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All Journal Jurnal Kajian Pendidikan dan Psikologi Journal of Innovation in Education and Learning
Misnawi Misnawi
Universitas Islam Negeri Madura
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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SPECIALIZATION GUIDANCE SERVICES AND STUDENTS’ CAREER PLANNING READINESS IN A PESANTREN BASED MADRASAH Siti Norhidayati; Misnawi Misnawi
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.560

Abstract

Career indecision among Madrasah Aliyah graduates remains a persistent problem in Indonesian secondary education. This problem is further complicated in schools that combine a general curriculum with pesantren (Islamic boarding school) routines. This study examines the implementation of specialization guidance (layanan peminatan) within the guidance and counseling program at MA Matsaratul Huda, Pamekasan, and its impact on students’ career planning readiness. A qualitative descriptive design was used, involving 12 informants: the school principal, five teachers (including the guidance and counseling teacher, subject teachers, and homeroom teachers), and six twelfth grade students who had participated in the specialization service. Data were collected from 2 to 29 July 2026 through observation, semi structured interviews, and documentation, and were analyzed inductively through data reduction, display, and conclusion verification, with credibility strengthened through prolonged engagement and triangulation across observation, interview, and documentation sources. Findings show that specialization services combined classical and individual strategies, integrating formal in class sessions with informal approaches, and drew on report card achievement, psychological observation, and students’ self reported interests as assessment instruments. According to informants’ accounts, the service was perceived to strengthen self understanding, reduce confusion in choosing further education, and build confidence through sustained teacher support, with success also reflected in several students’ university admission outcomes. Supporting factors included institutional commitment, parental involvement, and dedicated facilities; inhibiting factors included pesantren schedule conflicts, distance related parental restrictions, and an unintegrated formal schedule. These findings extend trait and factor and career development perspectives to the pesantren based madrasah context, with implications for Islamic career guidance practice.
Irfani Epistemology in Classical Sufism: A Study of Junayd al-Baghdadi’s Thought on Ma‘rifah Misnawi Misnawi; Roychan Yasin; Moh. Fausi
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.743

Abstract

This study examines Junayd al-Baghdadi’s concept of ma‘rifah to explain how spiritual experience, self-discipline, and the justification of knowledge claims are related. This library-based study adopts historical hermeneutics and philosophical analysis. Its main source is Junayd’s Rasā’il in Abdel-Kader’s edition, with al-Risālah al-Qushayriyyah as a comparative source. Source criticism, thematic coding, and cross-textual comparison draw on Gadamer’s hermeneutics, Alston’s epistemology of religious experience, and Zagzebski’s virtue epistemology. The findings show that Baghdad’s scholarly and Sufi milieu connects ma‘rifah closely with divine unity and servanthood. Mīthāq establishes the orientation of knowledge, while fanā’, baqā’, and ṣaḥw explain changes in awareness and responsibility after spiritual experience. Ethical discipline and adherence to the Qur’an and Sunna help assess spiritual claims but do not establish the truth of every interpretation. The study distinguishes the ideal of certainty in ma‘rifah from reasons for accepting claims of its attainment, avoiding a direct application of modern fallibilism to Junayd. Its contribution lies in explaining the relationship between experience, self-formation, and epistemic responsibility. For religious education and digital Sufism, these findings clarify the distinction between access to instruction, spiritual formation, and the authority to guide others. The conclusions are limited to the corpus examined.
Co-Authors Moh. Fausi Roychan Yasin Siti Norhidayati