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All Journal Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Risâlah, Jurnal Pendidikan dan Studi Islam PEDAGOGIK : JURNAL PENDIDIKAN Tarbawi: Jurnal Keilmuan Manajemen Pendidikan AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Didaktik : Jurnal Ilmiah PGSD STKIP Subang ADDIN IJORER : International Journal of Recent Educational Research Journal of Education Research DEVELOPMENT : Journal of Community Engagement Jurnal Interpretasi Hukum Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Terapan Journal of Educational Management Research Educative: Jurnal Ilmiah Pendidikan Refleksi : Jurnal Penelitian Tindakan JUMPA : Jurnal Manajemen Pendidikan Journal of Primary Education Eduprof Journal of Asian Islamic Educational Management Jurnal Pendidikan dan Profesi Keguruan
Aspandi, Ade
Universitas Islam Al-Ihya Kuningan
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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INTEGRASI PENDIDIKAN ISLAM DENGAN KURIKULUM KEWARGANEGARAAN: PERSPEKTIF MANAJEMEN PONDOK PESANTREN Ade Aspandi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 04 Desember 2024 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.5192

Abstract

This study aims to explore the integration process between Islamic Education and the Citizenship Curriculum in the management of education at Islamic boarding schools (Pondok Pesantren). Amidst the challenges of social change and globalization, it is crucial for educational institutions to produce individuals who not only possess a deep understanding of religion but also awareness of their rights and responsibilities as citizens. Islamic boarding schools, with their distinctive characteristics that combine religious and general education, offer opportunities to develop a curriculum that integrates these two aspects. This research employs a qualitative approach with a case study in several Islamic boarding schools with diverse characteristics and backgrounds. Data were collected through in-depth interviews with school administrators, educators, and field observations. The findings reveal that although integration between religious and civic education has been initiated, its implementation still faces challenges, such as limitations in human resources and a curriculum that is not yet fully coordinated. The study also highlights the importance of strong managerial support, collaboration between the schools and various stakeholders, as well as adjustments in teaching methods to foster a comprehensive understanding of citizenship aligned with Islamic values. Based on these findings, the study recommends enhancing the capacity of school administrators, developing a more holistic curriculum, and providing continuous training for educators. Keywords: Islamic Education, Citizenship Curriculum, Islamic Boarding Schools, Educational Management, Curriculum Integration
Instructional Leadership, Organizational Culture, and Service Quality in Higher Education: A Case Study from Indonesia Didi Rusmidi; Abdus Salam; Ade Aspandi
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8806

Abstract

Service quality in higher education has become a key indicator of institutional effectiveness, particularly for universities seeking to remain competitive and responsive to student expectations. Although instructional leadership and organizational culture are recognized as important internal determinants of service performance, their combined influence on service quality and student satisfaction in private higher education institutions remains insufficiently explored. This study examines how instructional leadership and organizational culture interact to influence service quality and student satisfaction at Universitas Sindang Kasih Majalengka, Indonesia.  This research employed a qualitative case study design to explore leadership practices and cultural dynamics within the university’s service system. Data were collected from 21 informants, including university leaders, administrative staff, and active students, through in-depth interviews, participatory observation, and document analysis. Data analysis followed the Miles and Huberman interactive model involving data reduction, data display, and conclusion drawing. Trustworthiness was ensured through triangulation and member checking. The findings indicate that instructional leadership provides clearer task direction, strengthens employee discipline, and promotes more consistent workflow management. In parallel, a collaborative and open organizational culture improves interdepartmental coordination, enhances communication, and supports collective problem-solving in administrative services. The interaction between leadership guidance and cultural support increases service responsiveness, reduces procedural delays, and positively shapes students’ perceptions of service quality. The study proposes an Instructional–Culture Service Model in which leadership functions as a structural driver while organizational culture sustains service performance. Aligning leadership practices with supportive cultural values is essential for achieving sustainable improvements in service quality and student satisfaction in higher education institutions.
The Crisis of Authority and Dignity in the Teaching Profession: A Juridical and Ethical Review within Indonesia’s National Education System Aspandi, Ade; Syarifudin, Aip; Mustaqimah Hasan Basuni, Kiki; Namira Oktafiandri, Andini; Rizky Susanto, Alfinto
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.10038

