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All Journal Jurnal Ilmiah WUNY Ganendra: Majalah IPTEK Nuklir Tadbir: Jurnal Manajemen Pendidikan Islam Al Fikra : Jurnal Ilmiah Keislaman Suhuf Tadrib: Jurnal Pendidikan Agama Islam Ishraqi Al Ishlah Jurnal Pendidikan ATTARBIYAH: Journal of Islamic Culture and Education Visipena SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan PROSIDING SEMINAR NASIONAL AGRIBISNIS JURNAL TARBIYAH Iseedu: Journal of Islamic Educational Thoughts and Practices Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal Pascapanen dan Bioteknologi Kelautan dan Perikanan Inovasi: Jurnal Ilmiah Ilmu Manajemen Jurnal PAI Raden Fatah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Dinamika Manajemen Pendidikan (JDMP) Jurnal Ilmiah Cendekia Eksakta Jurnal Inovasi Pendidikan dan Sains Ideguru: Jurnal Karya Ilmiah Guru Buletin Literasi Budaya Sekolah Didaktika: Jurnal Kependidikan Al-Ulum: Jurnal Pendidikan Islam Journal La Edusci Fitrah: Journal of Islamic Education Educivilia: Jurnal Pengabdian Pada Masyarakat Jurnal Ekonomi Al-Ulum: Jurnal Pendidikan Islam Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Mediagro el-Buhuth: Borneo Journal of Islamic Studies Journal of Mathematics Instruction, Social Research and Opinion Journal of Educational Sciences Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Jurnal Pemberdayaan Masyarakat Electronic Journal of Education, Social Economics and Technology Science and Education Journal Indonesian Journal of Educational Management and Leadership RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Ekonomi Pertanian dan Agribisnis FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Journal of Islamic Education Iseedu: Journal of Islamic Educational Thoughts and Practices Jurnal Insani Inovasi Kurikulum
Istanto Istanto
Universitas Muhammadiyah Surakarta
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KEPEMIMPINAN SERVANT LEADERSHIP RELIGIUS DI MTSN 5 KLATEN Ulil Nur Hidayati; Istanto Istanto
JURNAL TARBIYAH Vol 32, No 2 (2025)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v32i2.4836

Abstract

This study aims to describe the characteristics and practices of religious servant leadership at MTsN 5 Klaten, focusing on how the principal integrates the values of service, exemplary conduct, and Islamic spirituality in daily leadership. A qualitative phenomenological approach was employed through observation, interviews, and documentation, with data validity tested using source and technique triangulation. Data analysis followed the interactive model of Miles and Huberman, including data reduction, presentation, and conclusion drawing. The findings reveal that the principal practices religious servant leadership through consultation, empowerment of teachers and students, habitual worship, and exemplary attitudes of trustworthiness (amanah), wisdom (fathonah), and compassion. These practices are reflected in activities such as congregational prayers, Qur’an recitation, character development, and open communication that foster a humanistic school environment. Moreover, the principal responds to digital-era challenges, such as gadget misuse, with persuasive and educational approaches. The study concludes that religious servant leadership strengthens students’ spiritual character, enhances teacher performance, and builds a harmonious Islamic school culture.Penelitian ini bertujuan mendeskripsikan karakteristik dan praktik kepemimpinan servant leadership religius di MTsN 5 Klaten, dengan fokus pada integrasi nilai pelayanan, keteladanan, dan spiritualitas Islam dalam kepemimpinan kepala madrasah. Pendekatan kualitatif fenomenologis digunakan melalui observasi, wawancara, dan dokumentasi, dengan uji keabsahan data menggunakan triangulasi sumber dan teknik. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman yang meliputi reduksi, penyajian, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepala madrasah menerapkan kepemimpinan pelayan religius melalui musyawarah, pemberdayaan guru dan siswa, pembiasaan ibadah, serta keteladanan dalam sikap amanah, fathonah, dan kasih sayang. Praktik ini tampak dalam kegiatan shalat berjamaah, tadarus Al-Qur’an, pembinaan karakter, dan komunikasi terbuka yang menumbuhkan suasana humanis. Selain itu, kepala madrasah responsif terhadap tantangan era digital dengan pendekatan persuasif dan edukatif. Penelitian ini menyimpulkan bahwa servant leadership religius memperkuat karakter spiritual, kinerja guru, dan budaya sekolah Islami.
MODEL PENGEMBANGAN KURIKULUM TPQ AL FURQON MTA WONOSARI 1 Ummu Hani’; Istanto Istanto
JURNAL TARBIYAH Vol 32, No 1 (2025)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v31i1.4352

