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All Journal Journal La Edusci Dirasah: International Journal of Islamic Studies Jurnal Pustaka Indonesia
Abd. Mukti
Universitas Islam Negeri Sumatera Utara Medan, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementing Islamic School Culture Policy to Strengthen ‎Teacher Professionalism: A Multi-Case Study in North Aceh, ‎Indonesia Zulkarnen; Amiruddin Siahaan; Abd. Mukti
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2392

Abstract

Islamic school culture policy has become a strategic issue in Aceh’s education system because schools are expected to integrate Islamic values, local cultural identity, teacher professionalism, and educational quality improvement into daily institutional practices. This study aims to analyze the formulation, implementation, and evaluation of Islamic school culture policy in strengthening teacher professionalism in North Aceh, Indonesia. A qualitative approach with a multi-case study design was employed at SMA Negeri 1 Lhoksukon and MAS Al Muslimun Lhoksukon. Data were collected through in-depth interviews, observation, and document analysis, and were analyzed using within-case and cross-case analysis to identify institutional patterns, similarities, and differences between the two schools. The findings show that both schools formulate Islamic school culture policy through value-based and contextual processes grounded in Islamic values, Aceh educational regulations, school vision, institutional rules, and stakeholder participation. Policy implementation is reflected in religious habituation, Qur’anic programs, Islamic discipline, teacher role modelling, community involvement, and the development of an Islamic professional work culture. However, the two schools differ in governance patterns: SMA Negeri 1 Lhoksukon is characterized by principal-driven leadership and program-based innovation, whereas MAS Al Muslimun Lhoksukon is more strongly guided by foundation statutes, institutional rules, and boarding-based Islamic culture. Policy evaluation is conducted through internal monitoring and external accountability, although both schools still require more measurable indicators to assess the direct contribution of Islamic school culture to teacher professional performance. This study implies that Islamic school culture policy should not be limited to symbolic religious activities, but should be designed as an integrated organizational mechanism that strengthens teacher professionalism, school leadership, institutional identity, and sustainable quality improvement in Islamic-oriented educational institutions.
The Role of the Subulussalam City Community Care Movement in Instilling Islamic Educational Values among First-Time Voters Syafnial Syafnial; Abd. Mukti; Salim Salim
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i4.3095

Abstract

The increasing number of first-time voters presents both opportunities and challenges for local democracy, particularly in Muslim-majority societies. First-time voters are often vulnerable to unethical political practices due to limited experience and political literacy. This study examines the role of the Gerakan Masyarakat Peduli Kota Subulussalam (GEMAPKOS) in internalizing Islamic educational values among first-time voters in Subulussalam City, Indonesia. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis involving community leaders, educators, youth participants, and organizational actors. The findings reveal that GEMAPKOS systematically instills core Islamic values such as aqidah, ibadah, akhlak, amanah, shidiq, fathanah, ukhuwah, and responsibility through structured mechanisms, including habituation, role modeling, dialogic learning, social engagement, and formal codification. These processes contribute to the formation of an Islamic political habitus characterized by honesty, critical awareness, discipline, and ethical responsibility in political participation. The study highlights the strategic role of local civil society organizations in bridging Islamic moral education and democratic practice, offering an empirically grounded model for strengthening ethical political participation among first-time voters.
Islamic Knowledge Transmission in Salafiyah Pesantren: An Analysis of Sorogan, Wetonan, and Bandongan Learning Methods Muhammad Sanusi; Abd. Mukti; Usiono Usiono
Dirasah International Journal of Islamic Studies Vol. 4 No. 1 (2026): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i1.67

Abstract

This study aims to analyze the process of Islamic knowledge transmission in Salafiyah pesantren through the application of traditional learning methods such as sorogan, wetonan, and bandongan. The research employs a qualitative approach through field research conducted at Musthafawiyah Purbabaru Islamic boarding school in North Sumatra, Indonesia. Data were collected through in-depth interviews with teachers and students, direct observation of learning activities, and analysis of documentation related to educational practices within the pesantren. The findings reveal that the transmission of Islamic knowledge in Salafiyah pesantren is carried out through a classical curriculum centered on the study of kutub al-turāṡ (classical Islamic texts) combined with traditional pedagogical methods. The sorogan method plays an important role in strengthening students’ individual competence in reading and understanding classical texts through direct interaction with teachers. Meanwhile, the wetonan and bandongan methods serve as collective learning mechanisms that enable teachers to transmit religious knowledge to large groups of students systematically. These methods serve not only as instructional strategies but also as mechanisms for preserving the intellectual traditions of Islamic scholarship within the pesantren environment. The study concludes that the sustainability of Islamic knowledge transmission in Salafiyah pesantren depends on the consistent use of traditional learning methods, the authority of religious teachers, and the continued use of classical Islamic texts as primary sources of learning.
Co-Authors Amiruddin Siahaan Muhammad Sanusi Salim Salim Syafnial Syafnial Usiono Usiono Zulkarnen