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All Journal Jurnal Visi Ilmu Pendidikan El Tarbawi Jurnal Dimensi Edukasia Islamika Elementary: Jurnal Ilmiah Pendidikan Dasar Jurnal Pendidikan Agama Islam Al-Thariqah Dinamika Ilmu SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Southeast Asian Journal of Islamic Education Tarbawi : Jurnal Pendidikan Islam JMM (Jurnal Masyarakat Mandiri) Ta'dibuna: Jurnal Pendidikan Islam Aulad : Journal on Early Childhood AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Tarbawiyah Jurnal Ilmiah Pendidikan Jurnal Ilmu Dakwah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Pemerintahan dan Politik Jurnal Ilmiah Profesi Pendidikan IJECA (International Journal of Education and Curriculum Application) Ijtimaiya : Journal of Social Science and Teaching Jurnal Penelitian ADDIN KIDDO: Jurnal pendidikan Islam Anak Usia Dini Basica Journal of Education Research INSANIA : Jurnal Pemikiran Alternatif Kependidikan DINAMIKA ILMU: Jurnal Pendidikan Southeast Asian Journal of Islamic Education SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Akademika : Jurnal Pemikiran Islam FENOMENA: Jurnal Penelitian BOCAH: Borneo Early Childhood Education and Humanity Journal Priviet Social Sciences Journal Indonesian Journal of Advanced Research (IJAR) Bulletin of Educational Management and Innovation Social Science Academic Indonesian Journal of Learning and Educational Studies FENOMENA: Journal of Social Science Journal of Islamic Studies ISTIFHAM Educazione: Journal of Education and Learning Al-Mubtadi : Jurnal Pendidikan Guru Madrasah Ibtidaiyah JUMPA : Jurnal Manajemen Pendidikan Maharot : Journal of Islamic Education Journal of Social Studies and Education Edukasia Islamika: Jurnal Pendidikan Islam Jurnal Studi Islam dan Sosial Education and Sociedad Journal Madania: Jurnal Kajian Keislaman SIMAS JURNAL PENGABDIAN MASYARAKAT Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of Gemilang At-Ta'lim : Media Informasi Pendidikan Islam ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
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Knowing Talent from an Early Age: Between Normative Awareness and Reflective Ignorance of Students Taufikin, Taufikin
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research departs from a conceptual unease about the importance of recognizing talent early in the framework of Ki Hadjar Dewantara’s thought. In this study, ‘talent’ refers to students’ inherent aptitudes, abilities, or natural potentials that can be recognized and developed. In his view, a free human being is an individual who can understand their potential from a young age through a continuous process of growth into adulthood. However, the reality of education shows a gap between awareness of the importance of talent and the ability to recognize it concretely. Here, ‘normative awareness’ means students’ understanding of the general or accepted importance of knowing their abilities, while ‘reflective awareness’ refers to their personal, conscious recognition of their own talents. This study uses a descriptive, quantitative approach and a survey method, involving 78 second-semester students from three mathematics classes. The research instrument consists of 12 questions that measure perception and self-awareness related to talent. The research results show that all respondents (100%) stated the importance of knowing their talents from an early age, but all (100%) also admitted they did not know their talents for sure. These findings indicate a disjunction between normative awareness and reflective awareness within the students. Theoretically, this condition indicates a weak guidance process within the education system that has not yet helped students fully recognize their potential. This research provides important implications for the development of a more reflective, dialogical, and individual potential-exploration-oriented, student-centered education model
The Decline of Pesantren: Examining Leadership, Financial Constraints, and Social Transformation Taufikin, Taufikin; Solihuddin, Moh
TA`DIBUNA Vol 14 No 3 (2025): Juni
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v14i3.19292

Abstract

Islamic boarding schools (pesantren) are central to Indonesia's Islamic education system. However, in recent decades, many pesantren have faced significant challenges, ultimately leading to their closure. This study aims to identify the key factors contributing to this phenomenon, focusing on leadership, management, financial constraints, and socio-cultural changes. The research employs a qualitative approach, utilizing case studies of several pesantren in Central Java that have ceased operations. Data were collected through interviews with pesantren administrators, Kiai descendants, alumni, and local community members. Additionally, participatory observation and document analysis were conducted to gain a comprehensive understanding of the conditions preceding the closure of these institutions. The findings indicate that the lack of leadership regeneration is one of the primary factors causing institutional instability in pesantren. Many pesantren remain overly dependent on the Kiai figure without a precise succession mechanism, challenging leadership transitions. Furthermore, unprofessional management practices, such as the absence of transparent financial record-keeping and data-driven decision-making, have exacerbated the decline of these institutions. Financial constraints also pose a serious challenge, as most pesantren rely heavily on unstable community donations without implementing a diversified funding strategy. Socio-cultural factors, including shifts in societal preferences toward formal education based on science and technology and urbanization, have further diminished parental interest in enrolling their children in pesantren. This study provides valuable insights for stakeholders in Islamic education, particularly in designing policies that support pesantren sustainability. Reforming leadership systems, implementing modern management practices, diversifying funding sources, and integrating modern skill-based curricula are strategic steps that must be taken to ensure that pesantren remain relevant and sustainable in the era of globalization.
Beyond Enrollment: Managing Student Recruitment Campaigns in Social Media as an Outcome of Learning Taufikin, Taufikin
JUMPA : Jurnal Manajemen Pendidikan Vol 5, No 2 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v5i2.8876

