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All Journal Ilmuna: Jurnal Studi Pendidikan Agama Islam Munaddhomah: Jurnal Manajemen Pendidikan Islam Al-Zayn: Jurnal Ilmu Sosial & Hukum Jurnal Media Akademik (JMA) Sirajuddin : Jurnal Penelitian dan Kajian Pendidikan Islam Ihtirom: Jurnal Manajemen Pendidikan Islam AL-ADABIYAH: Jurnal Pendidikan Agama Islam Journal of Pedagogical and Teacher Professional Development Sirajuddin: Jurnal Penelitian dan Kajian Pendidikan Islam
Mukaffan
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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MANAJEMEN PERENCANAAN STRATEGIS DALAM PENGEMBANGAN MUTU PROSES PENDIDIKAN Mukaffan; Ahmad Zarkasyi
SIRAJUDDIN : Jurnal Penelitian dan Kajian Pendidikan Islam Vol 4 No 1 (2024): Sirajuddin Desember 2024
Publisher : P3M STAI MIFTAHUL ULUM LUMAJANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55120/sirajuddin.v4i1.2124

Abstract

Artikel ini bertujuan untuk menemukan apa saja yang harus disiapkan oleh seorang guru dalammengembangkan metode pembejaran dengan pendekatan pengelolaan kelas di MadrasahTsanawiyah 02 Miftahul Ulum Bakid Lumajang. Penelitian ini menggunakan pendekatankualitatif pendekatan studi pustaka. Metode pengumpulan data dengan cara menelusurisumber dokumentasi, dengan mengkaji literatur dan bahan pustaka yang relevan denganpermasalahan yang diteliti. studi atau analisis yang digunakan dalam menganalisis adalahanalisis induktif. Analisis data kualitatif bersifat induktif, yaitu analisis berdasarkan data yangdiperoleh dikembangkan. Teknik keabsahan menggunakan triangulasi sumber. Hasil penelitianmenyimpulkan bahwa tahapan manajemen perencanaan strategis di sekolah diawalidengan perumusan visi, misi dan tujuan sekolah dengan melibatkan seluruh stakeholder,penilaian terhadap lingkungan internal dan eksternal, penugasan kerja dan kerjasama,kemudian diperkuat dengan evaluasi implementasi perencanaan strategiKata kunci: Manajemen, perencanaan strategis, mutu pendidikan.
Tantangan dan Strategi Guru Pendidikan Agama Islam Menghadapi Disrupsi Era Digital Ahmad Izzuddin Faqih; Mu'alimin; Mukaffan
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 3 No 6 (2025): 2025
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v3i6.2704

Abstract

Disrupsi era digital telah menciptakan tantangan kompleks dalam implementasi peran guru Pendidikan Agama Islam (PAI) yang idealnya mencakup dimensi mu'allim (pengajar ilmu), murabbi (pembina karakter), dan mursyid (pembimbing spiritual). Isu ini penting dikaji karena adanya kesenjangan antara konsep holistik pendidikan Islam dengan realitas praktik pendidikan di sekolah umum yang terfragmentasi dan terkendala digital. Evaluasi terhadap studi-studi terdahulu menunjukkan celah signifikan berupa kurangnya sintesis yang memadai antara filsafat pendidikan Islam klasik dengan tantangan kontemporer di era digital. Penelitian ini bertujuan menganalisis tantangan multidimensi yang menghambat implementasi trilogi peran guru PAI serta merumuskan strategi reaktualisasinya. Menggunakan pendekatan kualitatif dengan metode studi pustaka, penelitian ini menganalisis sumber primer kitab klasik dan sumber sekunder literatur kontemporer melalui teknik content analysis. Temuan novelty penelitian mengungkap konfigurasi tantangan epistemologis, struktural, dan sosio-kultural yang saling memperkuat, serta menawarkan kerangka strategis integratif berupa transformasi peran guru menjadi "mursyid digital". Rekomendasi yang diajukan mencakup level konseptual (redefinisi otoritas guru), metodologis (model blended learning), dan kebijakan (pengembangan kurikulum integratif), dengan rekomendasi untuk penelitian lanjutan berupa verifikasi empiris model yang diusulkan.
Inclusive Education in Rural Indonesia: Bridging Policy Gaps through Islamic Educational Perspectives on Disability Mukaffan; Isnadi
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i2.1388

Abstract

This study aims to examine the implementation of inclusive education in rural Indonesia by focusing on the policy–practice gap and exploring how Islamic educational perspectives can contribute to bridging educational inequalities for children with disabilities. Specifically, it investigates how structural, socio-cultural, and governance-related factors shape access to inclusive education in peripheral village contexts. This research employs a qualitative approach with a case study design conducted in Wonorejo Village, Banyuputih District, Situbondo Regency. Data were collected through in-depth interviews with key stakeholders, including village officials, teachers, parents, and disability activists, as well as participant observation and document analysis. The data were analyzed using an interactive model involving data condensation, data display, and conclusion drawing, complemented by thematic analysis to identify patterns related to policy gaps, structural barriers, and Islamic educational values. The findings reveal that inclusive education in rural areas is characterized by multi-layered exclusion resulting from geographical isolation, limited infrastructure, weak local governance, and the absence of accurate disability data. Despite the existence of national and regional policies supporting inclusive education, their implementation at the local level remains largely symbolic and administrative. The study identifies a significant policy–practice gap, where inclusive education is not supported by adequate institutional readiness, teacher competence, or accessible facilities. Additionally, socio-economic constraints and cultural factors further limit the participation of children with disabilities in formal education. This study introduces a village-based analytical framework that shifts the focus from school-centered approaches to community and governance-based perspectives in understanding inclusive education. It also offers a novel theoretical contribution by integrating Islamic educational values, particularly justice (al-‘adl), equality (al-musawah), and universal compassion (rahmatan lil ‘alamin), as a normative foundation for inclusive education in Muslim-majority contexts. This study contributes theoretically by bridging global inclusive education discourse with Islamic educational philosophy, empirically by providing evidence from a rural and underrepresented context, and practically by proposing a village-based inclusive education model that emphasizes local governance, data-driven planning, and community participation. These contributions offer a more context-sensitive and culturally grounded approach to addressing educational inequality in rural areas.
Co-Authors Ahmad Izzuddin Faqih ahmad zarkasyi Al Haj Zaini , Zainuddin Ali Hasan Siswanto Fauyan, Muchamad Hasan, Nurul Hudri, Salman Isnadi Khoiriyah, Dianing Arifatul Machfudz, Machfudz Masniatul Ilmiah Mu'alimin Mu’alimin Mu’is, Abdul Rosmiati, Mia Sholihah, Imro`atus Siswanto, Ali Hasan Ubadillah Zahroh, Ika Nafisatus