Abstract

This study aims to examine the curriculum model, curriculum development, and the supporting and inhibiting factors of curriculum development in TPQ Al Furqon MTA Wonosari 1. The method used is phenomenology with a qualitative data analysis approach. Data were collected through observation and interviews, then analyzed descriptively through the process of transcription, coding, categorization, description, and interpretation. The instrument used in this research was an interview sheet submitted to the Head of TPQ Al Furqon MTA Wonosari 1 to obtain valid data. The results of this study reveal that TPQ Al Furqon MTA Wonosari 1 uses a curriculum model compiled by the LPQ MTA Center, whose material is based on MTA teachings that refer to the Al-Qur'an and As-Sunnah, and is adapted to the conditions that exist at TPQ Al Furqon MTA Wonosari 1. TPQ Al Furqon MTA Wonosari 1 has developed by continuing to innovate in learning, such as the use of the classical Iqra' method for efficiency. In TPQ learning is focused on achieving key competencies such as reading, writing, memorizing the Qur'an, understanding worship, and morals.
Evaluation of Inclusive Education Services at Muhammadiyah 1 Kartasura Junior High School Fadhia Ananda; Nurul Asma Khoiriyah; Anisa Meilawati; Annisah Safitri; Hana Ayu Safitri; Istanto Istanto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8892

Abstract

Inclusive education aims to provide equitable learning opportunities for all students regardless of their abilities. Despite increasing policy support in Indonesia, limited evidence exists regarding the implementation of inclusive education in Islamic schools. This study evaluated the Muhjitos Inclusion Program at SMP Muhammadiyah 1 Kartasura as a model of inclusive education integrating academic excellence with humanistic and religious values.A qualitative case study was conducted using purposive sampling. Participants included the school principal, the inclusion program coordinator, Special Assistant Teachers (Guru Pendamping Khusus/GPK), subject teachers, and students with special needs. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the Miles and Huberman interactive model, while source and method triangulation and member checking were employed to ensure trustworthiness.Four major themes emerged: (1) adaptive implementation of inclusive learning through full inclusion and pull-out instruction; (2) the pivotal role of GPK in differentiated instruction and emotional support; (3) a collaborative ecosystem involving teachers, parents, and psychologists; and (4) students' holistic development encompassing academic, social, emotional, and character growth. The findings indicate that the program has been effectively implemented for three years, primarily serving students with mild disabilities through individualized support and collaborative educational practices.The study proposes an Inclusive Excellence Model comprising adaptive instructional flexibility, collaborative ecosystem synergy, and the integration of humanistic-spiritual values. The findings suggest that inclusive education and academic excellence can be achieved simultaneously through adaptive pedagogy, sustained stakeholder collaboration, and institutional commitment to educational equity, offering practical implications for the development of inclusive education in Islamic schools.
Implementation of Islamic religious education curriculum based on religious values in junior high schools Salma Rafidah; Istanto Istanto
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.65

Abstract

Islamic Religious Education (Pendidikan Agama Islam or PAI) in secondary schools has a strategic role in shaping students' character in accordance with Islamic values. However, the implementation of the ideal PAI curriculum still faces several challenges, including differences in the perception of implementers, limited resources, and the influence of the social environment. The purpose of this article is to comprehensively analyze the implementation of PAI curriculum design in secondary education practice and how religious values can be integrated into all aspects of learning. Through the literature review method and qualitative analysis, this article finds that the role of teachers, school support, and family and community involvement have a significant impact on the success of curriculum implementation. In addition, Islamic values are reinforced not only through teaching materials, but also through role models and school culture. This paper can serve as a reference for policy makers, educators, and researchers in an effort to improve the relevance and effectiveness of PAI curriculum implementation at the secondary level. Improving the quality of curriculum implementation will contribute positively to the development of a young generation with character and faith.   Abstrak Pendidikan Agama Islam (PAI) di sekolah menengah memiliki peran strategis dalam membentuk karakter peserta didik sesuai dengan nilai-nilai Islam. Namun implementasi kurikulum PAI yang ideal masih menghadapi beberapa tantangan, diantaranya perbedaan persepsi pelaksana, keterbatasan sumber daya, dan pengaruh lingkungan sosial. Tujuan artikel ini untuk menganalisis secara komprehensif implementasi desain kurikulum PAI dalam praktik pendidikan menengah dan bagaimana nilai-nilai religius dapat diintegrasikan ke dalam semua aspek pembelajaran. Melalui metode tinjauan literatur dan analisis kualitatif artikel ini menemukan bahwa peran guru, dukungan sekolah, serta keterlibatan keluarga dan masyarakat memiliki dampak yang signifikan terhadap keberhasilan implementasi kurikulum. Selain itu, nilai-nilai Islam diperkuat tidak hanya melalui bahan ajar, tetapi juga melalui keteladanan dan budaya di sekolah. Tulisan ini dapat menjadi referensi bagi para pengambil kebijakan, pendidik dan peneliti dalam upaya meningkatkan relevansi dan efektivitas implementasi kurikulum PAI di tingkat menengah. Peningkatan kualitas implementasi kurikulum akan memberikan kontribusi positif bagi pengembangan generasi muda yang berkarakter dan beriman. Kata Kunci: implementasi kurikulum; nilai-nilai religius; pendidikan agama Islam; sekolah menengah pertama
Conceptual analysis of internalizing religious values through Pendidikan Agama Islam (PAI) in improving students' soft skills in the digital era Emilda Yuli Puspita Sari; Istanto Istanto
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.79523