Abstract

Amid an increasingly intense digital landscape, student recruitment promotion in Islamic boarding schools often remains merely an administrative practice rather than a pedagogical space. This gap raises fundamental questions about the possibility of integrating social media into an authentic learning process. This study aims to examine the management of student recruitment promotion as an outcome of social media learning at PPATQ Raudlatul Falah Pati, using a qualitative case study approach and employing participatory observation, in-depth interviews, and digital content analysis. The research findings indicate that promotional activities have evolved into a dynamic learning practice. Students do not merely serve as the subjects of promotion but as active content creators who construct religious narratives, visual aesthetics, and institutional identity. This process integrates digital literacy with spiritual character development, resulting in content that is not merely communicative but also reflective and educational. On the other hand, this practice reveals a tension between educational ideals and the logic of digital visibility, which demands a balance between authenticity and representation. This study proposes the concept of pedagogical branding as an integration of learning, student participation, and value-based promotional strategies. These findings contribute to the development of social media theory in Islamic education and offer practical implications for the design of adaptive, participatory, and meaningful learning in the digital age.
Beyond Dualism: Hybrid Kiai Leadership and the Rise of One-Roof Islamic Education Governance Taufikin, Taufikin
JUMPA : Jurnal Manajemen Pendidikan Vol 4, No 2 (2023)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v4i2.9286

Abstract

The integration of Madrasah Ibtidaiyah (MI) and Islamic boarding schools under one roof presents a new configuration in Islamic education management that no longer separates formal and traditional systems. This study aims to reveal how the hybrid leadership of the kiai, serving as both the boarding school supervisor and the head of the madrasah, shapes a distinctive, layered governance pattern. Using a qualitative approach with an intrinsic case study design at MI Tahfidzul Qur’an and PPATQ Raudlatul Falah Pati, data were collected through observations of 530 students, in-depth interviews with the kiai, administrators, tahfiz teachers, murabbi, parents, and students, and the analysis of institutional documents. The findings indicate that the one roof system fosters an integration of authority that is not merely administrative but rooted in spiritual and cultural legitimacy. The management structure operates in a dual yet inseparable pattern, where formal and informal roles mutually reinforce one another. The curriculum is not merged but connected through the continuity of values between classroom learning and dormitory life. The educational environment fosters total control, enabling intensive and sustained character internalization. However, behind this integration, tensions emerge regarding professionalism and the distribution of authority. This study proposes the concept of Hybrid-Integrative Islamic School Governance (HIISG) as a synthesis between charismatic authority and managerial rationality in contemporary Islamic education. This concept expands the global discourse on value-based educational governance models that are both adaptive to tradition and responsive to the demands of modernity.
Local Wisdom as a Strategic Capital in Educational Management and Learning Transformation Nurdiana, Nurdiana; Sutarto, Joko; Wasino, Wasino; Raharjo, Tri Joko; Taufikin, Taufikin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.9327

Abstract

This study aims to analyze how educational management develops a local wisdom-based curriculum as a strategy to improve learning quality. This study employs a multi-case qualitative design conducted in three public high schools in Aceh: SMA 1 banda Aceh, SMA 3 Banda Aceh, and SMA 1 Pidie. Data were collected from 20 participants, including school principals, teachers, students, and customary leaders, through semi-structured in-depth interviews, non-participant classroom observations, and analysis of curriculum-related documents such as syllabi, lesson plans, and school program records. Data were analyzed thematically using a systematic coding process involving open, axial, and selective coding to identify patterns across cases and construct conceptual categories. Findings show that local wisdom functions as strategic curriculum capital, strengthening institutional legitimacy, increasing student engagement in learning, and fostering a more solid moral and social identity. The integration of values such as hospitality ethics, collective solidarity, and customary norms not only enriches teaching materials but also builds collaborative governance between schools and communities. The professional transformation of teachers occurs through a shift in their role from material deliverers to designers of culturally based, contextually relevant curricula. This model results in increased learning relevance, active student participation, and community trust in schools. This study formulates a Strategic Cultural Curriculum Management model that positions local wisdom as a form of educational managerial capital. Its contribution broadens the discourse on curriculum management, educational governance, and learning quality in the global context.
Recreational Reward-Based Motivation: a Strategy for Strengthening Motivation among High-Achieving Students at Child Pesantren Taufikin, Taufikin
Educazione: Journal of Education and Learning Vol. 1 No. 1 (2023): Educational Innovation and Development
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v1i1.398

