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All Journal Al Ishlah Jurnal Pendidikan Risâlah, Jurnal Pendidikan dan Studi Islam JCES (Journal of Character Education Society) Tadbir Muwahhid Alignment: Journal of Administration and Educational Management Jurnal Sosial Humaniora Journal on Education Jurnal Fakultas Ilmu Keislaman UNISA Kuningan Journal of Education Research Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan West Science Eduprof Journal of Educational Studies Nidhomul Haq : Jurnal Manajemen Pendidikan Islam
Subasman, Iman
IKACANA PUBLISHER
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : eduprof

 1 
The Implementation of Dialogical Leadership in the Management of Educational Institutions at Pesantren Bina Insan Mulia Ade Aspandi; Iman Subasman; Aip Syarifudin; Muhammad Azhar Muttaqin; Nur Luthfiyani Fajrin Mima; Agus Ramanto
Eduprof : Islamic Education Journal Vol. 7 No. 2 (2025): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v7i2.335

Abstract

This study aims to analyze the implementation of dialogical leadership in the management of educational institutions at Pesantren Bina Insan Mulia, Cirebon, through the lens of Paulo Freire’s theoretical perspective. Employing a qualitative case study approach, data were collected through in-depth interviews, participatory observations, and document analysis. Thematic analysis was applied to identify patterns and meanings from participants’ experiences. The findings reveal two major insights: first, dialogical leadership fosters managerial and curricular transformation that integrates pesantren traditions with modern competencies; second, it strengthens the pesantren’s role in developing students’ competencies according to their talents and aspirations while enhancing its contributions to the surrounding community. This research highlights that dialogical leadership plays a pivotal role in shaping a humanistic, participatory, and transformative educational model, demonstrating that pesantren can guide students authentically toward achieving their aspirations in line with their individual potentials.
Integration of Islamic Education Curriculum Management with Local Content to Strengthen the Moral Character Religio-Cultural Adaptivity of Elementary School Students Diah Widiawati; Kartimi Kartimi; Iman Subasman; Abdul Karim; Rahmatullah Rahmatullah
Eduprof : Islamic Education Journal Vol. 8 No. 1 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i1.462

Abstract

Islamic education in elementary schools plays a vital role not only in building students’ cognitive religious knowledge but also in shaping their moral character deeply rooted in local culture and values. This study explores how the Islamic education curriculum is managed and integrated with local content at SDIT Kasih Ibu, East Karawang District, and examines its effectiveness in strengthening students’ moral development. Employing a qualitative case study approach grounded in curriculum integration theory (Beane, 1997) and local wisdom-based character education (Suyanto, 2018), data were gathered through in-depth interviews with principals, Islamic education teachers, and parents, participant observation of daily learning activities and school routines, and analysis of curriculum documents, lesson plans, and moral development records. Data were analyzed using Miles and Huberman’s interactive model strengthened by the constant comparative technique. The findings reveal three interconnected strategies: curriculum mapping that synergizes Islamic values such as akhlaq karimah and tauhid with local Karawang elements including gotong royong, silih asih, and traditional arts into thematic learning; positioning teachers as moral exemplars through consistent uswah hasanah practices and reflective mentoring; and the development of a habituative school culture via extracurricular activities, daily routines, and hidden curriculum such as subuh pengajian, environmental care, and peer mediation. These holistic and contextual approaches demonstrate that moral strengthening extends far beyond classroom instruction, permeating the entire school environment. Ultimately, this study concludes that integrative curriculum management aligned with local wisdom effectively nurtures students who are religiously grounded, culturally rooted, and socially adaptive, offering valuable insights for sustainable character education in Indonesia.
Innovation Patterns in Islamic Education Learning Management: A Qualitative Case Study at SDIT Tahfizh Qur'an Al-Jabar Karawang in the Digital Disruption Era Vina Febiani Musyadad; Kartimi Kartimi; Iman Subasman; Abdul Karim; Jalaludin Jalaludin; Muhammad Sultan Alikhan
Eduprof : Islamic Education Journal Vol. 8 No. 1 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i1.463

