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Holism of Islamic Education: A Comprehensive Review of the Management of the Ibnu Abbas Islamic Boarding School in Klaten, Central Java Qiyadah Robbaniyah; Diningrum Citraningsih; Roidah Lina
At-Tarbiyat Vol 7 No 2 (2024): Islamic Education In Indonesia
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.v7i2.907

Islamic boarding schools in Indonesia play an important role in developing Islamic education, but views on them are limited. Islamic education includes more than just the transfer of knowledge, but also values in the teaching and learning process, such as tarbiyah and ta'dib. Islamic boarding schools also contribute to improving the quality of human resources. This study aims to explore the Holism of Islamic Education: A Comprehensive Review of the Management of the Ibnu Abbas Klaten Islamic Boarding School in Central Java. The research method used is descriptive qualitative research, by means of observation, interviews and documentation. The result of this research is the management of Islamic education in the Ibn Abbas Klaten Islamic boarding school, various aspects of management such as leadership, public relations, finance, infrastructure, and dormitory are described in detail. Through a holistic approach, this Islamic boarding school divides its organizational structure into three main units: education, human resources, and finance, with an emphasis on friendship and consensus deliberation. Excellence programs in public relations and media management, especially through IBBASTV's YouTube channel, demonstrate the commitment of Islamic boarding schools in service to the surrounding community. This holistic approach in education management in Islamic boarding schools includes not only academic aspects, but also aspects of cleanliness, safety, comfort, and self-development of students. Various programs and activities are set to support the vision and mission of holistic education, including the use of modern communication technologies such as WhatsApp to improve communication and coordination between stakeholders. In maintaining cleanliness and availability of complete infrastructure, Islamic boarding schools affirm their commitment to providing a holistic and sustainable educational environment.

Pondok Pesantren Dalam Menghadapi Perubahan Zaman qiyadah robbaniyah; Roidah Lina
J-Alif : Jurnal Penelitian Hukum Ekonomi Syariah dan Budaya Islam Vol 8, No 1 (2023): J-Alif, Volume 8, Nomor 1, Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Al Asyariah Mandar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35329/jalif.v8i1.3825

Islamic boarding schools in carrying out their functions as educational institutions that are involved in educating the nation, must have the resilience or ability to answer the needs of the times. The Bin Baz Islamic Center Islamic Boarding School as an Islamic educational institution which has increased every year in the acceptance of new students and consistently carries out innovations and new breakthroughs in running the organization and educational process at the Islamic boarding school, the researchers want to explore in depth how the Bin Baz Islamic Center Islamic Boarding School in the face of changing times. This research method is a qualitative research, a type of case study research, namely a case study at the Islamic Center Bin Baz Yogyakarta Islamic Boarding School in dealing with changing times. Data collection methods used are interviews, observation and documentation. The data analysis used describes the data obtained and then classifies it into groups, finally analyzing the data obtained. The results of this study are that in facing the changing times, the Bin Baz Islamic Boarding School has made several changes both internally and externally at the pesantren. In its journey, the Bin Baz Islamic Center Islamic Boarding School made breakthroughs and continued to innovate to exist and maintain the quality of graduates. The Bin Baz Islamic Center Islamic Boarding School has a superior target, namely "ABATA", a distinctive feature and superior target is having the correct creed in active Arabic and being able to understand bare books, having good morals, tahfizh al-Qur'an with good tahsin, achieving academically. The Bin Baz Islamic Center Islamic Boarding School divides the management/management of the pesantren into 3 (three) parts, namely: KBM (Teaching and Learning activities) at school, Tahfidz (Halaqoh Tahfidz), Kesantrian (dormitory, kitchen, cleanliness, tarbiyah, language, UKP, worship, security , sapras, finance, etc.). Management of Changes made in Islamic Boarding Schools is divided into several parts, namely: first: HR (Human Resources) Performs Standardization of existing Human Resources from school teachers, Tahfidz Teachers, Dormitory Management, Educators, Security Guards, Cleaning staff, and all those involved in Management of Islamic Boarding Schools. Second: Building a System for Each Section, third: Infrastructure and Financial Facilities, fourth: Following developments in market needs in the implementation of education in Islamic boarding schools. In addressing the development of the era, the Bin Baz Islamic Center Boarding School has the nature of Tawasud/medieval

