facilities, technology, and financial support; as well as cultural challenges that include the low level of appreciation to the role of religious education teachers and dominance of local values that do not support education innovation The main finding of this study indicates that the development of professional competency among Islamic Religious Education teachers in Papua is hindered by interconnected structural, infrastructural, and cultural challenges, thereby necessitating a holistic and contextually grounded approach to teacher capacity building.
Copyright (c) 2026 Marwan Sileuw, Nining Puji Lestari, Iqbal Saujan https://creativecommons.org/licenses/by-sa/4.0
Integrating Islamic Podcasts to Enhance Student Engagement in Islamic Religious Education Learning
The digital transformation of Islamic education has intensified the need for learning media that are not only technologically accessible but also pedagogically meaningful and aligned with Islamic values. At the Madrasah Aliyah level, sustaining students’ engagement in Islamic Religious Education (PAI) remains a persistent challenge, particularly within online and hybrid learning settings. Addressing this issue, the present study aims to examine the integration of Islamic podcasts into PAI learning and to explore their contribution to students’ learning interest, participation, conceptual understanding, and independent learning practices. This study employed a qualitative multiple-case study design in three State Madrasah Aliyah in Banjarmasin, involving students, PAI teachers, and madrasah administrators as research participants. Data were collected through participant observation, in-depth interviews, and document analysis over one academic semester and were analyzed thematically using the Miles, Huberman, and Saldaña framework. The findings demonstrate that integrating Islamic podcasts enhanced students’ engagement in learning by encouraging more active participation, deeper conceptual understanding, and more meaningful involvement in classroom discussions. Podcasts also improved access to learning, enabled flexible, repeated access to instructional materials, and fostered stronger independent learning habits among students. In addition, the narrative and contextual nature of podcast-based learning supported students’ emotional and spiritual connection with Islamic values. The originality of this study lies in its contextual and pedagogical contribution to Islamic education by positioning Islamic podcasts not merely as digital tools, but as integrative learning media that connect cognitive, affective, and spiritual dimensions within the madrasah context.
Copyright (c) 2026 M. Ramli, Cantik Tri Rahajeng, Hannan Wayeh https://creativecommons.org/licenses/by-sa/4.0
Probability and Causality Models of QA Success in Indonesian Distance Learning
Ensuring academic quality assurance (QA) in large-scale distance learning (PJJ) presents complex challenges influenced by technological, pedagogical, and social factors. Conventional analytical methods often fail to capture the probabilistic and causal relationships among these variables due to data uncertainty. This study aims to model and analyze the probabilistic and causal interactions that determine QA success in PJJ using an integrated approach that combines Structural Equation Modeling (SEM) and Bayesian Network (BN). Using a quantitative explanatory survey design, data were collected via questionnaires that covered variables such as technology availability, instructor support, student interaction, learning motivation, and administrative governance. Data analysis was performed using R software with the lavaan package for structural model evaluation and the bnlearn package for probabilistic network modeling. The regression analysis results indicate that the availability of technology, the quality of instructor-student interaction, and learning motivation are the primary determinants of QA success ($R^2$ = 0.577). SEM evaluation confirmed an excellent model fit (CFI = 0.999; TLI = 0.999; RMSEA = 0.011), with technology availability providing the largest relative contribution at 33.3%. The developed BN model effectively estimates QA success probabilities, finding that high learning motivation levels increase the likelihood of QA success to 0.70. Conversely, administrative support was not significant, and isolated administrative interventions tend to be ineffective at increasing QA probability ($P$ = 0.45). The integration of BN-SEM offers a comprehensive predictive framework that enables policymakers to conduct scenario simulations for digital education quality management.
Copyright (c) 2026 Moh Ali, Alwy Husein, Neila Najmi Aulia, Julinda Siregar, Erni Murniarti, Al Ghazali, Rhini Fatmasari https://creativecommons.org/licenses/by-sa/4.0