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All Journal Jurnal Pendidikan Agama Islam International Journal Of Science, Technology & Management (IJSTM) Salimiya : Jurnal Studi Ilmu Keagamaan Islam International Journal of Applied and Scientific Research (IJASR) Jurnal Manajemen, Pendidikan dan Pemikiran Islam International Journal of Islamic Business and Economics (IJIBEC) Al-Hayat: Journal of Islamic Education International Journal of Education Management and Religion As-Sulthan Journal of Education International Journal of Multidisciplinary Reseach Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Akhyak
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Academic Supervision Strategy Based On Prophetic Values: Innovation Of Improving Teacher Professionalism Yuli Umro'atin; Prim Masrokan Mutohar; Ahmad Tanzeh; Akhyak
International Journal of Education Management and Religion Vol. 3 No. 1 (2026): January 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i1.608

Abstract

This study aims to discover and develop a new theory of academic supervision techniques and approach based on prophetic value in improving teacher professionalism at MA Darul Huda Mayak Tonatan Ponorogo and MA Al-Mawaddah Coper Jetis Ponorogo. This study used a qualitative research multisite case study design. Data was obtained through in-depth interviews, participant observation, and document studies. This study in two Islamic Senior Hight Schools (MA Darul Huda and MA Al-Mawaddah). Results: Individual techniques, characterized by trustworthiness, discipline, openness, and responsibility, include: classroom visits, class observations, and individual meetings, group techniques are carried out with good communication, respect for privacy, and mutual motivation, include: teacher working group meetings, subject teacher deliberation meetings, training, and problem-solving groups. Academic Supervision Approach Based on Prophetic Values are Spiritual Approach, Supervisor provides guidance through religious activities, such as mujāhadah, dzikrul ghafilin, listening the Qur’an, and worship in months of Rajab and Ramadhan. Exemplary Approach is sets a good example for teachers, always quotes verses from the Qur'an during guidance, encourages teachers to always quote Qur'anic, and instills honesty. Administrative Approach with Prophetic Value, that Supervisor team check teachers' learning administration, with ta’hil maddah activity involving correcting learning materials, especially for new teachers, and reviewing preparations for oral exams in Arabic. Humanistic Problem-Solving Approach, that supervisor gives teachers the opportunity to discuss their problems in teaching and provides the best solutions by prioritizing openness and mutual respect. The study contributes a model of prophetic-based academic supervision integrating Islamic spiritual values with modern supervision techniques.
Integrating Islamic Values In The Development Of The Merdeka Campus Curriculum: Enhancing Student Independence In Islamic Higher Education Akhyak; Sahri; Agus Eko Sujianto; Binti Maunah; Agus Zaenul Fitri; Ahmad Tanzeh
International Journal of Education Management and Religion Vol. 3 No. 2 (2026): July 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i2.321

Abstract

Islamic university students today face serious challenges in the form of low learning independence. Many of them still depend on their lecturers' guidance, lack initiative in exploring knowledge, and are not yet fully capable of managing their own learning independently. This study aims to examine how the development of the MBKM curriculum in PTKI can enhance students' learning independence and support the realization of impactful campuses. This research uses a qualitative approach with a case study design, conducted at Nahdlatul Ulama University Surabaya (UNUSA) and Yudharta University Pasuruan. Data collection techniques were carried out through in-depth interviews, observations, and documentation, with data analysis using data condensation, data presentation, conclusion drawing, and verification. The research results show that the development of the MBKM curriculum at both universities encourages students to learn actively, independently, and reflectively through programs such as internships, entrepreneurship, teaching on campus, and community service. Independent learning is reflected in students' ability to manage the learning process, make decisions, and take responsibility for their learning achievements. In addition, Islamic values also frame this process, resulting in learners who are not only academically excellent but also ethical and contribute significantly to society. Thus, the contextually developed MBKM curriculum has proven to be an important instrument in shaping independent students while also realizing an impactful campus.
PARADIGMA INTEGRASI ILMU DALAM ARSITEKTUR PENGEMBANGAN PERGURUAN TINGGI ISLAM DI ERA TRANSFORMASI Suyoko; Ngainun Naim; Akhyak
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol. 6 No. 4 (2025): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

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Abstract

Islamic higher education in the era of digital transformation faces significant challenges in formulating relevant and adaptive models of knowledge integration. With technological disruption and globalization, Islamic higher education institutions need to develop educational systems that not only uphold Islamic values ​​but also accommodate the development of modern science. This study aims to explore various models of knowledge integration in the development of Islamic higher education institutions, focusing on four Islamic universities in Indonesia: UIN Jakarta, UIN Yogyakarta, UIN Malang, and UIN Surabaya. The method used in this study is a Systematic Literature Review (SLR), which analyzes the latest scientific articles from 2020 to 2025 regarding the integration of knowledge in Islamic higher education. The results show that each university develops a unique model, despite having the same goal of uniting religious and general knowledge. UIN Jakarta uses a dialogical approach, UIN Yogyakarta develops an interdisciplinary interconnection model, UIN Malang utilizes the metaphor of the "tree of knowledge" to describe the relationship between religious and general knowledge, while UIN Surabaya applies the Twin Towers model that harmonizes both realms of knowledge. This study concludes that the integration of knowledge in Islamic higher education needs to accommodate the development of the times without losing its Islamic substance, and each model implemented has its own unique way of connecting religious and general knowledge
EPISTEMOLOGI BAYANI, BURHANI, IRFANI DALAM INTEGRASI KEILMUAN Musalam; Akhyak; Ngainun Naim
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