Abstract

This study explores the crisis of authority and erosion of professional dignity among teachers in Indonesia through a juridical and ethical lens. This research emphasizes the dissonance between existing legal guarantees and their practical implementation in protecting teachers as professional educators. Using a qualitative method and library research approach, this study examines constitutional, statutory, and regulatory provisions, such as Article 28D paragraph (1) of the 1945 Constitution, Law Number 14 of 2005 on Teachers and Lecturers, Government Regulation Number 19 of 2017, and the Indonesian Teachers’ Code of Ethics. Recent media reports highlighting violence against teachers, defamation cases, and administrative neglect were also analyzed to provide contextual evidence. The findings reveal that the government’s legal protection has been largely normative and declarative, with weak enforcement mechanisms that fail to ensure a sense of security and moral recognition for educators. The teaching profession is facing an internal decline in authority due to social distrust, shifting values in education, and institutional pressure that undermines teachers’ autonomy. This paper concludes that reinforcing juridical protection and revitalizing ethical standards are essential for restoring teachers’ dignity and authority within the national education framework. Collaborative synergy between state institutions, professional organizations, and the community is required to uphold justice, ensure teachers’ well-being, and reaffirm their moral standing as the cornerstone of national education.
Rekonstruksi Penegakan Hukum Lingkungan terhadap Kejahatan Ekologis: Studi Pendekatan Sustainable Development Goals (SDGs) Taupik Hidayat; Muhammad Abdul Zalil; Ade Aspandi; Fahmi Muhammad Ilham; Anisyahnia Rahar Tantri
Jurnal Interpretasi Hukum Vol. 7 No. 1 (2026): Jurnal Interpretasi Hukum
Publisher : Fakultas Hukum, Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/juinhum.7.1.2026.70-78

Abstract

Ecological crimes pose a serious threat to environmental sustainability, affecting both human life and ecosystem stability. Normatively, Indonesia has established a comprehensive legal framework through Law Number 32 of 2009 on Environmental Protection and Management, which regulates environmental protection and adopts the principle of strict liability. However, there is a significant gap between legal norms (das sollen) and empirical reality (das sein), as reflected in the major floods and landslides in Sumatra during 2025–2026, which resulted in substantial casualties and environmental damage. Studies indicate that these disasters were not solely caused by natural factors but were also driven by deforestation and weak environmental governance. This study aims to analyze the normative construction of environmental law enforcement and examine the causes of the gap in its implementation within the framework of the Sustainable Development Goals (SDGs). This research uses a normative juridical method with statutory and conceptual approaches. The findings reveal that weak law enforcement is caused by ineffective supervision, weak corporate accountability, and the lack of integration of sustainable development principles into legal policies. Therefore, a reconstruction of environmental law enforcement is necessary, emphasizing a more progressive, integrative, and ecologically just approach.
Faith under Construction: Dialectical Qur’anic Inquiry into Ethics, Power, and Institutional Responsibility in Islamic Education Syarifudin, Aip; Aspandi, Ade; Abdul Zalil, Muhammad; Hasan Basuni, Kiki Mustaqimah
ADDIN Vol 20, No 1 (2026): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v20i1.34292

Abstract

The collapse of a dormitory building at Al-Khoziny Islamic boarding school symbolizes a deeper moral decline within the institutional structures of Islamic education. This study utilizes a Qur’anic dialectical inquiry to examine the intersection of faith, ethics, and power in shaping institutional responsibility. Employing a library research methodology, the analysis focuses on the Qur’anic concepts of al-‘adl (justice), al-amanah (trust), and al-ihsan (excellence) as ethical frameworks for institutional governance. Classical tafsir (interpretation), hadith compilations, and contemporary literature on Islamic educational ethics are critically reviewed to construct a dialogical interpretation between textual revelation and modern institutional realities. The findings demonstrate that the moral accountability of Islamic institutions intrinsically linked to their adherence to divine ethical mandates. The dialectical analysis further reveals that neglecting al-‘adl and al-amanah results not only in administrative fragility but also in the erosion of social trust. Al-ihsan emerges as a transformative principle that urges continuous moral reconstruction within institutional systems. Rather than assigning blame, this study highlights the Qur’an’s call for introspective reform, suggesting that physical failure should be interpreted as an ethical discourse on “responsibility before God and society”. This paper proposes a Qur’anic institutional ethics model centered on social accountability, encouraging Islamic educational entities to balance faith, power, and responsibility within an integrated moral structure.
THE TRANSFORMATION OF TRADITIONAL ISLAMIC BOARDING SCHOOLS INTO INTEGRATED PESANTREN: CURRICULUM, GOVERNANCE, AND TECHNOLOGICAL ADAPTATION Taqiyuddin Taqiyuddin; Iwan Iwan; Ade Aspandi
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 1 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i1.10408