Abstract

Islamic Religious Education or Pendidikan Agama Islam (PAI), plays a crucial role in internalizing values like honesty and discipline, which are essential for addressing digital era challenges. It fosters soft skills such as communication, leadership, and cooperation, enabling students to adapt to modern life dynamics. This study explores how PAI enhances high school students' soft skills by internalizing religious values and shaping superior characters with noble qualities aligned with Islamic principles. These traits are vital for adapting, maintaining integrity, and developing critical thinking in the digital age. Using a literature study method, this research highlights the relationship between PAI and soft skill development, emphasizing the role of both formal and non-formal education in this process. Curriculum and extracurricular activities support this internalization while integrating digital technology into learning ensures PAI materials are delivered effectively and engagingly. The findings underscore the importance of PAI teachers in aligning religious values with soft skill development, equipping students to navigate the challenges of the digital world.   Abstrak Pendidikan Agama Islam (PAI) sangat penting untuk menginternalisasi nilai-nilai keagamaan, seperti kejujuran dan disiplin, yang sangat penting untuk menghadapi tantangan di era digital. PAI dapat membantu mengembangkan soft skill seperti komunikasi, kepemimpinan, dan kerja sama di tengah kemajuan teknologi yang pesat. Soft skill ini penting kaitannya untuk menyesuaikan diri dengan dinamika kehidupan modern. Penelitian ini bertujuan untuk mengkaji secara mendalam peran Pendidikan Agama Islam (PAI) dalam meningkatkan soft skill peserta didik tingkat sekolah menengah melalui proses internalisasi nilai-nilai religius, sehingga dapat membentuk karakter yang unggul dan berakhlak mulia sesuai dengan nilai-nilai keislaman, khususnya dalam menghadapi tantangan dan dinamika era digital yang menuntut adaptasi, integritas, dan kemampuan berpikir kritis. Metode penelitian yang digunakan adalah studi literatur. Di samping itu, literatur yang membahas hubungan antara PAI dan pengembangan soft skill juga dijelaskan secara deskriptif. Hasil penelitian menunjukkan bahwa internalisasi nilai keagamaan dalam pendidikan formal dan nonformal dapat memperkuat soft skill peserta didik melalui kurikulum dan kegiatan ekstrakurikuler. Aplikasi teknologi digital dalam pembelajaran sangat penting untuk menyampaikan materi PAI dengan cara yang menarik dan efektif. Studi ini menunjukkan betapa pentingnya guru PAI untuk menyelaraskan nilai-nilai keagamaan dengan pengembangan keterampilan soft skill untuk menghadapi tantangan di dunia digital. Kata Kunci: era digital; internalisasi nilai religius; PAI; pendidikan agama Islam; soft skill
Value-Bounded Situational Leadership in Muhammadiyah Upper-Secondary Schools: A Multiple-Case Study Across Institutional Conditions Istanto Istanto; Mutohharun Jinan; Aflit Nuryulia Praswati; Nurul Latifatul Inayati; Bella Misbahati Putri; Abil Fida Muhammad Qois Al Hadi; Fadhia Ananda; Siti Rosilawati Ramlan
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 03 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i03.2337

