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All Journal Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Assyfa Journal of Islamic Studies
Dwi Sugianik
Institut Agama Islam Al Hikmah Lampung, Indonesia
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Manajemen Lingkungan Belajar Ramah Anak sebagai Strategi Penguatan Mutu Layanan PAUD: Studi Kasus di PAUD Yaa Bunayya Way Kanan Dwi Sugianik; Imam Muzaki; Feri Riski Dinata
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol. 7 No. 3 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i3.1096

Abstract

Mutu pendidikan anak usia dini tidak hanya ditentukan oleh kelengkapan fasilitas, tetapi juga oleh kualitas pengalaman yang dialami anak dalam lingkungan fisik, sosial, psikologis, dan pedagogis. Penelitian ini bertujuan menganalisis manajemen lingkungan belajar ramah anak sebagai strategi penguatan mutu layanan di PAUD Yaa Bunayya Way Kanan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara semi-terstruktur, observasi, dan dokumentasi dengan melibatkan kepala PAUD, guru, dan orang tua sebagai sumber informasi. Analisis dilakukan melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan; kredibilitas temuan diperkuat melalui triangulasi sumber dan teknik serta member checking. Hasil penelitian menunjukkan bahwa pengelolaan lingkungan ramah anak berlangsung melalui siklus perencanaan, pengorganisasian, pelaksanaan, dan evaluasi. Pelaksanaan mencakup penataan lingkungan fisik yang aman dan nyaman, interaksi guru-anak yang positif, aktivitas bermain dan eksplorasi, partisipasi anak, serta kemitraan dengan orang tua. Evaluasi digunakan sebagai dasar perbaikan lingkungan dan proses pembelajaran secara berkelanjutan. Temuan menunjukkan bahwa mutu layanan dibangun ketika fungsi manajemen tidak berhenti pada penyediaan sarana, tetapi mengorkestrasi kondisi struktural dan kualitas proses yang langsung dialami anak. Kebaruan penelitian terletak pada model manajemen lingkungan ramah anak yang menghubungkan siklus manajerial dengan lima dimensi pengalaman anak: keselamatan fisik, keamanan relasional, partisipasi, pembelajaran berpusat pada anak, dan kesinambungan sekolah-keluarga.
Digital Transformation in Madrasah Management: Challenges and Adaptive Strategies Indah Fitriana; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1299

Abstract

Digital transformation has become a strategic agenda for educational institutions, including madrasahs, in responding to technological advancements and the growing demand for effective, efficient, and sustainable educational management. However, the implementation of digital transformation in madrasahs remains constrained by various organizational, technological, and human resource challenges. This study aims to analyze the challenges of digital transformation in madrasah management and to identify the adaptive strategies employed to support sustainable institutional development. A qualitative approach with a multiple-case study design was employed involving three Madrasah Aliyah in the Special Region of Yogyakarta, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed using thematic analysis following Braun and Clarke's framework. The findings reveal four major themes influencing digital transformation: digital transformation challenges, adaptive leadership and digital governance, organizational capacity building, and institutional innovation. The study indicates that successful digital transformation depends not only on technological infrastructure but also on adaptive leadership, collaborative organizational culture, continuous professional development, and integrated digital governance. Based on the cross-case analysis, this study proposes the Adaptive Digital Transformation Framework for Madrasah Management, which positions leadership, governance, organizational capacity, and organizational culture as interconnected capabilities supporting sustainable institutional transformation. The findings reinforce existing theories of digital transformation while extending them by incorporating the distinctive characteristics of Islamic educational institutions. The proposed framework offers both theoretical contributions to Islamic educational management and practical recommendations for policymakers and madrasah leaders in implementing sustainable digital transformation.
Digital Leadership of Madrasah Principals in the Era of Artificial Intelligence Siti Zuroidah; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1300

