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All Journal Ulul Albab: Jurnal Studi Islam El-HARAKAH : Jurnal Budaya Islam EGALITA El-QUDWAH Journal of Education and Learning (EduLearn) Tadbir: Jurnal Manajemen Pendidikan Islam Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Manajemen Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Ijaz Arabi Journal of Arabic Learning Pendas : Jurnah Ilmiah Pendidikan Dasar Journal EVALUASI Edukasi Islami: Jurnal Pendidikan Islam Atthulab: Islamic Religion Teaching and Learning Journal Journal of Educational Research and Evaluation AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Tarbawiyah Jurnal Ilmiah Pendidikan DAYAH: Journal of Islamic Education Mudir : Jurnal Manajemen Pendidikan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Fitrah: Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam Didaktika Religia re-JIEM (Research Journal of Islamic Education Management) Penamas Jurnal Manajemen Pendidikan Islam Atthiflah: Journal of Early Childhood Islamic Education JUMPA : Jurnal Manajemen Pendidikan International Journal of Education, Vocational and Social Science Business and Applied Management Journal Al-Hayat: Journal of Islamic Education Journal of Research on Community Engagement
Agus Maimun
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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KEPEMIMPINAN KEPALA SEKOLAH DALAM MEMBENTUK AKHLAK SISWA DI SMA NEGERI 1 GAPURA KABUPATEN SUMENEP Dina Rodiyatil Fadilah; Agus Maimun; Ali Nasith
re-JIEM (Research Journal of Islamic Education Management) Vol. 9 No. 1 (2026): In Progress
Publisher : Islamic Education Management Study Program, Tarbiyah and Teacher Training Faculty, State Islamic University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/re-jiem.v9i1.22201

Abstract

Fenomena degradasi moral di kalangan siswa yang ditandai dengan menurunnya sopan santun, kejujuran, kedisiplinan, dan tanggung jawab menunjukkan bahwa pembinaan akhlak di sekolah belum optimal. Kondisi ini menuntut kepemimpinan kepala sekolah yang tidak hanya administratif, tetapi juga moral dan spiritual. Penelitian ini bertujuan untuk menganalisis program, strategi, dan implikasi kepemimpinan kepala sekolah dalam membentuk akhlak siswa di SMA Negeri 1 Gapura, Kabupaten Sumenep. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dan analisis dokumentasi yang melibatkan kepala sekolah, guru, tenaga kependidikan, serta siswa. Analisis data yang dilakukan mencakup kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa pembentukan akhlak di SMA Negeri 1 Gapura diwujudkan melalui program keagamaan rutin seperti salat Dzuhur berjamaah, ngaji bersama, dan siraman rohani setiap Jumat yang menanamkan nilai kedisiplinan, kebersamaan, dan kesadaran spiritual. Strategi kepemimpinan kepala sekolah mencakup keteladanan, konsistensi penerapan aturan, pembiasaan nilai akhlak, dan pengawasan berkelanjutan. Kepala sekolah menjadi teladan yang disiplin, religius, dan peduli lingkungan sehingga berpengaruh positif terhadap perilaku guru dan siswa. Implikasi pembinaan akhlak terlihat dari meningkatnya kedisiplinan ibadah, sopan santun, tanggung jawab, serta harmonisasi hubungan sosial antarwarga sekolah.
Social Transformation Through the Internalization of Islamic Educational Values in the Kampung Al-Qur’an Community Martina Ayu Wulandari; Agus Maimun; Akhmad Nurul Kawakip
Fitrah: Journal of Islamic Education Vol. 7 No. 1 (2026): Juni (2026)
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v7i1.1140

