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All Journal Jurnal Manajemen Pendidikan Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam
Deti Elice
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Religion Education Languange, Linguistic, Communication & Media Other

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Integrasi Ekoteologi dan Prinsip Intelektualitas, Spiritualitas, Integritas (ISI) dalam Penguatan Manajemen Pendidikan Islam Berbasis Nilai M. Aditiya Imansyah; Juanda; Deti Elice; Chairul Amriyah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (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.v9i1.2746

Abstract

This research is motivated by the increasingly urgent need to integrate ecotheological values ​​into Islamic Education Management (MPI) as a response to the global ecological crisis and environmental moral degradation in educational institutions. The purpose of this research is to analyze how ecotheological values ​​can be internalized in madrasah policies, curricula, and managerial practices, and to develop a conceptual model for managing ecologically-minded Islamic education. The main problem examined is the weak translation of the spiritual values ​​of khalīfah and amanah into a concrete managerial system. This research uses a contextual qualitative approach with data collection techniques through in-depth interviews, participant observation, and documentation review at MTs Al-Hidayah Sukajaya, Bandar Lampung. The results show that the successful integration of ecotheology into MPI depends on the synergy of three main aspects: ontology (spiritual values), epistemology (sources of Islamic and environmental knowledge), and axiology (managerial goals). It was also found that the desire for an ecologically-minded education program requires the support of madrasah policies, teacher capacity building, and partnerships with environmental institutions.
EVALUATING ISLAMIC EDUCATION PROGRAMS: A CONCEPTUAL AND NARRATIVE REVIEW OF PRINCIPLES, FRAMEWORKS, AND IMPLEMENTATION Agung Fahri; Salsabila Shafha Firabiawwalia; Sovia Masayu; Deti Elice
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1455

Abstract

Islamic education programs operate within complex educational environments that demand both measurable accountability and the preservation of Islamic moral spiritual values, creating distinctive challenges for program evaluation. This study aims to critically synthesize and conceptualize scholarly perspectives on the evaluation of Islamic education programs by examining their underlying principles, dominant frameworks, and implementation practices. Employing a conceptual and narrative literature review design, relevant studies published between 2018 and 2025 in internationally indexed and nationally accredited journals were purposively selected and thematically analyzed to identify convergent and divergent patterns. The findings reveal that evaluation practices in Islamic education remain largely dominated by outcome-based and accountability-driven models, often driven by external quality assurance and accreditation requirements, which inadequately represent holistic educational aims such as ethical formation and spiritual development. At the same time, the literature consistently emphasizes value-based evaluation principles grounded in Islamic educational philosophy, including holistic human development, moral accountability, and maqāṣid al-sharīʿah, yet these principles are rarely operationalized within coherent evaluative frameworks.
ISLAMIC EDUCATION MANAGEMENT AND GRADUATE QUALITY IMPROVEMENT: EVALUATIVE INSIGHTS FROM THE LITERATURE Ana Mega Selviani; Amalliya Nurjannah; Deti Elice; Sovia Masayu
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1456

Abstract

Islamic education institutions are increasingly required to demonstrate graduate quality that reflects both strong religious values and competitive competencies in contemporary social and labor contexts. This study aims to critically evaluate the scholarly literature on Islamic education management and its contribution to graduate quality improvement. Adopting a narrative and evaluative literature review approach, this article synthesizes theoretical and empirical studies published between 2019 and 2025 in internationally indexed journals and reputable national journals. The analysis reveals that effective Islamic education management particularly value-based and transformational leadership, integrated curriculum management, and outcome-oriented quality assurance plays a significant role in enhancing graduate quality. However, the findings also indicate persistent challenges, including compliance driven evaluation practices, fragmented outcome assessment, and limited empirical linkage between management interventions and graduate centered indicators. The discussion highlights the need for more integrative evaluative frameworks that connect managerial effectiveness with holistic graduate outcomes encompassing intellectual competence, ethical formation, and employability. This study contributes by offering evaluative insights that clarify conceptual fragmentation in the literature and identify priority areas for future research.
Co-Authors Agung Fahri Amalliya Nurjannah Ana Mega Selviani Chairul Amriyah Juanda M. Aditiya Imansyah Salsabila Shafha Firabiawwalia Sovia Mas Ayu