Internalisasi Budaya Pesantren dalam Penguatan Karakter Santri Pondok Pesantren ICBB Yogyakarta Qiyadah Robbaniyah; Roidah Lina
Amorti: Jurnal Studi Islam Interdisipliner Vol. 2 No. 2 April 2023: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v2i2.94

Pesantren as an Islamic educational institution that has a dormitory system and has a role in instilling the character of students, the object of this research is at the Bin Baz Islamic Center Islamic Boarding School. The object of this research is at the Bin Baz Islamic Center Islamic Boarding School. So the researcher is interested in doing in-depth research regarding Islamic Boarding School Cultural Relations and Santri Character Strengthening: Studies at ICBB Yogyakarta Islamic Boarding Schools. This research is a qualitative research by collecting interview data, observation and documentation. The results of this study are that cleanliness and tidiness of the dormitories in Islamic boarding schools can be achieved by understanding and carrying out several steps that must be carried out 1) understanding the function of each room, 2) identifying the needs of each room 3) designing and setting up the desired space 4) labeling and visualization management. The characters that are grown in the hostel are independent, responsible for their goods, trustworthy when given assignments, cooperate, leader, respect the opinions of others, honest, dare to think, care (towards other people/environment), disciplined, orderly, patient, agile, sensitive towards other people/environment, diligent. Cleanliness and tidiness activities and programs, namely: room pickets, daily community service in public spaces (yards, terraces, halls, mosques, etc.), mass community service, weekly community service, waste sorting, room/scan surgery, cupboard surgery, lost and found , free clothesline, barracks/auction of found items, kitchen picket, waste bank, know the environment, waste management, gardening, befoster, training on dormitory management, cleanliness competition, 5r (concise, neat, clean, caring, and diligent). The system used in the implementation of cleanliness and tidiness is a rule that is made together and implemented and monitored and evaluated by the person in charge who has been appointed by the pesantren. Habits/good habits of santri related to cleanliness, tidiness which are carried out every day and continuously will become the character of the santri in the future which will become good characters that can be implemented in any field in the future both in the world of work, when in organizations, when already married , and so forth.

Problematika Administrasi Pendidikan pada Sekolah pingiran di Yogyakarta Qiyadah Robbaniyah; Baizura Barnas; Muqminatul Afifa; A’isyah Fajar
At Turots: Jurnal Pendidikan Islam Vol. 5 No. 2 Desember (2023): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v5i2.296

Penelitian ini mengungkap problematika administrasi pendidikan di sekolah-sekolah pinggiran di Yogyakarta dengan menggunakan metode kualitatif melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa administrasi di SMK Nasional Berbah berperan penting dalam mutu sekolah. Evaluasi administrasi dilakukan setiap semester oleh tim pengawas dan setiap bulan oleh yayasan. Kendati demikian, terdapat hambatan seperti keterbatasan waktu dan tenaga. Solusinya adalah melimpahkan tugas kepada individu yang mampu menangani beberapa bidang atau memperdayakan staf. SMP Global Islamic School Jogja menerapkan kurikulum 2013 dengan pendekatan bilingual dan program "Pin I Speak English." Sekolah ini menjalin hubungan dengan sekolah-sekolah sekitarnya melalui lomba dan diskusi dengan masyarakat serta melibatkan masyarakat dalam peran di sekolah. Sarana prasarana di SMP GIS Jogja memenuhi standar pemerintah. SD Negeri Banyakan memiliki administrasi keuangan, kepegawaian, kurikulum, dan pembelajaran. Kepala sekolah dan bendahara bekerja sama dalam pengelolaan keuangan. Administrasi kurikulum diperbarui setiap tahun ajaran, sementara administrasi pembelajaran diurus oleh guru TU melalui dapodik OPS. Penelitian ini mengidentifikasi permasalahan administrasi pendidikan di sekolah-sekolah pinggiran di Yogyakarta dan menyajikan solusi serta upaya menjalin hubungan yang baik dengan masyarakat dan sekolah-sekolah di sekitar