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Abstract

The development of modern scientific knowledge demands an educational paradigm capable of integrating Islamic values with rational and empirical approaches. Since the classical period, the Islamic intellectual tradition has offered three epistemological frameworks—bayani, burhani, and irfani—each possessing distinct characteristics in the process of knowledge production. This study aims to analyze the relationship, contributions, and implementation of these three epistemologies within the integration of knowledge in Islamic education. The method employed is a library research approach by examining books, journal articles, conference proceedings, and academic documents through the stages of literature inventory, classification, content analysis, and synthesis. The findings indicate that the bayani epistemology functions as a normative foundation for understanding revealed texts through linguistic principles and ushul fiqh methodologies. Burhani serves as a rational-empirical framework emphasizing demonstrative logic and verification of reality, making it relevant for strengthening scientific methods. Irfani complements both by providing a spiritual, ethical, and intuitive dimension as the basis for character formation in learners. The implementation of these three epistemologies in education can be realized through the integration of text-based learning (bayani), scientific research and observation (burhani), as well as moral and spiritual development (irfani). The synergy among them forms a holistic model of Islamic education that is adaptive to contemporary developments while remaining rooted in Islamic values. This study affirms that the epistemological integration of bayani, burhani, and irfani serves as an essential foundation for constructing a comprehensive Islamic scientific paradigm relevant to the needs of the modern era.
CROSS-DISCIPLINARY APPROACH IN SCIENTIFIC INTEGRATION AND ITS APPLICATION IN ISLAMIC EDUCATION Zen Ma'arif, M.; Naim, Ngainun; Akhyak
International Journal of Multidisciplinary Reseach Vol. 2 No. 1 (2026): February
Publisher : International Journal of Multidisciplinary Reseach

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Abstract

This study aims to analyze the concept and application of the cross-disciplinary approach in Islamic education as a strategy to integrate Islamic values with modern scientific knowledge. The research employs a qualitative approach using library research, focusing on an in-depth examination of scholarly literature from journals, proceedings, and academic documents. The analysis follows three main stages: collecting relevant literature, evaluating its validity and relevance (Creswell, 2014), and conducting content analysis to explore themes of knowledge integration and Islamic epistemology (Zed, 2014). The findings reveal that the cross-disciplinary approach in Islamic education encompasses three main forms: instrumental, which utilizes methods or tools from other disciplines; conceptual, which fosters dialogue across disciplines to expand theoretical frameworks; and transformative, which seeks to create new paradigms through the integration of science and Islamic values. Its practical implementation can be observed in integrative curricula at Islamic universities (UIN), ethically grounded institutional management, and research based on maqashid al-shariah. This study concludes that the cross-disciplinary approach plays a crucial role in building holistic, contextual, and globally competitive Islamic education. It strengthens the epistemological foundation of Islamic scholarship by uniting spirituality, rationality, and professionalism into a coherent educational paradigm.
Management Of Inclusive Education Services In Enhancing School Competitiveness Januariani; Ahmad Tanzeh; Akhyak
International Journal of Education Management and Religion Vol. 3 No. 2 (2026): July 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i2.1584

Abstract

This study examines the management of inclusive education services as a strategic approach to enhancing school competitiveness in primary schools and madrasah ibtidaiyah in Tulungagung, Indonesia. Employing a qualitative multi-case study design, the research was conducted at SD Muhammadiyah 1 Tulungagung, SDI Al Azhaar Tulungagung, and MI Modern SAKTI Permatahati Ibu Tulungagung. Data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, inclusion coordinators, Special Assistant Teachers, classroom teachers, and parents. Data analysis followed an interactive model consisting of reduction, display, and cross-case thematic verification. The findings reveal a coherent managerial cycle comprising needs analysis, integrated planning, consistent implementation, and continuous evaluation. Early identification and institutional readiness assessment ensure precise service alignment. Planning integrates individualized education programs, teacher professional development, and structured parental collaboration. Implementation operationalizes curriculum adaptation, therapeutic support, and inclusive participation in flagship programs. Evaluation mechanisms generate feedback loops that sustain service innovation and organizational learning. The study proposes a conceptual framework linking inclusive service management to student achievement, public trust, and institutional differentiation. Inclusive education management emerges not only as a rights-based obligation but also as a strategic driver of sustainable school competitiveness grounded in service quality and reputational capital.
Co-Authors Abd. Aziz Abdul Aziz Abdul Hakim Amrullah Abdur Rosyid Hasan Achmad Patoni Agus Eko Sujianto Agus Zaenul Fitri Agus Zaenul Fitri Ahmad Bachtiar Firdaus Ahmad Qolfathiriyus Firdaus Ahmad Tanzeh As'aril Muhajir Asna, Ni'am Khurotul Binti Maunah Dede Nurohman Eko Agus Suwandi Eko Sigit Purwanto Habibur Rohman Hanif Satria Budi, M. Haque , Ahasanul Himad Ali Hosaini Imam Junaris Ismail, Ahmad Nur Ismail Januariani Kojin Muh Ibnu Sholeh Mujamil Qomar Musalam Mustajib Nafi'atul Hasanah Ngainun Naim Ngainun Naim NUR EFENDI Prim Masrokan Mutohar Sahri Salma Azizah Wifaqi Shobirin, Mochammmad Syafiuddin Suselo , Dedi Suyoko Yuli Umro'atin Zen Ma'arif, M.