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All Journal Media Komunikasi FPIPS Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Al Ishlah Jurnal Pendidikan Tadarus: Jurnal Pendidikan Islam EDU-KATA: Jurnal Bahasa, Sastra, dan Pembelajarannya IQRO: Journal of Islamic Education Edukasi Islami: Jurnal Pendidikan Islam RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Sinestesia FENOMENA: Jurnal Penelitian West Science Social and Humanities Studies IJIS Edu : Indonesian Journal of Integrated Science Education El Midad: Jurnal Jurusan PGMI
Khozin Khozin
Universitas Muhammadiyah Malang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Exploring Integrative Islamic Religious Education and Learning Agility at Sekolah Alam Junior High School: A Phenomenological Approach to Education Innovation and Student Skill Development Ahsan Hakim; Yus Mochamad Cholily; Khozin Khozin; M Arfan Muammar
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5250

Abstract

The aim of this research is to understand and discover the unique educational outcomes observed at SMP Sekolah Alam Insan Mulia (SAIM) due to the implementation of the integrative IRE model and learning agility. This research used qualitative methods and an interpretive research paradigm. This research approach used phenomenology, while the type of research was descriptive. Data collection through interviews, observations and documentation. Data analysis through data collection, data condensation, data presentation, and conclusions. This study found that SMP SAIM integrated Islamic Religious Education (PAI) into all learning to instill the foundation of Islamic values in every student's understanding and skills. The integration uses six models classified into two parts, namely the first, the shared model, the nested model, the sequenced model applied to regular learning in class. Second, the connected model, the webbed model, and the integrated model applied to large thematic projects. Furthermore, SMP SAIM carried out learning agility which was realized through project-based learning and student life skills, so that they are skilled in facing various challenges. The integrative PAI model and learning agility learning are very relevant from the flexible, active, creative, collaborative, and reflective aspects.
Transformational Leadership in the Digital Age: Adaptive Strategies in Higher Education Institutions Mulyadi Mulyadi; Akhsanul In’am; Khozin Khozin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8202

Abstract

The accelerating pace of digital transformation poses significant leadership challenges in higher education, particularly in developing countries with limited infrastructure and hierarchical cultures. Transformational leadership is increasingly recognized as a key factor in enabling strategic adaptation and innovation in this context. This study employed a qualitative phenomenological approach to explore how transformational leadership facilitates digital innovation in higher education institutions. Data were collected through in-depth interviews with 36 participants—including academic leaders, faculty members, and students—across three universities in Indonesia with varying levels of digital readiness. Thematic analysis was used to identify patterns and meanings in participant experiences. Findings reveal that transformational leadership—characterized by visionary direction, participatory governance, and empowerment—plays a critical role in fostering a collaborative digital culture. Leadership practices emphasizing transparency, inclusion, and emotional support reduced resistance to change and enhanced faculty and student engagement. Cross-unit collaboration, contextual training, and adaptive strategies further contributed to sustainable innovation. This study highlights the socio-cultural nuances of digital leadership in resource-constrained settings, demonstrating both the potential and limitations of transformational leadership in higher education digitalization. The findings contribute to leadership theory and offer practical guidance for institutions navigating digital change.
Implementing Contextualized Quality Assurance in Islamic Boarding Schools: A Case Study of TMI Al-Amien Prenduan Ahmadi Ahmadi; Khozin Khozin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7855