The integration of character education in junior high schools during the 5.0 industrial revolution: a case study in Yogyakarta Roidah Lina; Qiyadah Robbaniyah
At Turots: Jurnal Pendidikan Islam Vol. 6 No. 2 Desember (2024): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v6i2.768

This research examines the application of character education values in the Industrial Revolution 5.0 era at four junior high schools in Yogyakarta: SMP Negeri 2 Wonosari, SMP Muhammadiyah 1 Yogyakarta, SMPN 2 Berbah, and MTS Islamic Education Center Muharrikun Najaah. Using qualitative methods and case studies, data was collected through interviews, observation and documentation. The results of the research are that SMP Negeri 2 Wonosari, SMP Muhammadiyah 1 Yogyakarta, SMP Negeri 2 Berbah, and MTS Islamic Education Center Muharrikun Najaah have made great efforts in implementing the values of character education in the 5.0 era with various strategies and challenges faced. At SMP Negeri 2 Wonosari, the emphasis on technological adaptation and social dynamics supports character education that is relevant in the digital era, despite facing resistance from students and parents. SMP Muhammadiyah 1 Yogyakarta implements the values of faith and piety, mutual cooperation, creativity and critical thinking through the independent curriculum program, even though the challenges of globalization and social media remain. At SMP Negeri 2 Berbah, the application of character values through daily and extracurricular activities faces the challenges of cultural adaptation and limited resources, while MTS Muharrikun Najaah emphasizes character formation through religion and technology-based education, although digital influences and globalization remain obstacles. Each school shows a positive reflection in student attitudes and behavior that reflects the character values taught, although challenges remain in the process of internalizing these values in an era that continues to develop.The study highlights practical implications for enhancing character education. Schools are encouraged to integrate technology with localized cultural values, provide enhanced teacher training in digital pedagogy, actively involve parents, and establish community partnerships to address resource constraints. Policymakers must support efforts to align character education with the demands of the 5.0 era, ensuring its relevance and sustainability. This research offers valuable insights into how schools can adapt and innovate to embed character education effectively within the evolving educational landscape. By focusing on targeted strategies and addressing contextual challenges, educators and stakeholders can ensure the continued significance of character education in an era shaped by globalization and digital transformation.

Contextual-Adaptive Integration Model of National Curriculum and Islamic Boarding School in the Development of Vocational-Based Vocational Schools qiyadah robbaniyah
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1473

This research is motivated by the challenges of vocational education in Indonesia which are not only required to produce professionally competent graduates, but also have a strong religious character. In the context of pesantren-based vocational schools, these challenges are increasingly complex due to the need to integrate the national curriculum with pesantren values systemically. So far, studies on vocational education and Islamic boarding schools tend to be discussed separately, so there is still limited research that specifically examines the integration model of the national curriculum and Islamic boarding schools in one formal institutional system. This study aims to analyze and formulate a contextual-adaptive integration model of the national curriculum and Islamic boarding schools in the development of vocational-based vocational schools at the Mardhotullah Playen Islamic Boarding School. The research uses a qualitative approach with a case study design. Data was collected through in-depth interviews, observations, and documentation studies involving school principals and pesantren managers, then analyzed using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that curriculum integration is carried out structurally, where the national curriculum is fully adopted in accordance with regulations, while the content of pesantren is internalized through the addition of religious learning hours in the formal structure of the school. This integration is strengthened through the implementation of production-based learning and a competency-based evaluation system involving external examiners as a form of professional quality assurance. This study formulates a Contextual-Adaptive Integration Model that is rooted in the history and internal potential of the institution, is in line with national regulations, and is able to produce graduates who are vocational competent as well as religious, so as to make a theoretical and practical contribution to the development of pesantren-based vocational schools in Indonesia.