Abstract

Islamic education faces challenges in contextualizing Islamic values amid social change and the increasingly complex currents of globalization. Islamic education is often viewed as overly theoretical and insufficiently equipped to address moral and social issues in society. This study aims to analyze the internalization of Islamic educational values and its implications for social transformation in Kampung Al-Qur’an, Mandailing Natal, Indonesia. The study employs a qualitative approach using the case study method within an interpretive paradigm. Data were collected through observation, in-depth interviews, and documentation involving religious leaders, community members, parents, and youth. The findings reveal that the internalization of values occurs through religious conditioning, the strengthening of social control, the exemplary role of community leaders, and the collective involvement of families and the community. These practices successfully fostered spiritual discipline, social solidarity, and moral resilience within the community despite being situated in an environment vulnerable to negative influences. This study affirms that community-based Islamic education holds great potential as a model for sustainable and contextual social transformation.
MANAJEMEN KURIKULUM DALAM MENGINTEGRASIKAN EMPAT PILAR PENDIDIKAN UNESCO SEBAGAI UPAYA MEMBENTUK KARAKTER PESERTA DIDIK DI SD MAMBA’UL HISAN KEDIRI Ahmad Abdal Akbar; Agus Maimun; Abdul Ghofur
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1209

Abstract

Penelitian This study aims to analyze curriculum management in integrating the Four Pillars of UNESCO Education as a strategy to develop students’ character at SD Mamba’ul Hisan Kediri. The research employed a qualitative approach with a quasi-qualitative design, combining observation, in-depth interviews, and document analysis to obtain a comprehensive understanding of the planning, implementation, and evaluation of the integrated curriculum. The findings indicate that the school integrates the four pillars learning to know, learning to do, learning to be, and learning to live together through character-based curriculum planning, structured module development, religious habituation, and the strengthening of social interaction within classroom activities. The implementation of this integration is carried out collaboratively by the principal, teachers, and foundation, supported by a religious school culture and a conducive academic environment. The impact is reflected in the improvement of students’ discipline, responsibility, independence, and positive social interaction skills. However, the study also identifies several challenges, including limited facilities, varied teacher competencies in applying student-centered learning, and low motivation among some students. The study concludes that directed and consistent curriculum management significantly contributes to the internalization of character values through the UNESCO Four Pillars.
KITA-ESD and KIVSA Leadership Typologies: The Role of Influencer Leadership, Islamic Performance, and Dedication in Developing Leading Schools Suci Hidayati; Sri Harini; Abdul Malik Karim Amrullah; Agus Maimun
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15073

Abstract

Education currently faces significant challenges, including global competition, rapid digital transformation, increasing demands for quality improvement, and the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. This study aims to quantitatively and qualitatively analyze the extent to which influencer leadership affects Islamic performance and dedication, as well as its contribution to the development of ESD-based flagship schools. Additionally, this research explores leadership typologies as an emerging model relevant to 21st-century Islamic educational institutions. This study employed a mixed-method approach using Structural Equation Modeling (SEM) across four ESD-based schools in Malang Regency. Data were collected through a survey involving 100 respondents, including school principals, teachers, and educational staff. A pragmatic model with an expansive design was utilized, combining statistical analysis with qualitative exploration through observations, interviews, and document analysis. The findings indicate that influencer leadership has a positive and significant effect on enhancing Islamic dedication and performance, with a p-value of 0.00, and directly contributes to the establishment of superior schools. Islamic dedication plays a crucial role in strengthening institutional quality, while Islamic performance, although not directly significant (p-value 0.136), supports operational success. Furthermore, two leadership typologies were identified: KITA-ESD (Aswaja Transformational Influencer Leadership) and KIVSA (Aswaja Spiritual Visionary Influencer Leadership). These findings highlight that institutional success depends not only on infrastructure but also on leadership strength, Islamic work culture, and collective commitment.
Developing a Leadership Content Knowledge Model for Madrasah Principals to Strengthen the Madrasah Literacy Movement Mahrus Mahrus; Agus Maimun; Indah Aminatuz Zuhriyah; Zubdatul Itqon
Mudir: Jurnal Manajemen Pendidikan Vol. 8 No. 2 (2026): Mudir: Jurnal Manajemen Pendidikan
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah, Sunan Drajat Islamic Boarding School Institute, Lamongan, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/mudir.v8i2.3382