Abstract

Islamic boarding schools (pesantren) face growing demands to implement quality assurance (QA) systems that align with both national education standards and their religious identity. However, few studies offer empirical models for how pesantren can institutionalize QA in context-sensitive ways. This study explores the implementation of QA at TMI Al-Amien Prenduan, a recognized muadalah pesantren in Indonesia. A qualitative case study was conducted using an interpretive paradigm. Data were collected through semi-structured interviews, participant observation, and document analysis. Key informants included pesantren leaders and QA personnel. Data were analyzed using Miles and Huberman’s interactive model, and validity was ensured through triangulation and member checks via focus group discussions. Findings show that TMI implemented a structured QA process using the PPEPP cycle (Determination, Implementation, Evaluation, Control, Improvement). QA practices include internal audits, stakeholder evaluations, and policy documentation. A dedicated QA unit has been established, marking a shift from charismatic, figure-based leadership to an institutionalized system. Key enablers include transformational leadership, capacity building, and external advocacy. Challenges involve limited human resources and cultural resistance to formal systems. The study demonstrates that pesantren can adopt formal QA mechanisms without compromising their identity by contextualizing implementation strategies. The TMI case offers a practical model for similar institutions and supports national efforts to standardize QA in Islamic education.
Conflicts about Social Justice and Education Certainty: An Education Philosophy Perspective Muhammad Rafliyanto; Khozin Khozin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7726

Abstract

Education is widely regarded as a pathway to social justice and equality. However, in practice, structural inequalities persist, especially in developing countries like Indonesia. Despite national commitments to equitable education, significant disparities remain due to rigid standardization, centralized control, and limited responsiveness to local contexts. This study examines the philosophical tensions between social justice and educational certainty, drawing on the frameworks of John Rawls and Paulo Freire. This research employed a qualitative literature review method grounded in philosophical analysis. Key texts by Rawls and Freire were examined alongside Indonesian educational policy documents, constitutional principles, and contemporary studies. A thematic synthesis approach was used to analyze the convergence and divergence of liberal justice theory, critical pedagogy, and Indonesia’s juridical-ideological foundations. Findings reveal that educational certainty—often pursued through standardization and bureaucratic regulation—can contradict the principles of justice as fairness and emancipation. Rawls's institutional model emphasizes distributive justice and equal opportunity, while Freire's liberatory pedagogy focuses on critical consciousness and dialogical empowerment. In the Indonesian context, both perspectives highlight tensions between policy frameworks and lived educational experiences. This study proposes a reconciliatory framework that integrates Rawlsian and Freirean insights within Indonesia's constitutional philosophy. It argues for an education system that ensures structural equity while empowering learners as agents of transformation. The implications are relevant for educational policymakers, philosophers, and practitioners seeking socially just and context-sensitive reforms.
Progressive Islamic Education Integrates Science in the Islamic Insight Perspective of Muhammadiyah Lety Febriana; Akhsanul In'am; Khozin Khozin; Rifa'i Rifa'i
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v7i1.5151

Abstract

The purpose of this research is to reveal the relationship of progressive Islam in the context of developing Muhammadiyah education science. Describing the dynamics of Muhammadiyah educational institutions with the understanding of the Islamic doctrine of its managers and identifying scientific values as an effort to understand and develop progressive education. The renewal of Islamic thought (tajdid) that is able to push towards the progress of social life is a reformist and progressive religious renewal. The concept of science in the ideology of progressive Islam refers to the phenomenon of Muhammadiyah, which consistently believes that Islam contains the integration of modern science and Islamic teachings in order to realise the life of people who are spiritually strong and advanced in social life. Scientific values such as creativity and innovation as well as collaboration and communication are needed to realise progress in the world of education. Muhammadiyah education requires applicative steps that include sharpening or renewing applications as an educational process that develops the potential for excellence. The progress that Muhammadiyah aspires to is an effort to realise people who excel in various aspects, both spiritual and outward aspects. The method used in data collection in this study is the documentation method by recording and analysing relevant available reports. The data analysis technique used is content analysis in order to obtain conclusions from the analysed documents. The result of this paper is Islam berkemajuan as an ideology in Muhammadiyah education, which integrates science with Islam in life so as to form a systematic comprehensive blend between faith and modernisation of social institutions. The concept of advanced Islamic education, which is Muhammadiyah's worldview, is in accordance with the value of science that contains creativity and innovation and is able to collaborate in reflecting the values of humanisation, liberation and transcendence.
ISLAMIC RELIGIOUS EDUCATION LEARNING MODEL WITHIN THE FRAMEWORK OF THE INDEPENDENT CURRICULUM Siti Hartutik; Khozin Khozin; Rahmad Hakim
El Midad Vol. 17 No. 2 (2025): EL MIDAD: JURNAL JURUSAN PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i2.13368