Abstract

The practice of rewarding students in Islamic boarding schools often remains merely symbolic and has yet to foster meaningful experiences. This gap opens up opportunities to explore how recreational activities can serve as a more dynamic and sustainable motivator for students. This study aims to analyze the role of recreational rewards in shaping the motivation of high-achieving students at PPATQ Raudlatul Falah Pati. The approach used is a qualitative case study involving observations of more than 500 students, interviews with one kiai, four ustaz, five students, and five parents, and an analysis of academic documents and tahfidz achievements. The results indicate that recreation-based rewards function as multidimensional motivators. Academically, students ranked 1–5 demonstrated improved learning strategies and consistent achievement. Regarding Quran memorization, twice-yearly exams fostered a more structured review routine. In the social sphere, participation in boarding school activities, such as haflah, expanded the meaning of achievement beyond the classroom. Meanwhile, indicators of punctuality through early arrival formed a new habitus supported by families. Recreation became an anticipated emotional experience and a symbol of collective recognition of students’ efforts. Its implications point toward a transformation of the reward approach in Islamic boarding schools from mere incentives into a pedagogical strategy that shapes character and sustains achievement.
Salim kepada Guru as Experiential Learning: Cultivating Respect, Love, and Tawadhu’ among Primary School Students in Indonesia Taufikin
Educazione: Journal of Education and Learning Vol. 2 No. 1 (2024): Transformation of Indonesian Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i1.829

Abstract

This study examines the practice of salim as an experiential form of character education in Indonesian primary schools. While character education is often approached through cognitive instruction and formal programs, this research explores how moral values are internalized through lived interaction embedded in school culture. Using a qualitative ethnographic design, the study was conducted over four years in three primary schools in Demak Regency, involving teachers, students, and parents as participants. Data were collected through prolonged participant engagement, in-depth interviews, documentation, and reflective field notes, and analyzed thematically to capture recurring patterns of meaning. The findings reveal that salim functions as a holistic pedagogical practice that cultivates adab, strengthens emotional relationships, and develops tawadhu through repeated, embodied interaction. Rather than operating as a symbolic gesture, salim becomes a medium through which respect, care, and humility are enacted and gradually internalized. The study highlights that character formation emerges from sustained social practice rather than isolated instruction. These findings suggest the importance of recognizing culturally grounded practices as meaningful pathways for character education, offering an alternative approach that integrates behavioral, emotional, and spiritual dimensions within everyday learning environments.  
From early conversation to digital performance: Building public speaking confidence among Islamic elementary students in Indonesia Taufikin, Taufikin
Bulletin of Educational Management and Innovation Vol. 2 No. 2 (2024): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v2i2.127

Abstract

Background: In an increasingly digitized global educational landscape, public speaking has become an essential competency. However, at the elementary education level—particularly in Islamic education—the development of public speaking confidence is often overlooked and treated as an advanced skill, with limited integration into digital pedagogical practices. Purpose: This study aims to analyze how public speaking confidence can be built from an early age through the integration of daily conversations, video production, and digital distribution, and to formulate a pedagogical model that systematically explains this process. Method: A qualitative case study was conducted at MI Tahfidzul Qur’an Raudlatul Falah, Pati. Data were collected through participant observation, interviews with 5 teachers, 5 parents, 15 students, and 1 religious’ leader (Kiai), as well as the analysis of 20 student videos from July 2023 to January 2024. Analysis was conducted using inductive thematic analysis. Findings: The results of the study indicate that students’ confidence is developed through a recurring pedagogical cycle of “speak–record–publish,” supported by performative transformations (vocal, nonverbal, and structural) and multi-actor social interaction networks. A synthesis of these findings yields a new model, the Digital Performative Habitus Model, which asserts that confidence in speaking is the result of integrating experience, visual reflection, and social validation within a digital learning ecosystem.
SIKAP SPIRITUAL GURU DALAM PEMBELAJARAN: (Studi Pada Guru Madrasah Aliyah Qodiriyah Harjowinangun Dempet Demak) Taufikin, Taufikin
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 2 No 01 (2018): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v2i1.1137