Tawakkal As An Affective Dimension Of Islamic Religious Education: A Validity And Reliability Test Of An Instrument On University Students Roidah Lina; Qiyadah Robbaniyah
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1615

Islamic religious education (IRE) is oriented not merely toward cognitive mastery but, more fundamentally, toward the internalization of values and inner attitudes that constitute the affective domain, among which tawakkal (trust in God) is central. However, the assessment of affective outcomes in IRE remains dominated by cognitive approaches, and measurement tools rooted directly in the Islamic intellectual tradition (turats) are still scarce. This study aims to test the validity and reliability of a tawakkal instrument derived from the eight degrees of tawakkal formulated by Ibn Qayyim al-Jauziyyah in Madarij as-Salikin. The instrument consists of thirty items distributed across eight dimensions—Ma'rifatullah, Itsbatul Asbab, Tauhid Qalbi, I'timad and Sukun, Husnu Zhan, Istislamul Qalb, Tafwidh, and Ridha—using a five-point Likert scale with eight reverse-scored items. The instrument was administered to 128 female students of Islamic Education and Arabic Education study programs. Data were analyzed through corrected item-total correlation for item validity, the Kaiser-Meyer-Olkin (KMO) measure and Bartlett's test of sphericity for sampling adequacy, and Cronbach's alpha for internal-consistency reliability. The results show a KMO value of 0.859 and a significant Bartlett's test (p < 0.001), indicating that the data are adequate for analysis. Twenty-eight of the thirty items met the validity criterion of corrected item-total correlation above 0.30 (range 0.203 to 0.691), while all items exceeded the critical r-table value of 0.1736. The overall instrument reliability was excellent, with Cronbach's alpha of 0.895, although the per-dimension coefficients were more modest because of the small number of items per subscale. Respondents exhibited a high level of tawakkal (item mean = 4.26 on a five-point scale). The study concludes that the tawakkal instrument grounded in Ibn Qayyim's framework is valid and reliable as a whole and is feasible for use as an instrument to assess the affective achievement of IRE, with a recommendation for further confirmatory factor analysis on a larger sample.

Contextual-adaptive model of Arabic language learning management in the era of Artificial Intelligence: A multisite study on Islamic educational institutions in Yogyakarta Qiyadah Robbaniyah
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1701

The development of artificial intelligence (AI) encourages changes in the management of Arabic language learning, but the adoption rate in Islamic educational institutions is not uniform and is not always in line with the readiness of students, teachers, infrastructure, and institutional governance. This study aims to analyze the management pattern of Arabic language learning in the context of different AI and digital learning adoption and formulate a contextual-adaptive model that is appropriate for Islamic educational institutions. The research uses a qualitative approach with a multisite study design in six educational institutions in Yogyakarta, namely MI Annidzomiyyah, Salafiyah Ula Islamic Centre Bin Baz, SDIT Al-Ukhuwah Al-Islamiyyah, MTsN 1 Yogyakarta, Aisyiyah Flagship Junior High School, and MA Bin Baz Putri. Primary data came from field observations, interviews with Arabic teachers, and learning documentation in the even semester 2025/2026. The analysis was carried out through per-site data condensation, cross-case matrix preparation, thematic comparison, and conceptual pattern formulation. The results of the study showed five findings. First, technology adoption is on the continuum from book-based learning to managed digital integration. Second, AI functions more as a teacher's work assistant for planning, material search, pronunciation, and evaluation preparation than as a tool used directly by students. Third, verification of AI outputs for Arabic books, modules, dictionaries, and references is an important control mechanism. Fourth, hybrid practices that combine digital media with manual exercises and authentic assessments are still needed, especially for oral, listening, and writing skills. Fifth, the sustainability of AI use is influenced by gadget policies, the availability of facilities, time allocation, and teacher competency development. Based on these findings, the study formulated a Contextual-Adaptive Model consisting of context diagnosis, adaptive planning, hybrid-controlled implementation, authentic verification and assessment, as well as institutional support and teacher development. This model places AI as a support tool for pedagogical decisions, not a substitute for teachers' academic authority.

