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All Journal Journal of Education and Learning Sciences Vokatek : Jurnal Pengabdian Masyarakat Al-Marsus : Jurnal Manajemen Pendidikan Islam
Abas Shofwan
UIN Sayyid Ali Rahmatullah Tulungagung
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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From Dichotomy to Integration: Epistemological Transformation of Science and Religion in Science Learning from the Perspective of Philosophy of Science at MTS N 3 Kedir Abas Shofwan; Ngainun Na’im
Vokatek: Jurnal Pengabdian Masyarakat Volume 4: Issue 2 (Agustus 2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatek.v4i2.1547

Abstract

The persistent dichotomy between scientific knowledge and religious understanding remains a major challenge in Islamic education, particularly in Natural Science learning, where integration is often limited to symbolic references rather than meaningful epistemological reconstruction. This study aimed to examine the process of epistemological transformation through the integration of science and religion in Natural Science learning at MTsN 3 Kediri and to develop a conceptual model that explains this transformation. A qualitative case study design was employed using classroom observations, semi structured interviews with the principal, Natural Science teachers, Islamic Religious Education teachers, and students, as well as document analysis. Data were analyzed through thematic analysis following the stages of data reduction, coding, categorization, interpretation, and verification using source and method triangulation to ensure credibility. The findings indicate that epistemological transformation occurs through three interrelated dimensions, namely conceptual integration, methodological integration, and practical integration. The integration process shifts the educational paradigm from a dichotomous perspective toward a complementary and dialogical relationship between science and religion, supported by visionary leadership, teacher competence, institutional commitment, and a pesantren based educational environment. Based on these findings, this study proposes an epistemological transformation model that integrates scientific inquiry with Islamic values within a holistic learning framework. The study contributes to the discourse on science and religion integration by providing empirical evidence that epistemological transformation can be operationalized through classroom practice, institutional culture, and educational leadership. The proposed model offers practical guidance for developing integrative science education in Islamic schools while extending the theoretical perspective on the integration of scientific and religious knowledge.
Characteristics of Change Management in Transformative Islamic Education: A Multi-Site Study of Rural Private Madrasahs Abas Shofwan; Binti Maunah; Asrop Syafi'i
Al-Marsus : Jurnal Manajemen Pendidikan Islam Vol. 4 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/al-marsus.v4i1.11229

Abstract

Rural private madrasahs face multiple challenges, including limited resources, declining student enrollment, and increasing competition among educational institutions. Although change management in Islamic education has been widely explored, studies focusing on the context of rural private madrasahs remain limited. This study aims to examine the characteristics of transformative change management in Islamic education through a multi-site study conducted at three rural private madrasahs in Kediri Regency, Indonesia. A qualitative approach with a multi-site research design was employed. Data were collected through interviews, observations, and document analysis and analyzed using the processes of data collection, data reduction, data verification, and conclusion drawing. The cross-site analysis revealed that transformative change management in Islamic education exhibits relatively consistent characteristics across the three madrasahs. These characteristics include transformational leadership grounded in Islamic values, collaborative human resource development, an integrative curriculum, a religious and adaptive organizational culture, and institutional partnerships. Although each madrasah implemented different strategic approaches, the change process was gradual, participatory, and directed toward strengthening educational quality while reinforcing Islamic values. The novelty of this study lies in the development of a value-based transformative change management model synthesized from cross-site findings. This model contributes to the advancement of Islamic education change management theory and provides practical guidance for the sustainable development of rural private madrasahs.
Rekonstruksi Kepemimpinan Pendidikan Islam Kepala Madrasah Berbasis Nilai-Nilai Islam: Pengembangan Tauhidic Integrative Leadership Model (TILM) di MTsN 6 Kediri ABAS SHOFWAN; Abd. Aziz; Nur Efendi
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.270

Abstract

This study aims to analyze the madrasa principal’s understanding of Islamic values, examine their implementation in leadership practices, and reconstruct an Islamic educational leadership model based on these values at MTsN 6 Kediri. This research employs a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation involving the principal, teachers, and educational staff. The findings reveal that the principal of MTsN 6 Kediri demonstrates a strong understanding of Islamic values such as trustworthiness (amanah), role modeling, deliberation (musyawarah), and responsibility, which are internalized in leadership practices. These values are reflected in transparent institutional management, productive human resource development, and the establishment of a conducive and familial organizational culture. These conditions are supported by an energetic leadership style, a harmonious school environment, adequate facilities, and strong student achievements. Furthermore, this study reconstructs an Islamic educational leadership model in the form of the Tauhidic Integrative Leadership Model (TILM), emphasizing the integration of spiritual (tauhid), moral, and practical leadership dimensions. The model highlights that effective Islamic educational leadership lies in the holistic integration of values, practices, and institutional context. This study contributes theoretically to the development of value-based Islamic educational leadership studies and practically to strengthening contextual, applicable, and competitive madrasa leadership models.
Co-Authors Abd. Aziz Asrop Syafi'i Binti Maunah Ngainun Na’im Nur Efendi