Abstract

The rapid advancement of Artificial Intelligence (AI) has accelerated digital transformation in education, requiring madrasah principals to move beyond technology adoption toward leading innovative, adaptive, and value-based organizational change. Within Islamic educational institutions, digital leadership must not only improve organizational effectiveness but also preserve Islamic educational values. This study aimed to analyze the digital leadership practices of madrasah principals in the era of Artificial Intelligence and to develop a digital leadership model that reflects the characteristics of Islamic education. A qualitative multi-site case study design was employed in four State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Lampung Province, Indonesia, namely MAN 1 Bandar Lampung, MAN 1 Metro, MAN 1 Lampung Selatan, and MAN 1 Pringsewu. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, vice principals, teachers, administrative staff, and information technology personnel. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that the digital leadership of madrasah principals plays a strategic role in facilitating digital transformation through the development of a digital vision, AI governance, teachers' digital capacity development, data-driven decision-making, collaborative digital organizational culture, and the integration of Islamic values into technology implementation. Based on these findings, the study proposes a Digital Leadership Model for Madrasah Principals in the Era of Artificial Intelligence, consisting of six interconnected dimensions: Digital Vision, AI Governance, Teachers' Digital Capacity Development, Data-Driven Decision-Making, Collaborative Digital Organizational Culture, and Islamic Ethical Leadership. The proposed model contributes to the advancement of Digital Leadership theory by integrating AI governance and Islamic ethical leadership into a comprehensive framework. It also provides practical guidance for madrasah principals and policymakers in promoting sustainable, responsible, and value-based digital transformation within Islamic educational institutions.
Good Governance-Based Madrasah Management for Quality Education Nurmas Qulatul Khoiriah; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1301

Abstract

The quality of education in madrasahs is determined not only by effective teaching and learning processes but also by the quality of institutional governance. However, the implementation of madrasah governance in Indonesia continues to face significant challenges, including limited transparency, inadequate accountability, insufficient stakeholder participation, and the lack of integration of Islamic governance values into managerial practices. This study aims to analyze the implementation of Good Governance-Based Madrasah Governance and to develop a governance model capable of promoting high-quality education. A qualitative multi-site case study design was employed in three public Islamic senior high schools (MAN 1 Palembang, MAN 2 Palembang, and MAN 3 Palembang). Data were collected through in-depth interviews, participant observation, and document analysis involving principals, vice principals, teachers, administrative staff, school committee members, and madrasah supervisors. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that Good Governance-based madrasah governance is constructed through six interrelated dimensions: transparency, accountability, stakeholder participation, effectiveness and efficiency in resource management, responsive leadership, and Islamic governance values comprising amanah (trustworthiness), al-'adl (justice), shura (consultation), integrity, and mas'uliyyah (responsibility). The integration of these six dimensions strengthens institutional governance, improves the quality of educational services, enhances stakeholder trust, and supports sustainable educational quality improvement. This study proposes a Good Governance-Based Madrasah Governance Model that integrates modern governance principles with Islamic governance values, providing a conceptual contribution to the development of governance frameworks for Islamic educational institutions.
Internal Quality Assurance Management in Islamic Higher Education Institutions Adi Rahmat; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1302

Abstract

Penelitian ini bertujuan untuk mengkaji pengelolaan penjaminan mutu internal di lembaga pendidikan tinggi Islam, khususnya yang berkaitan dengan perencanaan mutu, implementasi, evaluasi, pengendalian, perbaikan berkelanjutan, dan integrasi nilai-nilai Islam. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan dokumentasi yang melibatkan pimpinan lembaga, personel penjaminan mutu, pengelola fakultas atau program studi, dan dosen. Data dianalisis secara tematik melalui kondensasi data, penyajian data, dan penarikan kesimpulan, sementara kredibilitas data diperkuat melalui triangulasi sumber dan teknik. Temuan menunjukkan bahwa penjaminan mutu internal diimplementasikan melalui siklus perumusan standar mutu, implementasi, pemantauan dan evaluasi, tindakan korektif, dan perbaikan berkelanjutan. Penelitian ini juga menemukan bahwa komitmen kepemimpinan, keterlibatan unit akademik, dan koordinasi antar struktur penjaminan mutu merupakan faktor penting dalam memastikan efektivitas sistem penjaminan mutu. Lebih lanjut, nilai-nilai Islam seperti integritas, tanggung jawab, disiplin, etika, dan pengembangan karakter diintegrasikan ke dalam praktik mutu lembaga dan berkontribusi pada identitas khas pendidikan tinggi Islam. Studi ini menyimpulkan bahwa penjaminan mutu internal tidak seharusnya hanya diposisikan sebagai mekanisme akreditasi dan administrasi, tetapi sebagai sistem manajemen institusional terintegrasi untuk mengembangkan budaya mutu yang berkelanjutan. Studi ini berkontribusi dengan mengusulkan perspektif terintegrasi yang menghubungkan manajemen mutu, kepemimpinan institusional, peningkatan berkelanjutan, dan nilai-nilai Islam dalam sistem penjaminan mutu internal.
Innovation Management in the Development of Islamic Education Curriculum Susanti; Feri Riski Dinata; Muslih Qomarudin; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1303

