Garuda - Garba Rujukan Digital

Restu Mufanti, Restu

English Department, UNMUH Ponorogo

Author-ID : 538471

Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Policy Hybridity in Religious Education: Local Governance and Public Schools Reform Mahardhani, Ardhana Januar; Fanani, Yazid; Saputro, Anip Dwi; Mufanti, Restu
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/sqv46844

This study investigates the rise of hybrid policy dynamics in public education, focusing on the interplay between religious values and administrative logic. This research employs a qualitative case study approach, including document analysis, interviews, and field observations, to explore the policy development process and its implementation at the school level in Ponorogo Regency, Indonesia. The results show that the policy emerged from a negotiated process involving government officials, Islamic organizations, and pesantren leaders, resulting in a governance model that integrates moral standards with bureaucratic practices. During its implementation, schools displayed varying degrees of adjustment, shaped by leadership style, teacher skills, and community engagement. At the same time, non-governmental entities significantly contributed as co-governors, influencing the policy's ethical aspects and public legitimacy. Nevertheless, the prominence of major Islamic groups creates worries about inclusivity and equitable representation. The findings of this study indicate that hybrid governance provides a context-specific solution that aligns with local sociocultural norms but requires a more equitable framework to maintain inclusivity and academic integrity, including improved teacher skills, cross-community communication, and assessment methods that incorporate both ethical and educational measures. This study ultimately adds value, both conceptually and practically, by providing an analytical framework for understanding hybrid governance in education and by offering recommendations for crafting policies that embrace religious diversity while fostering inclusivity and superior educational outcomes.

Policy Hybridity in Religious Education: Local Governance and Public Schools Reform Mahardhani, Ardhana Januar; Fanani, Yazid; Saputro, Anip Dwi; Mufanti, Restu
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/sqv46844

This study investigates the rise of hybrid policy dynamics in public education, focusing on the interplay between religious values and administrative logic. This research employs a qualitative case study approach, including document analysis, interviews, and field observations, to explore the policy development process and its implementation at the school level in Ponorogo Regency, Indonesia. The results show that the policy emerged from a negotiated process involving government officials, Islamic organizations, and pesantren leaders, resulting in a governance model that integrates moral standards with bureaucratic practices. During its implementation, schools displayed varying degrees of adjustment, shaped by leadership style, teacher skills, and community engagement. At the same time, non-governmental entities significantly contributed as co-governors, influencing the policy's ethical aspects and public legitimacy. Nevertheless, the prominence of major Islamic groups creates worries about inclusivity and equitable representation. The findings of this study indicate that hybrid governance provides a context-specific solution that aligns with local sociocultural norms but requires a more equitable framework to maintain inclusivity and academic integrity, including improved teacher skills, cross-community communication, and assessment methods that incorporate both ethical and educational measures. This study ultimately adds value, both conceptually and practically, by providing an analytical framework for understanding hybrid governance in education and by offering recommendations for crafting policies that embrace religious diversity while fostering inclusivity and superior educational outcomes.

From Pedagogy to Digital Cultural Literacy: Examining the Correlation between Teachers’ Knowledge of Bloom’s Taxonomy, Character Education, and Digital-Based Interpretation of Javanese Philosophy Sulton, Sulton; Hermawan, Yudan; Mahardhani, Ardhana Januar; Rusdiani, Nurtina Irsad; Wulansari, Betty Yulia; Mufanti, Restu
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2424

Purpose of the study: This study aims to analyze the relationship between teacher’s knowledge of Bloom’s Taxonomy and character education with their digital-based understanding of the Javanese philosophy Sura Dira Jayaningrat Lebur Dening Pangastuti within technology-integrated cultural education enviroments. Methodology: A quantitative correlational method was implemented using a digital Likerts-scale questionnaire administered through an online platform. Data were analysed with SPSS using validity and reliability test, Pearson product-moment correlation, and multiple regression analysis to measure relationships among Bloon’s Taxonomy knowledge, character education knowledge, and digital-based philosophical understanding. Main Findings: The study reveals significant positive correlations between teachers’ knowledge of Bloom’s Taxonomy and their digital-based understanding of Javanese philosophy. Teachers’ knowledge of Indonesian character education also shows a strong and significant relationship. Combined, both variables explain 92,8% of the variance in teacher’s ability to interpret and internalize philosophical values within technology-supportes cultural learning. Novelty/Originality of this study: This study offers a new framework linking pedagogical knowledge with digital cultural interpretation, demonstrating how technology enhances teachers’ ability to translate Bloom’s Taxonomy and character education technology by integrating local wisdom, digital media, and oedagogical theory into a coherent model for cultural preservation.

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