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All Journal MILLATI: Journal of Islamic Studies and Humanities qolamuna : Jurnal studi islam Educan : Jurnal Pendidikan Islam TSAQAFAH Al-Mada: Jurnal Agama, Sosial, dan Budaya TARBIYATUNA TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Pendidikan Multikultural The International Journal of Pegon Islam Nusantara Civilization An Nahdhoh Jurnal Kajian Islam Aswaja Jurnal Abdi Masyarakat Indonesia Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar FAJAR Jurnal Pendidikan Islam Jurnal Pendidikan dan Pembelajaran Jurnal Riset Pendidikan Agama Islam FENOMENA: Journal of Social Science International Journal of Islamic Boarding School Tashwir: Jurnal Penelitian Agama dan Budaya Journal of Community Service ROBBAYANA: Jurnal Pendidikan Agama Islam Edukasia Islamika: Jurnal Pendidikan Islam Journal of Islamic Education Research MANAGIERE: Journal of Islamic Educational Management Jurnal Indonesia Kajian Pendidikan Islam Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Profetika: Jurnal Studi Islam Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Referensi Islamika: Jurnal Studi Islam Ambarsa : Jurnal Pendidikan Islam Studia Quranika: Jurnal Studi Quran Educan: Jurnal Pendidikan Islam SPEKTRA: Jurnal Kajian Pendidikan Sains International Journal of Educational Narratives 'Ibadatuna: Jurnal Pengabdian Masyarakat (PM) Insight: Islamic Education and Learning
Halid, Ahmad
Fakultas Tarbiyah Universitas Islam Jember
Religion Arts Humanities Astronomy Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Visionary-Adaptive Islamic Educational Leadership in Strengthening Madrasah Quality Zul Fitrotul Hanifiyah; Siti Aisah; Ahmad Halid; Sarifatul Jannah
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i2.391

Abstract

Academic supervision at MA Darul Istiqomah Al Haya identified adequate subject-matter mastery but persistent reliance on lecturing. This study examines two connected questions: how the madrasah head translated an instructional-quality vision into supervision follow-up and teacher development, and how improvement strategies were adapted to teacher readiness, institutional resources, technology access, and pesantren characteristics. An embedded mixed-methods single-case design with qualitative priority was conducted from April 6 to 26, 2026. The quantitative strand involved all five teachers and 28 students; qualitative participants comprised the madrasah head, five teachers, one education staff member, and three students. Data were generated through questionnaires, semi-structured interviews, classroom observations, and document analysis, then integrated through side-by-side comparison. The first finding shows that supervision evidence was converted into a shared improvement direction, evaluation meetings, scheduled coaching, and differentiated assistance. Four of five teachers reported that this support helped them vary methods and media. The second finding shows context-sensitive adaptation: teachers combined projector-mediated videos and quizzes with discussion, concrete media, group work, worksheets, and environmental observation while respecting restrictions on personal devices. Twenty-two of 28 students reported more varied and participatory lessons. The study concludes that visionary direction, adaptive mobilization, and Islamic ethical values function as one supervision-to-learning mechanism. Institutionalized supervision cycles, collective reflection, and accessible documentation are recommended to sustain teacher professional learning.
RECONSTRUCTING SUFI BASED ISLAMIC EDUCATIONAL MANAGEMENT: A SCHOOL GOVERNANCE MODEL INTEGRATING PERFORMANCE, VALUES, WELL BEING, AND SOCIAL IMPACT Ahmad Halid; Yunus Hamdani; Siti Aisah; Muhammad Indarto
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 2 (2026): FAJAR Jurnal Pendidikan Islam (September)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i2.6519

Abstract

School management in an era of rapid change faces increasingly complex challenges. Schools are required to deliver measurable academic performance, meet quality standards, develop teacher competencies, adaptively utilize technology, and produce graduates capable of contributing to society. However, management orientations that rely too heavily on performance indicators, administrative efficiency, accreditation, and academic achievements risk overlooking the inner human dimension, the quality of relationships, moral values, the well-being of the school community, and the social impact of education. This article aims to reconstruct value-based education management through a Sufi perspective by developing a school governance model that integrates four key dimensions: performance, values, well-being, and social impact. The study employs a qualitative-conceptual approach, drawing on a literature review of Sufi thought, spiritual leadership, education management, learning organizations, distributed leadership, educator well-being, and leadership for social justice. The study yields the "Sufi School Governance Model," a framework that establishes tazkiyat al-nafs (purification of the soul), muraqabah (spiritual vigilance), amanah (trustworthiness), ihsan (excellence/spiritual sincerity), shūrā (consultation), ‘adl (justice), tawāḍu‘ (humility), mahabbah (love/compassion), and khidmah (service) as its foundational values; performance as the professional dimension; well-being as the human dimension; and social impact as the orientation toward the common good. This model operates through a cycle of niyyah (intention) tazkiyah (purification) amanah (trust) shūrā (consultation) ihsan (excellence) khidmah (service) muḥāsabah (self-reflection) iṣlāḥ (reform), which translates into planning, organizing, leadership, human resource development, supervision, evaluation, and continuous improvement. This reconstruction positions the school principal not merely as an administrator, but as a murabbī (spiritual educator/mentor), khādim (servant-leader), and uswah (role model), while the school itself is positioned as a community for learning, character building, well-being, and social transformation. This model offers an expanded definition of school success, moving beyond mere "school performance" toward performance that is meaningful, ethical, human-centered, and socially impactful
Reflective Narratives and the Construction of Teachers’ Professional Identity: A Narrative Inquiry into Pedagogical Transformation at an Indonesian Islamic Senior High School Ryan Alfredo Karamoy; Siti Aisah; Ahmad Halid
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4207