Abstract

This study aims to describe the application of the Islamic Religious Education (PAI) learning model based on the Independent Curriculum in Aisyiyah 11 Musi Rawas Kindergarten, South Sumatra. The Independent Curriculum is a new policy in the Indonesian education system that provides freedom for educators to design learning that suits the needs and potential of students. At the Kindergarten (TK) level, the implementation of the Independent Curriculum is expected to foster character, faith, and devotion in children from an early age through a fun approach and activating children's participation. This study uses a qualitative descriptive method with a case study approach to explore how the PAI learning model is in accordance with the principles of the Independent Curriculum applied in Aisyiyah 11 Kindergarten. Data was collected through observations, interviews, and documentation involving teachers, principals, and parents. The results of the study show that the implementation of the Independent Curriculum-based PAI learning model at Aisyiyah 11 Musi Rawas Kindergarten refers to the Play-Based Learning Model with the principles of the Independent Curriculum which is more flexible and focuses on developing students' potential. Learning is carried out with a fun approach and is based on the needs and interests of children, and provides room for creativity. Teachers use story, game, and theme-based methods to instill Islamic religious values in children.
CULTURALLY-ROOTED SCHOOL LEADERSHIP: THE ROLE OF GUSJIGANG VALUES IN ENHANCING CHARACTER EDUCATION AT THE PRIMARY LEVEL Jamaluddin Kamal; Ahsanul In’am; Khozin Khozin
El Midad Vol. 17 No. 2 (2025): EL MIDAD: JURNAL JURUSAN PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i2.14134

Abstract

In culturally diverse educational contexts, school leadership often fails to reflect the values and wisdom inherent in local traditions. In Indonesia, character education often relies on normative approaches, overlooking the potential of indigenous philosophies to inform ethical and behavioral development. This study examines how Gusjigang—a cultural value system rooted in Islamic moralism, literacy, and entrepreneurship—is integrated into primary school leadership and character education in Kudus Regency, Central Java. Using a quantitative survey design, data were collected from 15 principals and 85 teachers across randomly selected public elementary schools through a 30-item Likert-scale questionnaire. The results show that the dimension of religious commitment (Gus) is highly embedded in both leadership practices (M = 3.72) and character education (M = 3.65), followed by literacy cultivation (Ji) and entrepreneurial modeling (Gang), which were implemented to a moderate extent. These findings suggest that while the moral and intellectual components of Gusjigang are well-integrated, its entrepreneurial aspects remain underdeveloped within school culture. The novelty of this study lies in its culturally responsive leadership framework, grounded in a local philosophical tradition, which contributes to the discourse on contextualized character education. Practically, the study suggests that educational leaders and policymakers should incorporate local wisdom into leadership development and curriculum design to enhance character education that is not only globally relevant but also locally resonant. This research affirms the transformative potential of indigenous values, such as Gusjigang, in cultivating holistic educational environments and ethical school communities.
Co-Authors . Ishomuddin Abdul Haris Abu Nasir Ahmadi Ahmadi Ahsan Hakim Ahsanul In’am Anak Agung Gede Sugianthara Asrori Asrori Dian Silvia Rozza Dian Silvia Rozza Eka Firmansyah Fahrudin Mukhlis Hasnahwati Hasnahwati In’am, Akhsanul Jamaluddin Kamal Lety Febriana M Arfan Muammar M. Nurul Humaidi Masdul, Muhammad Rizal Muhammad Rafliyanto Mulyadi Mulyadi Mustakim Mustakim Nasikin Nasikin Novita Asna Wardati Nurul Hidayah Pardin Lasaksi Rahmad Hakim Rangga Sa'adillah SAP Rifa’i Rifa’i Romelah Romelah Sabiqun Khoirot Samsiadi Samsiadi Siti Hartutik Suradji, Muchamad Tobroni Tobroni Wahyudi Yus Mochamad Cholily