Abstract

Pesantren, as the oldest Islamic educational institutions in Indonesia, face modernization challenges that require systemic transformation while preserving their traditional identity. This study analyzes the transformation of Salafiyah pesantren into integrated pesantren at KHAS Kempek Cirebon, focusing on curriculum integration, institutional governance, and technological adaptation. Using a qualitative case study approach, data were collected through interviews, participant observation, and documentation involving kiai, ustadz, administrators, and santri. The findings show that the transformation is adaptive and integrative. Traditional learning methods such as sorogan, bandongan, and wetonan are maintained while supported by structured management systems, formal education integration, and digital technology utilization. National education standards are also adopted without eliminating Salafiyah values as the pesantren’s primary foundation. The transformation expands the role of pesantren from centers of Islamic learning into adaptive and competitive educational institutions. This study contributes a multidimensional perspective showing that curriculum, governance, and technology function as interconnected elements in sustaining pesantren transformation within contemporary Islamic education.
Reconceptualizing Islamic Primary Education: A Comparative Multiple Case Study of a Qur’anic–Montessori Hybrid Pedagogical Framework in Indonesia and Malaysia Ade Aspandi; Aip Syarifudin; Muhammad Azhar Muttaqin; Mamat Rahmatullah
Journal of Asian Islamic Educational Management (JAIEM) Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v4i1.869

Abstract

This study addresses the gap between Islamic value-based education and contemporary child-centered pedagogies, which are often examined separately in previous research. It aims to analyze how an integrative Qur’anic curriculum can be effectively implemented within a Montessori-based framework in Islamic primary schools across Indonesia and Malaysia. This research employs a qualitative multiple case study design, using comparative analysis of selected Islamic schools that adopt integrative and Montessori-inspired practices. The findings indicate that integrating Qur’anic values with Montessori pedagogy fosters a holistic learning environment that supports students’ cognitive, social, emotional, and spiritual development. The use of mixed-age classrooms and prepared learning environments encourages autonomy, collaboration, and meaningful engagement, while spiritual practices are embedded within daily learning activities as lived experiences. This study contributes by proposing an integrative Qur’anic–Montessori model as a hybrid pedagogical framework that bridges religious education and modern learner-centered approaches. The findings offer practical and theoretical implications for developing holistic and value-oriented Islamic education systems in both local and broader international contexts.
Value-Based Transformation of Islamic Education Management in Strengthening the Governance of Contemporary Islamic Educational Institutions Resi Dazia; Ali Mumin Budiman; Ade Aspandi; Dodi Suhendi
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2229

Abstract

This study aims to examine the transformation of Islamic Education Management based on values through the integration of the principle al-muhāfaẓah ‘alā al-qadīm aṣ-ṣāliḥ wa al-akhdzu bi al-jadīd al-aṣlaḥ in strengthening the governance of contemporary Islamic educational institutions. This research employs a qualitative approach with a library research design combined with a phenomenological perspective to understand the practical meaning of value implementation in institutional contexts. Data were collected from classical and contemporary literature, as well as reflections on management practices in Islamic educational institutions. Data analysis was conducted using content analysis and thematic analysis to identify patterns of integration between traditional values and modern innovation. The findings reveal that the principle has strong relevance as an operational foundation in managerial decision-making, enabling a balance between preserving Islamic values and adopting modern innovations. Value-based management transformation contributes to more transparent, accountable, and sustainable governance, while fostering a hybrid management model integrating normative, adaptive, and transformational dimensions. This study offers a conceptual contribution to the development of integrative Islamic Education Management and provides practical implications for maintaining institutional relevance and competitiveness in the digital era.
Integrating Islamic Values Into Digital Learning for Character Education in Elementary Schools Yusuf Yusuf; Ade Aspandi
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.11512