Abstract

The rapid development of digital technology, artificial intelligence, changing learner characteristics, and the growing demands for twenty-first-century competencies require Islamic educational institutions to pursue systematic curriculum innovation while maintaining their Islamic identity and values. This study aims to analyze innovation management in Islamic education curriculum development and identify the processes, strategies, and factors that support sustainable curriculum innovation. The study employed a qualitative approach using a literature study method. Data were obtained through the identification and analysis of relevant academic literature addressing innovation management, curriculum development, Islamic education, digital transformation, and technology integration in education. The data were analyzed using thematic analysis through the stages of identification, coding, categorization, interpretation, and synthesis of findings across the selected literature. The findings indicate that innovation management in Islamic education curriculum development consists of four major dimensions: innovation identification and strategic planning, collaborative implementation and teacher capacity development, integration of digital technology and Islamic values, and evaluation, continuous improvement, and institutionalization of innovation. These dimensions form a continuous innovation cycle in which Islamic values function as the philosophical and ethical foundation. The novelty of this study lies in conceptualizing curriculum innovation management as an organizational process that integrates technological adaptation, collaboration, competency development, evaluation, and Islamic values within a single continuous innovation cycle. The study emphasizes that curriculum innovation in Islamic education should not be limited to educational modernization but should produce curricula that are adaptive to change, relevant to learners' needs, ethically oriented in the use of technology, and firmly grounded in Islamic educational identity.
Crisis Management in Islamic Educational Institutions during the Era of Disruption Ismi Azizah Ulya; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1304

Abstract

The era of digital disruption has created significant challenges for Islamic educational institutions, particularly Salafiyah Islamic boarding schools, in maintaining their educational identity while responding to rapid technological developments. This study aims to analyze crisis management practices at Pondok Pesantren Hidayatus Salafiyah in Lampung Timur and to develop an integrated crisis management model that supports organizational resilience without compromising the institution's religious values and educational traditions. This study employed a qualitative case study approach. Data were collected through in-depth interviews with the kyai, educators, administrative staff, and students, as well as participant observation and document analysis. Data were analyzed using thematic analysis involving data reduction, coding, categorization, interpretation, and triangulation to ensure the credibility and trustworthiness of the findings.The findings indicate that crisis management within the pesantren is characterized by three main dimensions. First, digital adaptation is implemented selectively rather than comprehensively, whereby technological innovation is adopted only when it supports educational quality and institutional governance while preserving the traditional bandongan and sorogan learning systems. Second, Islamic values, including amanah, shura, ikhlas, ukhuwah, tawakkul, and maslahah, serve as the ethical foundation for organizational decision-making during periods of disruption. Third, the study proposes the Integrated Crisis Management Model for Salafiyah Islamic Boarding Schools in the Era of Digital Disruption (ICM-SIBS Model), consisting of six interrelated components: external disruption, crisis identification, crisis leadership, Islamic ethical filtering, selective digital adaptation, human resource capacity building, and organizational resilience. This study concludes that effective crisis management in Salafiyah Islamic boarding schools is achieved not through comprehensive digitalization but through adaptive leadership, value-based governance, selective technological adoption, and continuous human resource development. The proposed model contributes to the development of crisis management theory in Islamic educational institutions by integrating Islamic ethical values with organizational adaptation and digital transformation.
Strategies for Strengthening Organizational Culture in High-Performing Madrasahs Ade Mubarok; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1305

Abstract

Organizational culture has increasingly been recognized as a critical determinant of educational quality and institutional performance. However, previous studies have primarily examined organizational culture as a factor influencing school effectiveness, while limited attention has been given to the organizational mechanisms through which culture is strengthened to produce sustainable achievement. This study aims to analyze the strategies for strengthening organizational culture in outstanding madrasahs and to develop a conceptual model explaining how organizational culture contributes to sustainable institutional excellence. A qualitative multiple-case study design was employed in three outstanding madrasahs in Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, vice principals, teachers, administrative staff, school committee members, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, complemented by cross-case analysis.The findings reveal that sustainable achievement is generated through a continuous organizational culture reinforcement cycle consisting of three interconnected stages: internalization, institutionalization, and sustainability. Internalization embeds organizational and Islamic values through exemplary leadership, communication, and habituation; institutionalization integrates these values into governance systems, quality assurance, and organizational routines; while sustainability maintains organizational culture through continuous evaluation, professional development, leadership succession, innovation, and stakeholder engagement. These mechanisms collectively create a resilient organizational culture that continuously supports academic, non-academic, religious, and institutional achievement.This study contributes theoretically by proposing the Organizational Culture Reinforcement Cycle Model, which shifts the paradigm from viewing achievement as the primary organizational goal to understanding it as the consequence of a strong and sustainable organizational culture. The model extends existing organizational culture theory by explaining the dynamic process through which organizational values are transformed into sustainable institutional excellence.
Knowledge Management as a Strategy for Enhancing Competitiveness in Islamic Higher Education Marlina Agustina; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin4; Ali Kuswadi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1306

