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All Journal Attractive : Innovative Education Journal Mimbar Kampus: Jurnal Pendidikan dan Agama Islam
Ika Kartika
Institut Agama Islam Nasional Laa Roiba Bogor, Indonesia
Religion Education Library & Information Science Other

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Pemikiran dan Praktik Kepemimpinan Sunan Gunung Jati Serta Relevansinya bagi Kepemimpinan Pendidikan Islam Kontemporer Azwar Abdurakhman; Saepul Hidayat; Shovi Sholahiyah Humairo; Muhammad Kosasih; Ika Kartika
Mimbar Kampus: Jurnal Pendidikan dan Agama Islam Vol. 25 No. 1 (2026): Mimbar Kampus: Jurnal Pendidikan dan Agama Islam
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/mk.v25i1.11156

Abstract

This article aims to comprehensively analyze the leadership thoughts and practices of Sunan Gunung Jati, a central figure in the Walisongo (Nine Saints) and reconstruct their relevance for the development of contemporary Islamic educational leadership. This research employs a qualitative approach with library research, examining primary sources in the form of Cirebon historical manuscripts and secondary sources in the form of scholarly books and reputable journal articles. The analysis utilizes historical, conceptual, and contextual approaches to uncover the leadership values ​​embodied in Sunan Gunung Jati's socio-religious practices. The results indicate that Sunan Gunung Jati's leadership is characterized by the integration of spiritual, cultural, and structural values, manifested through exemplary behavior (uswah hasanah), trustworthiness, deliberation (shura), justice, and an orientation toward social transformation. These values ​​are strongly relevant in the development of a contemporary Islamic educational leadership model oriented toward character formation, strengthening institutional culture, integrating modern management with Islamic spirituality, and developing a sustainable educational civilization.
Utilizing Virtual Reality as an Innovative Tool to Improve Teachers' Conflict Management Abilities in Addressing Cyberbullying Siti Aminah; Ika Kartika
Attractive : Innovative Education Journal Vol. 8 No. 1 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i1.2256

Abstract

Cyberbullying has become a critical challenge in educational environments, with 30% of students experiencing victimization while only 23% of teachers report confidence in managing such cases. This research developed, implemented, and evaluated a Virtual Reality (VR)-based training program to enhance teachers' cyberbullying conflict management abilities. Employing a qualitative collective instrumental case study design, the research engaged eight junior high school teachers from four schools in Cibinong, West Java, through a participatory design approach. Data collection utilized methodological triangulation (in-depth interviews, participatory observation, focus group discussions, and reflective journals), analyzed through reflexive thematic analysis. The study identified five critical teacher competency domains: contextual digital literacy, early detection and behavior interpretation, strategic intervention skills, therapeutic communication, and capacity to build support and prevention systems. Five realistic VR scenario categories were developed—early detection, direct intervention, multi-stakeholder communication, victim support, and prevention/education—characterized by contextual authenticity, linguistic nuance, cultural relevance, relational complexity, and ethical ambiguity. Training effectiveness evaluation demonstrated substantial improvements: early detection accuracy increased from 25% to 87%, teacher confidence rose by 62%, and intervention likelihood increased by 57%. Follow-up interviews three months post-training confirmed sustained skill transfer to real classroom situations, with participants reporting systemic shifts from reactive to preventive approaches. Despite proven effectiveness, implementation challenges included technological accessibility constraints and variations in teachers' digital literacy levels. This research contributes the first empirical evidence that immersive VR technology can effectively bridge the theory-practice gap in teacher preparation for technology-mediated conflict management, offering a validated, scalable model for educational institutions worldwide.
Co-Authors Azwar Abdurakhman Muhammad Kosasih Saepul Hidayat Shovi Sholahiyah Humairo Siti Aminah