The Crisis and Reconstruction of Islamic Educational Thought: A Philosophical Analysis of Knowledge, Identity, and Modernity Jobeda Khanom; Nourelhuda Elmanaya; Qiyadah Robbaniyah
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 4 No. 01 (2026): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v4i01.644

Objective: This research aims to critically analyze the crisis and reconstruction of Islamic educational thought through a philosophical study of the concepts of knowledge, identity, and modernity. The main focus is to understand the philosophical basis that underlies Islamic education in the midst of contemporary knowledge changes. Theoretical framework: The theoretical framework rests on the relationship between revelation, ratio, ethical formation, and social transformation in the Islamic educational tradition. This framework is used to analyze the tension between Islamic epistemology and the paradigm of modern knowledge. Literature review: The literature review covers the classical Islamic educational tradition as well as contemporary intellectual debates on the relationship between revelation, reason, and modern knowledge systems. The literature is used to identify epistemological crises, identity issues, and challenges of modernity in Islamic education. Method: The research uses a philosophical inquiry approach by philosophically analyzing the classical Islamic educational tradition and contemporary thought. This approach is used to critically examine the foundation of knowledge, educational goals, and human development in the context of modernity. Results: The results of the analysis show that the crisis of Islamic education is related to the tension between inherited epistemological traditions and modern paradigms that tend to separate scientific rationality from spiritual and ethical dimensions. The reconstruction of Islamic education requires an integrative epistemological framework. Implications: The findings imply that Islamic educational reform needs to be directed not only at the modernization of institutions or curricula, but also at the philosophical reconstruction of human knowledge and development. Education needs to integrate knowledge, ethical formation, and Muslim identity in the face of contemporary reality. Novelty: The novelty of the article lies in the placement of the crisis of Islamic education as a philosophical and epistemological problem, not merely an institutional or pedagogical problem. The article offers the idea of reconstructing Islamic education through the integration of modern knowledge with the philosophical foundation of Islam.

The Role of the Ministry of Religious Affairs in Facing the Challenges of Islamic Education in the Digital Age Roidah Lina; Qiyadah Robbaniyah; Diningrum Citraningsih; Ika Sari
Educan Vol. 7 No. 2 (2023): Metode Pembelajaran PAI
Publisher : Prodi PAI, Fakultas Tarbiyah, UNIDA GONTORs Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v7i2.82

This study aims to determine the role of the Ministry of Religious Affairs in facing educational challenges in the digital era. Data was collected in DIY in 5 districts—descriptive qualitative research method with data collection of interviews, observations, and documentation. The result of this research is that the Ministry of Religious Affairs of the DIY region oversees Islamic educational institutions, both formal and non-formal. Each region's Ministry of Religious Affairs has a general and special program that accommodates the needs of each area—the development of the era in the era of digitalization. The Ministry of Religious Affairs develops educational applications to facilitate Islamic educational institutions' control, supervision, and evaluation. The applications used include E-management, electronic madrasah activity plan, and budget (ERKAM), madrasah digital report card (RDM), Geschool application, E-learning, electronic learning, Jogja Digital Madrasah". (SIMBA) Management Information Systems for Early Education Assistance and Islamic Boarding Schools, Education Management Information Systems (EMIS), etc. Obstacles in implementing the transition from online to digitalization include human resources, infrastructure, and new work culture.

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