Abstract

This study aims to analyze knowledge management as a strategy for enhancing competitiveness in Islamic higher education. The study employed a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews, observations, and documentation involving institutional leaders, lecturers, and administrative staff. Data were analyzed through data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings indicate that knowledge management is implemented through five interconnected processes: knowledge creation, knowledge sharing, knowledge storage, knowledge utilization, and the transformation of knowledge into institutional capabilities. Knowledge creation is supported by research, academic discussions, and professional development, while knowledge sharing occurs through meetings, collaborative activities, and digital communication. Knowledge storage is increasingly supported by digital documentation, although institutional repositories remain partly fragmented. Knowledge utilization contributes to academic decision-making, curriculum development, service improvement, and institutional innovation. Overall, knowledge management contributes to institutional competitiveness through improvements in academic quality, research productivity, innovation, human resource development, and institutional adaptability. The study highlights that knowledge management should be positioned as a strategic institutional capability rather than merely an administrative or technological practice. Strengthening integrated knowledge governance and institutional knowledge-sharing mechanisms is therefore essential for achieving sustainable competitiveness in Islamic higher education.
Implementing Data-Driven Decision Making in Madrasah Management Ari Pramono; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1307

Abstract

The rapid advancement of Artificial Intelligence (AI) has accelerated digital transformation in education, requiring madrasah principals to move beyond technology adoption toward leading innovative, adaptive, and value-based organizational change. Within Islamic educational institutions, digital leadership must not only improve organizational effectiveness but also preserve Islamic educational values. This study aimed to analyze the digital leadership practices of madrasah principals in the era of Artificial Intelligence and to develop a digital leadership model that reflects the characteristics of Islamic education. A qualitative multi-site case study design was employed in four State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Lampung Province, Indonesia, namely MAN 1 Bandar Lampung, MAN 1 Metro, MAN 1 Lampung Selatan, and MAN 1 Pringsewu. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, vice principals, teachers, administrative staff, and information technology personnel. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that the digital leadership of madrasah principals plays a strategic role in facilitating digital transformation through the development of a digital vision, AI governance, teachers' digital capacity development, data-driven decision-making, collaborative digital organizational culture, and the integration of Islamic values into technology implementation. Based on these findings, the study proposes a Digital Leadership Model for Madrasah Principals in the Era of Artificial Intelligence, consisting of six interconnected dimensions: Digital Vision, AI Governance, Teachers' Digital Capacity Development, Data-Driven Decision-Making, Collaborative Digital Organizational Culture, and Islamic Ethical Leadership. The proposed model contributes to the advancement of Digital Leadership theory by integrating AI governance and Islamic ethical leadership into a comprehensive framework. It also provides practical guidance for madrasah principals and policymakers in promoting sustainable, responsible, and value-based digital transformation within Islamic educational institutions.
Co-Authors Abud Nursyihab Ade Mubarok Adi Rahmat Ahmad Muhrondi Yusuf Ali Kuswadi Ari Pramono dede suryana Dewi Suryani Edi Sujoko Elpiah Eni Sumartini Eva Afriani Feri Riski Dinata Fitriana Hairul Pasya Imam Muzaki Indah Fitriana Ismi Azizah Ulya Jumini Marlina Agustina Muhammad Ngabid MS Murdani Muslih Qomarudin Muslih Qomarudin Muslih Qomarudin Muslih Qomarudin4 Muslimah Nurmas Qulatul Khoiriah Nurpitasari Purwanto Rahadian Abdurroziq Sahlan Gumadi Siti Zuroidah Susanti sutarni sutarni Yusuf Supriyadin Zaenal Mustofa