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All Journal DIRASAT Jurnal Manajemen & Pendidikan Islam International Journal of Education and Digital Learning (IJEDL) AIM: Journal of Islamic Education Management
Mohammad Sulhan, Mohammad
Green School SABILUL IZZA
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pesantren Sebagai Penangkal Radikalisme dan Terorisme Prayoga, Ari; Sulhan, Mohammad
Dirasat: Jurnal Manajemen dan Pendidikan Islam Vol 5, No 2 (2019): December
Publisher : Universitas Pesantren Tinggi Darul 'Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/dirasat.v5i2.1812

Abstract

Today the discussion of radicalism is often associated with Muslims. The pesantren as an Islamic educational institution is the foundation of the ummah to spread peace and introduce to Islamic brothers and sisters among the pesantren. This paper intends to offer ideas on efforts to increase the role of pesantren as a stronghold to counter the development of radical understanding and action in their environment. This idea was formulated based on three things: first, the philosophy and tradition of pesantren; second, facts found about the understanding that developed in pesantren and third, the analysis of the stages and factors that can make someone who has a radical understanding can be dragged into radical actions.
Anti Ghulul Values in Educational Leadership: A Hadith Perspective and Its Application to Organisational Justice Asih, Dianing Banyu; Sulhan, Mohammad
AIM: Journal of Islamic Education Management Vol. 1 No. 3 (2024): AIM:Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v1i3.42170

Abstract

Leadership in Islamic educational institutions has an important role as a guide, director, and inspirer for the organization to achieve goals based on the values of the Qur'an and hadith. However, the practice of ghulul, or abuse of trust in the form of corruption, nepotism, and injustice, often poses a serious challenge in creating Islamic leadership with integrity. This study aims to explore the values of justice and anti-ghulul from the hadith perspective and formulate strategies for their implementation in Islamic education management. The results show that the principles of trustworthiness, justice, and accountability in the hadith can be a solid basis for preventing ghulul and increasing efficiency, trust, and harmony in Islamic education organizations. The strategies formulated include strengthening the internal monitoring system, transparency in resource management, and creating a fair organizational culture based on meritocracy. The study concludes that the application of anti-ghulul values can integrate morality and spirituality into organizational governance, creating leadership that is oriented towards justice and sustainability. The findings provide theoretical contributions to the Islamic education management literature and practical guidance for leaders of educational institutions to build a management system with integrity. However, this research is limited to literature analysis, so further empirical studies are needed to test the relevance of these values in a broader context
Promoting Islamic Character Education in Inclusive Schools: Lessons Learned from the Supporting and Inhibiting Factors Meliani, Fitri; Hambali, Adang; Yuliati Zaqiah, Qiqi; Sulhan, Mohammad
International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 3 (2024): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v2i3.112

Abstract

Initiatives to advance fairness and inclusion in educational systems should be founded on an examination of specific settings. This article presents a framework that is founded on research and may be applied to such contextual studies. This piece is a qualitative approach and is presented descriptively. The school principal, teachers, and students in inclusive schools served as the study's primary sources. Students cited supportive relationships, positive teacher beliefs, positive school leader attitudes, supportive teaching practices, and accessibility as five aspects that encourage inclusive education. The findings reveal a variety of barriers and challenges in educational settings, including a lack of teacher preparation that is necessary to meet the needs of all students, the recognition that student diversity is a challenge, physical barriers, underutilization of available resources, and an educational response devoid of organizational and didactic strategies that do not assume responsibility for a fair and inclusive curriculum for all students. It is clear that Islamic character education requires constant habituation and intervention, refuted and carried out consciously by each component. The need for continued professional development and opportunities to improve pre-service teacher education programs are explored.
Co-Authors Adang Hambali, Adang Asih, Dianing Banyu Fitri Meliani, Fitri Prayoga, Ari Yuliati Zaqiah, Qiqi