Abstract

Personal Competences of teacher in the Regulation of the Minister of National Education in 2008 are faithful, cautious and Consistent in applaying religious life and tolerant. Therefore, teachers should have consistency in implementing their spiritual attitudes in learning to be role models for learners. No exception Teachers in MA Qodiriyah Harjowinangun Demak Dempet especially who teach the clusters of Islamic Religious Education (Qur'an Hadith, Fiqh, Aqidah Ahlak and SKI). To know more about their spiritual attitudes, used field research with qualitative approach, data obtained by observation and interview then analyzed descriptively with phenomenology approach. From this study it is found that MA Qodiriyah teachers a have implemented the spiritual potential of nafsaniyyah (consisting of reason, heart and lust) and ruhaniyyah (consisting of spirit and fitrah). Then they implement with various practices outside learning, among others, memorize the Qur'an certain letters, istighatsah, night prayers, and follow tarekat. While at the learning start with praying together and keep holy with wudlu.
Between Devotion and Precarity: Religious Calling, Moral Resilience, and Livelihood Strategies among Underpaid Madrasah Teachers Taufikin, Taufikin
Education and Sociedad Journal Vol. 1 No. 1 (2023): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v1i1.765

Abstract

This study examines how underpaid teachers in private Islamic junior secondary schools (madrasah tsanawiyah) in rural Indonesia make sense of their profession amid persistent economic constraints. Against a broader context of precarious educational labor and limited welfare provision, the research explores how religious values shape teachers’ commitment and coping strategies. Using a qualitative approach with an interpretative phenomenological design, data were collected through observations of 62 teachers and in-depth interviews with six teachers and two school principals in Demak. Thematic analysis was conducted through open, axial, and selective coding. The findings reveal that teaching is constructed not merely as employment but as a religious calling and moral devotion, fostering a form of moral resilience that sustains teachers despite low and unstable income. At the same time, teachers engage in hybrid livelihood strategies—including farming, small-scale trading, and informal work—to meet their economic needs while maintaining their pedagogical identity. However, this moral framing also risks normalizing structural inequality and symbolic exploitation. This study contributes to the literature by proposing the concept of “moral resilience through religious calling” within a moral economy of teaching, integrating religious, economic, and educational dimensions in understanding teacher sustainability in the Global South.
Co-Authors Abadi, Muhammad Zidan Adeoye, Moses Adeleke AFZAL, MUHAMMAD Ahmad Falah Ahmad Falah Ahmad Muzakki Al Azizati, Adillah Shinta Al-Badawi, Habib Anissa Tri Anita Rahmawaty Azizah, Ariestya Wan Badawi, Habib Boriboon, Gumpanat Budi Supriyatno Chibani Mansouri, Mabrouk Edi Sutrisno Fajar Syarif Fakhruddin Fakhruddin Fakruddin, Fakhruddin Fatima Zahra Lotfi Fatma, Gulnaz Fauzan Hakim, Muhammad Iqbal Fiqiyah, Maskanatul Habib Badawi Hani Sholihah Harun, Makmur Indah, Anggit Juliani Irama, Cindia Ita Rahmania Kusumawati Jacob, Udeme Samuel Joko Sutarto Khondziroh, kiki Luluk Lailatur Rizqi, Fitria Noor Leidy Barirothun Ni’mah Lift Anis Ma'shumah Ma'unah, A'yuna Dzil Maharani, Latifah Dwi Majeed, Jahangeer Marhamah Maula, Ni'matul Mayasari Widianingsih Ma’shumah, Lift Anis Moh Sholihuddin Mohammad Moreb Mowafg Abrahem Masuwd Muhajarah, Kurnia Muhammad Rikza Muqtada Munggarani, Febi Noor, Agus Hasbi Novyana Kurniasari Nurdiana Nurdiana Nurul Huda Olugbade, Damola PUJI ASTUTIK Putri, Alda Permata Putri, Devi Lusiana Rahmadani, Amelya Ranowijaya Rizky Maemunah Rofi’ah, Khafidzotur Sandy Arief Sa’diyah, Nabila Farihatus Shamwil, Muhammed Shofwani, Siti Aniqoh Sholihah, Hani Silvi Ratnawulan Siska Susantrin Siti Chotimah Siti Chotimah Siti Zuhaidah Alfatonia Solikhul Hadi Sri Nurhayati Sri Nurhayati Supaat Supaat Susantrin, Siska Tri Joko Raharjo Wasino Wasino Yusdani Yusdani Zamroni Zamroni Zulfah, Lina Indana