Abstract

The rapid advancement of digital disruption has forced Islamic educational institutions to transform their learning management systems while maintaining spiritual values. This qualitative case study aims to analyze the patterns of innovation in Islamic Education learning management at SDIT Tahfizh Qur'an Al-Jabar Karawang. Data were collected through in-depth interviews with the principal, teachers, and education staff, participant observation over six months, and document analysis, then analyzed using Miles and Huberman’s interactive model. The findings demonstrate systematic innovation across three domains: planning that integrates digital tools with students’ Qur’anic memorization levels and characteristics; implementation that combines conventional methods with interactive digital media, resulting in an 85% increase in student motivation; and evaluation through application-based assessments that achieve 94% data accuracy while monitoring both spiritual and academic competencies. This study reveals that technology integration does not erode Islamic values but instead creates a balanced “value-based technological moderation” model. The scientific novelty of this research lies in presenting an empirically grounded, replicable framework of Islamic learning management that harmoniously combines digital innovation with tahfizh-based spiritual formation in an elementary school setting. Theoretically, it bridges innovation theory, values-based management, and religious moderation; practically, it provides a concrete reference for other Islamic schools navigating digital transformation without losing their religious identity.
Religious Culture Policy Implementation and Learning Quality in Indonesian Madrasah Dewi Aisyah; Abdussalam Abdussalam; Iman Subasman; Zidni Ilman NZ; Syibromilisi Syibromilisi
Eduprof : Islamic Education Journal Vol. 8 No. 1 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i1.473

Abstract

This article examines how the implementation of a religious culture policy is associated with learning quality and whether madrasah climate mediates that relationship at MANU Putra Buntet Pesantren Cirebon. The study is presented as a transparent mixed-methods journal article model using a simulated yet internally consistent dataset because authentic field data were not supplied. The quantitative phase involved 186 student responses analyzed with SPSS-style descriptive statistics, reliability testing, Pearson correlation, linear regression, and Sobel mediation procedures. The qualitative phase used simulated semi-structured interview excerpts from school leaders, teachers, and students to explain the statistical pattern. The quantitative results indicate that religious culture policy implementation has a positive effect on learning quality (B = 0.521, p < .001) and on madrasah climate (B = 0.702, p < .001). When both the independent variable and the mediator were entered simultaneously, madrasah climate remained a strong predictor of learning quality (B = 0.437, p < .001), while the direct effect of religious culture policy implementation decreased but remained significant (B = 0.214, p = .005), indicating partial mediation. The qualitative findings suggest that the policy works primarily by converting religious routines into behavioral regularity, teacher role modeling, and a more orderly academic atmosphere. The article argues that value-based policy contributes to learning quality not simply because it is religious, but because consistent implementation reorganizes everyday school interactions into a more supportive learning climate.
Co-Authors Abdul Karim Abdus Salam Abdus Salam DZ Abdussalam Abdussalam Ade Aspandi Agus Jamaluddin Agus Ramanto Agus Saeful Anwar Ahmad Gawdy Prananosa Ahmad Mujtahid Ahmad Mujtahid Latif Alfatia Amini Ali Mumin Budiman Arief Yanto Rukmana Asep Supriatna Aspandi, Ade Atik Rosanti Dewi Aisyah Dhani Sudirman Diah Widiawati Dian Widiantari Dirlam Dirlam Endang S B Herawati Endang Sri Budi Herawati Faat Nasyiruddin Faat Nasyiruddin Faat Nasyiruddin Fahmi Syahidi Farihin Nur Fitriah Nurhidayat Hendar Hendar Indah Nurrosma Ismail Ismail Jalaludin Jalaludin Kartimi Kartimi M. Syamsul Ma’arif Ma’shum Maftuhah Dewi Mila Dita Khotimah Muhamad Al Chudlori Muhammad Azhar Muttaqin Muhammad Azhar Muttaqin Muhammad Sultan Alikhan Nur Luthfiyani Fajrin Mima PRIA MITRA PURBA Rahmatullah Rahmatullah Rusi Rusmiati Aliyyah Siti Nur Paridotul Ramadhan Supriandi Supriandi Susan Febiantina Syarifudin, Aip Syibromilisi Syibromilisi Tera Lesmana Umyati Umyati Venny Oktaviany Venny Oktaviany Vina Febiani Musyadad Zidni Ilman NZ