Abstract

School leadership research shows that effective practice depends on context. Yet two questions remain open in faith-based schools: how principals vary their leadership across the institutional conditions of schools within a single religious organization, and how far the organization’s values shape that variation. This study addresses both through an interpretive multiple-case study of five Muhammadiyah upper-secondary schools in Karanganyar Regency, Central Java, selected for maximum variation across three institutional conditions: Pioneering, Expansion, and Institutionalization of Excellence. Data came from interviews with principals, vice-principals, and administrative staff, as well as from school documents, and were analyzed through reflexive thematic analysis. A sixth school, first classified as Pioneering, proved to be an established institution and was analyzed as a contrasting case. Principals did not lead through a fixed style. They read each school’s condition and moved among service-oriented, developmental, strategic, and directive modes, and a directive or transactional mode appeared in every condition, not only in struggling schools. The balance tracked institutional condition, from service toward staff with directive control of pupils under scarcity, to a relational base paired with a transactional apparatus during expansion, to service and strategic direction in established schools. Across all conditions, adaptation stopped at limits set by Al-Islam and Kemuhammadiyahan values. The study proposes the Value-Bounded Situational Leadership model, which extends situational leadership from follower readiness to institutional condition and from value-neutral to value-bounded fit
Co-Authors Abil Fida Muhammad Qois Al Hadi Abil Fida Muhammad Qois Al Hadi Afief El Ashfahany Aflit Nuryulia Praswati Ahmad Akbar Fauzi Ahmad Arfian Hafis Alya Amellia Ayu Janati Amara Nairani Safhira Anggraeni, Agustina Putri Anisa Meilawati Anita Isnaini Annisah Safitri Arilana Nur Izzi Arum Fadhilah Ashri Nafiah Nur Isti Qomah Ayiyah, Siti Nur Ayiyah, Siti Nur Bambang Sumardjoko Bella Misbahati Putri Dartim Datik Nurmuslimah Deddy Irawan Permana Putra, Deddy Irawan Permana Deswita, Elvira Dewi Hastuti Dewi Hastuti Diah Eka Sulistia Rini Dianawati, Eva Dimas Wisnu Wardana Dwi Utari Handayani Emilda Yuli Puspita Sari Ernani Nur Jannah Ernita Chandra Choirunisa Fachriyan, Hilmi Arija Fadhia Ananda Fadhia Ananda Fadhilla Nangroe Anggraini Fadillah, Ana Tasya Nur Fahmi Ulum Al Mubarok Fahrudin Fatihah, Siti Febriyani Amelia Putri Furqan Mawardi Gina Rahma Giovanny Hana Ayu Safitri Handayani, Dwi Utari Hendri Wibowo Hesti Ratnasari Hilmi Arija Fachriyan, Hilmi Arija Hombing, Angelina Br Ibnu Rizqulloh Iim Wasliman Ilyas Maulana In Taslimah Indah Setyaningrum Intan Dian Saputri Irma Parina Jessika Ria Puspitasari Junita Evie Puhan Khasanah, Uswahtun Kunti Innayah Sabarniati Latifah Insani Muslimah Murni Linda Asmara Linda Ayu Sholekhah Lintang Faza Muqoddas lutfiani, Dwi Luthfi Afif Murtadho Mahasri Shobabiya Mayaut, Flores George Ma’arif Jamu’in Ma’ruf Alfattah Mega Fatimah Rosana Mohammad Rifky Mohammad Zakki Azani Moordiningsih Moordiningsih Mufidah Sukriyani Muh Nur Rochim Maksum Muhamad Subhi Apriantoro Muhammad Ali Muhammad Iqbal Al Fatih Muhammad Irfan Izzuddin Muhammad Rafif Yuliza Absa Muhammad Zidan Nur Ihsan Muhammad Zidan Nur Ihsan Mujib, M Fatkhul Murdahayu Makmur Mursyida Munashiroh Mutohharun Jinan Mutohharun Jinan Naim, Muhsin Nasywa, Rifany nimah, lulua ulyn Nirmala Fitri Qomariah Nur Jannah, Ernani Nurmuslimah, Datik Nursinta, Wulan Tri Nurul Asma Khoiriyah Nurul Latifatul Inayati Padarinda Agisma Aktifani Pratama, Dhaifullah Mochtar Adi Priasetyono, Yogi Priharseno, Aldi Cahyo Qomariah, Nirmala Fitri Quisha Noor Maulida Rahayu, Aprillia Cebbing Ageng Ramadhan, Azrifvan Fakhri Refinel - Renan Subantoro Rika Sari Rina Mulyaningsih Rosa Melinda Rossi Prabowo Saeful Yusuf Sahensyah Luthfi Salma Rafidah Santi Nurul Putri Meilina Sembiring, Rinawati Setyaningrum, Indah Shindy Tresna Vinansih Silmi Khoiria Syahida Siti Nur Ayiyah Siti Rosilawati Ramlan Siti Rosilawati Ramlan Siti Suprapti Suci Fauziah Rahma Sukirman Sukirman Sukirman Sulistianingrum, Sekar Syahril Syahril Syekha, Qosim Nur Taslimah, In Tika Retnowati Titi Nur Karimah Ulil Nur Hidayati Ulya Nur Izzatun Nimah Umar Muhtar Al Ghozali Ummu Hani’ Wahyu Retno Prihatiningsih Wulandayu, Nurya Putri Yassir Hafidh Fitriyan Yusriani Ni'am Yusuf Mukhtar Taqiyyuddin Zainal Arifin Zuhaery, Muhammad