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All Journal Pedagogi: Jurnal Ilmu Pendidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Sururi Sururi
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Education

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Filsafat Pendidikan Pesantren di Pondok Pesantren Sabilunnaja Abdul Muhyi Alawiy Athallah; Cepi Triatna; Sururi Sururi
Pedagogi: Jurnal Ilmu Pendidikan Vol 23 No 1 (2023): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v23i1.1493

Abstract

This study is aimed to analyze the educational philosophy of Islamic boarding schools at the Pondok Pesantren Sabiilunnaja, Cipeundeuy, West Bandung Regency. The approach used in this research is qualitative with descriptive method. Interviews and observations are research data collection techniques. The results of the study show that Pondok Pesantren Sabiilunnaja is based on educational philosophies in terms of ontology, epistemology, and axiology. Ontologically, the educational goals of Pondok Pesantren Sabiilunnaja are aligned with the essence of pesantren education in a comprehensive manner, including increasing cognitive, psychomotor and affective competencies. As for epistemology, education is carried out by using the traditional methods such as balagan, sorogan, muhafazoh, and muhadloroh methods which are centered on kyai and santri and tend to be bayani and irfani processes. Then axiologically, Pondok Pesantren Sabiilunnaja education has ethical and aesthetic values. The typology of educational philosophy at the Pondok Pesantren Sabiilunnaja is based on neo-modernist philosophy which has the principle of al-muhafzatu ala al-qodiimi ash-shalih wa al-akhdu bi al-jadid al-ashlah which means preserving the good things that already exist, and developing new things that are better.
Transformational Leadership of Kiai in Character Building: Exploring Teachers' Lived Experience in Islamic Institutions Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Eka Prihatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.2

Abstract

This research explores the lived experience of teachers implementing Islamic leadership values in educational institutions through an interpretative phenomenological analysis approach. Involving one teacher participant from an Islamic secondary school undergoing management reform, this study identifies significant gaps between ideal Islamic leadership and practical implementation. Three major themes emerged: an Islamic value-practice gap, in which Islamic principles were formally invoked in institutional discourse yet incompletely operationalized in relational and decision-making structures; a capacity-readiness deficit, in which structural reform was introduced ahead of human resource preparation, producing implementation failure that was rational rather than attitudinal in character; and professional development formalism, in which institutional learning programs were experienced as certification-oriented compliance exercises rather than substantive supports for teacher professional identity. Together, these themes converge on a central finding: theological commitment at the leadership level does not, by itself, produce Islamic value enactment at the organizational level. The study contributes theoretical insights for contextualizing Islamic leadership in modern educational organizations and provides practical recommendations for improving institutional management through participatory governance mechanisms, sequenced capacity building, and professionally relevant learning programs.
Co-Authors Aan Komariah Abdul Muhyi Alawiy Athallah Afi Rahmat Slamet Cepi Triatna, Cepi Eka Prihatin Mawardi Mawardi Mawardi Mawardi N. Rachma Sururi . Suryadi Suryadi Suryadi Suryadi