Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Journal of Asian Islamic Educational Management
Mamat Rahmatullah
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Reconceptualizing Islamic Primary Education: A Comparative Multiple Case Study of a Qur’anic–Montessori Hybrid Pedagogical Framework in Indonesia and Malaysia Ade Aspandi; Aip Syarifudin; Muhammad Azhar Muttaqin; Mamat Rahmatullah
Journal of Asian Islamic Educational Management (JAIEM) Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v4i1.869

Abstract

This study addresses the gap between Islamic value-based education and contemporary child-centered pedagogies, which are often examined separately in previous research. It aims to analyze how an integrative Qur’anic curriculum can be effectively implemented within a Montessori-based framework in Islamic primary schools across Indonesia and Malaysia. This research employs a qualitative multiple case study design, using comparative analysis of selected Islamic schools that adopt integrative and Montessori-inspired practices. The findings indicate that integrating Qur’anic values with Montessori pedagogy fosters a holistic learning environment that supports students’ cognitive, social, emotional, and spiritual development. The use of mixed-age classrooms and prepared learning environments encourages autonomy, collaboration, and meaningful engagement, while spiritual practices are embedded within daily learning activities as lived experiences. This study contributes by proposing an integrative Qur’anic–Montessori model as a hybrid pedagogical framework that bridges religious education and modern learner-centered approaches. The findings offer practical and theoretical implications for developing holistic and value-oriented Islamic education systems in both local and broader international contexts.
Dual Predictors of Teacher Performance in Madrasah Tsanawiyah: The Roles of Instructional Effectiveness and Professional Competence Mamat Rahmatullah; Maranda Sukma Mufatzizah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i2.3192

Abstract

Teacher performance in Islamic secondary schools (Madrasah Tsanawiyah) in Indonesia remains a concern for policymakers, with instructional quality and professional competence frequently cited as key determinants. This study examined the individual and combined predictive contributions of instructional effectiveness and teacher competence to teacher performance among Madrasah Tsanawiyah teachers in Serang, Banten, Indonesia. A quantitative correlational design was employed with a sample of 100 teachers selected through proportional random sampling from public Madrasah Tsanawiyah in the region. Data were collected via structured Likert-scale questionnaires and analyzed using Pearson product-moment correlation, simple linear regression, and multiple regression analysis, preceded by Kolmogorov–Smirnov normality testing. Results showed that instructional effectiveness (r = .672, R² = .452) and teacher competence (r = .718, R² = .516) each demonstrated significant positive correlations with teacher performance. When examined simultaneously, the two predictors collectively explained 61.5% of the variance in teacher performance (R = .784, p < .001). These findings indicate that neither instructional effectiveness nor teacher competence alone is sufficient to maximize performance; their synergistic development is essential. The study provides empirical evidence for integrated teacher professional development policies in Islamic secondary education in Indonesia.
Rethinking Curriculum Quality Assurance in Islamic Education: A Spiritual-Adaptive Control Model Inspired by Madrasah Babul Azaj Syarif Hidayatullah; Rizky Aji Purwantara; Mamat Rahmatullah
Journal of Asian Islamic Educational Management (JAIEM) Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v4i1.910

Abstract

The increasing digitalization of curriculum and quality assurance in Islamic educational institutions may intensify bureaucratic compliance, administrative fatigue, and value displacement when quality is defined predominantly through externally imposed and procedurally oriented mechanisms. This study addresses this problem by developing a Spiritual-Adaptive Control (SAC) framework that reconceptualizes quality assurance through amanah (divine trust and moral accountability before God) as an intrinsic basis for professional responsibility. Using a qualitative textual-conceptual design, the study draws on Sheikh Abdul Qadir al-Jailani’s Al-Ghunyah and Futuh al-Ghaib, historical accounts of Madrasah Babul Azaj, and contemporary literature on quality management and educational quality assurance. Data were examined through critical comparative content analysis, contrasting principles of secular external control with transcendental and self-regulatory principles derived from the Qadiriyyah tradition. The analysis resulted in three interrelated quality-control instruments: (1) a Spiritual Scorecard, which operationalizes moral-spiritual commitments as quality indicators; (2) a Digital Self-Assessment Dashboard, which institutionalizes muhasabah (systematic self-reflection) as an internal quality-monitoring mechanism; and (3) Collaborative Peer Review, which incorporates mujahadah (sustained striving) as a basis for collective learning and corrective action. These instruments are integrated into a Spiritual Integration Cycle for Digital Education, incorporating Digital-Tasawwuf into instructional planning, digitally mediated spiritual mentoring (cyber-murabbi), reflective learning rubrics within learning management systems, and structured spiritual preparation preceding digital learning activities. The study contributes conceptually by connecting classical Sufi constructs of amanah, mujahadah, and riyadhah (inner discipline) with contemporary quality-management mechanisms, thereby extending quality assurance beyond compliance-oriented control toward an internally motivated and spiritually accountable model. The framework provides a theoretically grounded alternative for sustaining educational quality while preserving the religious and ethical identity of contemporary Islamic educational institutions.
Co-Authors Aip Syarifudin Aspandi, Ade Maranda Sukma Mufatzizah Muhammad Azhar Muttaqin Rizky Aji Purwantara Syarif Hidayatullah