Abstract

Background. Madrasah teachers may negotiate professional identity through subject knowledge, moral commitments, learner dignity and feedback from classroom relationships. Purpose. This revision explores how reflective narrative could link consequential classroom experiences to teacher self-positioning and emerging pedagogical adjustment, using the newest MA Ma’arif Ambulu T1–T6 instrument as an illustrative analytical source. Method. Six teacher-specific model profiles (Akidah Akhlak, Indonesian Laguage, Mathematics, Islamic Cultural History, Biology and English) were mapped across narrative interview prompts, chronological profiles, weekly reflection templates and observation exemplars. The original manuscript additionally reports student and school-leader participation, but corresponding primary responses are not contained in the newly supplied file. Results. The worked cases illustrate six different tensions and provisional teaching responses: ethical case discussion, safer literary argument, contextual algebra, reasoned historical interpretation, environmental observation and low-risk spoken practice. Across examples, professional positioning combines academic demands with the protection of learner dignity; responses are uneven and change is not established as sustained. Conclusion. A recursive model of relationally accountable narrative positioning is offered as a proposition requiring empirical authentication. Because the attached instrument calls its responses illustrative, this draft must not be represented as verified interview-based results.
Examining the NARATIF Framework for Ethical Awareness among Indonesian Junior High Students: A Mixed-Methods Study Farahah Wahidiyah S; Siti Aisah; Ahmad Halid
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4243

Abstract

Background: Character education is often delivered through advice, habituation, and rule enforcement, which may offer limited opportunities for adolescents to interpret moral complexity. Purpose: This study examined the implementation of NARATIF, a seven-stage narrative pedagogy linking story interpretation, perspective-taking, critical reflection, dialogue, action rehearsal, and follow-up. Method: An embedded mixed-methods, one-group pretest-posttest study involved 47 Grade VII-IX students at an Islamic junior high school in Jember, Indonesia, across six sessions. Evidence comprised a 25-item Ethical Awareness Scale, parallel narrative-dilemma tasks, implementation observations, six session journals from focal student R01, one interview each with focal students R01, R14, and R38, and one teacher interview. Results: Scale scores increased from 82.79 (SD = 5.36) to 96.11 (SD = 5.53), Wilcoxon W = 1.50, p < .001, rank-biserial r = .997, approximate 95% CI .995, .998. Dilemma scores increased from 22.06 (SD = 3.70) to 27.19 (SD = 4.65), t(46) = 16.03, p < .001, dz = 2.34, 95% CI 1.78, 2.89. Fidelity rose from 65.6% to 92.2%. Qualitative records indicated more contextual judgment, perspective-taking, self-correction, and action planning, but two focal cases showed little or negative scale change. Conclusion: NARATIF was associated with improvement in this cohort, but the magnitude cannot be attributed solely to the framework because there was no comparison group, the primary scale had modest internal consistency, scoring was not independently double-rated, and the compressed schedule permits testing and novelty effects.
Co-Authors Abu Aman Siddiq Al Ghafar Abu Aman Siddiq Al Ghafir Ahmad Ta&#039;rifin Ahmad Ta'rifin Ainul Yakin Alif Dimas Wildany Anis Rofi Hidayah Aysha Imeylian Suriyani Dede Husni Mubarok Elga Yanuardianto Farahah Wahidiyah S faza dildari Friska Urba Ningrum Hasan Bin Jali Khusnul Fatah Luluk Mashluchah Machfudz Maria Ulfa Muhamad Indarto Muhammad Ilyas Muhammad Indarto Muhammad Shobari Muhammad Yasaruddin bin Yassir Nadhliyah Alfin Rochmati Nasyiatul Lailiyah Nuzulul Ulum Rofi&#039;atul laili Ryan Alfredo Karamoy Saifaldin Idris Onia Sakinatus Saniyyah Sakinatus Saniyyah Sarifatul Jannah Siti Aisah Siti Nursyamsiyah Vicky Fatimatus Zahra Yunita Wulandari Yunus Hamdani Zul Fitrotul Hanifiyah