Abstract

The rapid development of digital learning in elementary education has created new challenges in strengthening students’ character and moral values. Digital learning at the elementary school level often focuses more on cognitive achievement and technological adaptation, while the integration of religious and character values remains limited. This study aims to analyze the integration of Islamic values into digital learning as an effort to strengthen character education at SDN Taman Kalijaga Permai. The research employed a qualitative case study approach involving teachers, school principals, and elementary students as research participants. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings reveal that the integration of Islamic values in digital learning is implemented through religious habituation before online learning activities, the insertion of Islamic messages in digital teaching materials, reflective learning activities, and teacher modeling in digital communication. The implementation of these strategies contributes positively to students’ discipline, responsibility, politeness, and digital ethics. However, several challenges remain, including limited teacher competence in value-based digital pedagogy and students’ inconsistent digital literacy levels. This study concludes that integrating Islamic values into digital learning can serve as an effective strategy for strengthening character education in elementary schools when supported by contextual learning approaches and active teacher involvement.
Transforming Teacher Roles in Indonesia’s Digital Era: Enhancing Learning Effectiveness and Student Engagement Ade Aspandi; Muhammad Azhar Muttaqin
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.616

Abstract

The rapid advancement of digital technology has significantly reshaped educational practices, requiring teachers to evolve from knowledge transmitters into dynamic facilitators of student-centred learning. This study adopts a library research method combined with content analysis to examine how teachers’ roles have transformed in response to technological innovation, particularly in enhancing learning effectiveness and student engagement. By reviewing a broad spectrum of recent scholarly articles, policy reports, and empirical studies, the research highlights that the integration of tools such as Learning Management Systems (LMS), Artificial Intelligence (AI), and interactive online platforms has fundamentally changed classroom dynamics and instructional design. For example, the use of gamified learning applications has been shown to increase student participation by fostering a sense of achievement, while adaptive learning software enables teachers to tailor content to individual progress, thereby improving comprehension and retention. As a result, educators are expected to develop advanced digital literacy, create innovative learning experiences, and adopt flexible strategies that respond to diverse learner needs. This shift requires sustained professional development, supportive institutional frameworks, and responsive educational policies that equip teachers to thrive in technology-rich environments. Moreover, meaningful integration of technology rather than its mere adoption has emerged as the key factor in driving improvements in motivation, engagement, and academic outcomes. This study contributes to the discourse on teacher professionalisation in the digital age and offers recommendations for policymakers and educational leaders to design effective training initiatives and support mechanisms for educators adapting to these evolving demands.
Co-Authors Abdul Karim Abdul Karim Abdus Salam Abdus Salam, Abdus Adlan Khoerul Abdi Aep Saepudin Agih, Moh. Firdaos Agus Jamaluddin Ahmad Mujtahid Latif Aini Mazaya El Banna Aip Syarifudin Aip Syarifudin Aip Syarifudin Ali Mumin Budiman Ali Mumin Budiman Anisyahnia Rahar Tantri Annisa Fauziah Rahmah ardhian sahrul rhomadon AS, Suwarno Atik Rosanti Dede Jajat Defa Rahmatun Nisaa Didi Rusmidi Didi Rusmidi Dodi Suhendi Dz, Abdus Salam Edi Suhardi Rahman Fahmi Muhammad Ilham Fahmi Syahidi Hagi Al Imam Hasan Basuni, Kiki Mustaqimah Iman Subasman Iwan Iwan Kiki Mustaqimah Lanlan Muhria Lukman Hakim M. Syamsul Ma’arif Ma’shum Mamat Rahmatullah Mazaya El Banna, Aini Mila Dita Khotimah Mima, Nur Luthfiyani Fajrin Miranda Nurfadillah Moh Ahsan Muhamad Azhar Muttaqin Muhamad Ridwan Muhammad Abdul Zalil Muhammad Abdul Zalil Muhammad Azhar Muttaqin Muhammad Azhar Muttaqin Muhammad Azhar Muttaqin Muhammad Ridwan Mukhlisoh Mukhlisoh Mustaqimah Hasan Basuni, Kiki Muttaqin, Muhammad Azhar Namira Oktafiandri, Andini Nuansah, Unang Nur Luthfiyani Fajrin Mima Nurul Chamidah Resi Dazia Rizky Susanto, Alfinto Sopandi Subasman, Iman Subasman, Iman Suci Tri Fuji Astuti Suhatma Suhatma Sukron Sukron Syarifudin, Aip Syibli Maufur Syukron Makmun Taqiyuddin . Taupik Hidayat Umyati Umyati Wati Karmila Yusuf Yusuf Zalil, Muhammad Abdul