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All Journal Jurnal YIN YANG Jurnal INSANIA Journal on Mathematics Education (JME) Pendidikan Sekolah Dasar Journal on Mathematics Education (JME) QIJIS (Qudus International Journal Of Islamic Studies) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran JTAM (Jurnal Teori dan Aplikasi Matematika) Primary : Jurnal Keilmuan dan Kependidikan Dasar INSANIA : Jurnal Pemikiran Alternatif Kependidikan Yinyang: Jurnal Studi Islam Gender dan Anak Islam Realitas: Journal of Islamic and Social Studies International Proceedings of Nusantara Raya International Journal of Research in Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) The Journal of Religion and Communication Studies Islamic Perspective on Communication and Psychology MUDARRISA: Jurnal Kajian Pendidikan Islam Journal on Mathematics Education
Ifada Novikasari
UIN Prof. K.H. Saifuddin Zuhri
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Paradoxical effects of principals’ leadership strategies on islamic character development in multicultural school settings Rahmania, Fatmaya Anisa; Novikasari, Ifada
Islamic perspective on Communication and Psychology Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ipercop.v2i2.2025.1982

Abstract

Background: The leadership of school principals plays a crucial role in shaping students' character in multicultural environments such as SMK Negeri 1 Purwokerto. However, there has been no specific study that examines the influence of leadership strategies on the development of students’ Islamic character within the context of cultural and religious diversity. This study addresses that academic gap by integrating three aspects: leadership strategies, Islamic character, and the multicultural context. Methods: This is an associative quantitative study employing a field research approach. A sample of 80 students was selected from a population of 403 students in grades X and XI using simple random sampling. Data were collected through interviews, observations, and Likert scale-based questionnaires, and were then analyzed using validity, reliability, normality, linearity, and simple linear regression tests. Findings: The findings indicate that the instrument was valid (r-count > 0.2199) and reliable (Cronbach’s Alpha: X = 0.742; Y = 0.729). The data were normally distributed (sig. = 0.168) and exhibited a significant linear relationship (sig. = 0.001). Simple linear regression analysis revealed that leadership strategies had a substantial influence on Islamic character (sig. = 0.003), but the effect was negative (regression coefficient b = -0.244) with a low contribution (R² = 0.105). This suggests that an increase in leadership strategies may potentially decrease Islamic character, possibly due to a lack of collaborative approaches or the dominance of external factors (89.5%). Conclusion: The conclusion highlights the significance of transformative-relational leadership, which entails embodying Islamic values and conducting contextual evaluations in multicultural settings. Novelty/Originality of this article: The novelty of this study lies in the integration of the three aspects and the revelation of a paradoxical negative relationship that has not been explored in previous research.
Sociology-based character education strategies and their role in shaping moral development in boarding-based islamic education Nurdiansyah, Muhammad Hafidza Daffa; Novikasari, Ifada
The Journal of Religion and Communication Studies Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jorcs.v2i2.2025.2008

Abstract

Background: Character education is a foundational aspect of Islamic education, particularly at the primary level, where students begin to internalize moral and social values. In Indonesia, boarding-based madrasah institutions offer a unique environment for character formation due to their immersive and socially intensive settings. This study aims to explore the extent to which character-building strategies based on the sociology of education contribute to the character development of sixth-grade students at MIN 1 Banyumas, a state Islamic elementary school with a residential program. The theoretical framework draws from sociological theories emphasizing the role of structured social environments in shaping individual behavior and identity. The strategies examined in this study include daily habituation practices, exemplary modeling by educators and caregivers, value-based communication, and intentional peer interaction designed to reinforce shared norms and ethics. Methods: This research employs a quantitative associative design involving total sampling of all students living in the school’s dormitory. Data were collected using a Likert-scale questionnaire that had undergone tests for validity and reliability. The data were then analyzed using simple linear regression to determine the relationship between character-building strategies and character outcomes. Findings: The results reveal a statistically significant influence, with a p-value of 0.045 and an R-squared value of 0.136. These findings suggest that 13.6 percent of the variance in character development can be attributed to the implemented strategies. Conclusion: The study concludes that character formation in Islamic boarding environments benefits significantly from structured, socially embedded educational strategies. Novelty/Originality of this article: It calls for the institutionalization of sociologically grounded approaches to character education that are sensitive to students’ daily interactions, cultural context, and moral experiences.
Co-Authors Ahmad Muttaqin Candra Wahid Dede, Yüksel Dede, Yüksel Donny Khoirul Azis, Donny Khoirul Elebiary, Noor Fauzi Fauzi Fauzi Fauzi Febriana, Maghfira Hermawan, Syarif Hidayat, Liza Dian Lily Rahmawati, Lily Maria Ulpah Maria Ulpah maria ulpah Mawaddah, Silvina Muflihin, Hizbul Mutijah Nurdiansyah, Muhammad Hafidza Daffa Puji Rahayu Rahmania, Fatmaya Anisa Rohmad Setyawan, Alif Supa'at Supa'at Supa'at, Supa'at Wahyuni Wahyuni Yüksel Dede