Abstract

The Madrasah Literacy Movement (MLM) is a strategic initiative designed to foster literacy culture, enhance students' critical thinking skills, and improve the quality of learning in Islamic schools. However, previous studies indicate that the success of the movement largely depends on the leadership capacity of madrasah principals. Existing research has predominantly examined transformational, instructional, and distributed leadership, while limited attention has been given to Leadership Content Knowledge (LCK) as a knowledge-based leadership framework for strengthening the Madrasah Literacy Movement. This study aims to develop a Leadership Content Knowledge model for madrasah principals to strengthen the Madrasah Literacy Movement. Employing a qualitative multi-case study design, the research was conducted at MA Almaarif Singosari, Malang Regency, and MA Muhammadiyah 1 Malang City. Data were collected through in-depth interviews, participant observations, and document analysis involving principals, vice principals, literacy team coordinators, teachers, and institutional documents. Data were analyzed using within-case and cross-case analysis through data reduction, data display, and conclusion drawing, while credibility was established through source, technique, and time triangulation. The findings reveal that madrasah principals' Leadership Content Knowledge is developed through the integration of leadership, pedagogical, curricular, organizational, and literacy knowledge, which is operationalized in strategic policy-making, teacher capacity building, literacy culture development, stakeholder collaboration, and continuous evaluation. This study proposes a Leadership Content Knowledge Model for Madrasah Principals that explains the dynamic relationship between knowledge-based leadership competencies, implementation processes, and the strengthening of the Madrasah Literacy Movement. The proposed model extends the theoretical discourse on Leadership Content Knowledge within the context of Islamic education while offering practical implications for strengthening educational leadership in madrasahs.
Co-Authors Abd Haris Abdul Aziz Abdul Ghofur Abdul Ghofur Abdul Hamid Abdul Malik Karim Amrullah Agus Indiyanto Agus Mulyono Ahmad Abdal Akbar Ahmad Abtokhi Ahmad Barizi Ahmad Barizi Ahmad Fatah Yasin Akbar, Ahmad Abdal Akhmad Nurul Kawakib Akhmad Nurul KAWAKIP Alfiana Yuli Efiyanti Alfin Mustikawan Ali Nasith Angga Dwi Mulyanto As'ad, Muhammad Baharuddin Baharuddin Basri Benny Afwadzi, Benny Dina Rodiyatil Fadilah El-Warfali, Sulaiman El-Yunusi, Melikai Jihan Fadil, Fadil Fantika Febry Puspitasari Farida Isroani Fauzi, Ihwan Firda Nazilatur Rohmah Hartanti, Oktarina Eka Hasanah, Siti Muawanatul Indah Aminatuz Zuhriyah Indah Aminatuz Zuhriyah J. Nabiel Aha Putra JAMILAH KAWAKIP, Akhmad Nurul Khumaidi, Mohammad Wisnu M. Mujab Mahrus Mahrus Marno Marno Martina Ayu Wulandari Masturin Masturin Mat Jalil Maulana, Muhammad Miftahul Mohammad Asrori Mohammad Padil Mowafg Abrahem Masuwd Muchammad Isma'il Fanani Mudjia Rahardjo Muhamad Yasin Muhammad Khoirul Lutfi Muhammad Muhlis Muhayanah, Luluk Musyarofah, Lindarty Dian Mutmainah, Rofikasari Nabila, Munadhil Nahrawi, Sudirman Nofiantoro, Ugi Rahinah Ibrahim Rahmat Aziz Ruslan Samsul Susilawati Sawiji, Bekti Sholahuddin, Mohammad Siti Aminah Sri Harini Suci Hidayati Sudirman Nahrawi Sugeng Listyo Prabowo Syaiful Mustofa Triyo Supriyatno Umi Sumbulah wahyudin wahyudin Wulandari, Martina Ayu Yasin, Muhamad Yusuf, Mochamad Irfan zen Amrullah, zen Zubdatul Itqon