Article Per Year (5 Year)
p-Index From 2021 - 2026
1.99
P-Index
This Author published in this journals
All Journal Al Ishlah Jurnal Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat Journal of Innovative and Creativity Edukasiana : Journal of Islamic Education At-Tadris: Journal of Islamic Education INTEGRATIA: Journal of Education, Human Development, and Community Engagement Referensi Islamika: Jurnal Studi Islam EDULEC Al-Idaroh Jurnal Studi Manajemen Pendidikan Islam At-tashawwur: Jurnal Penelitian Pendidikan
Susanto susanto
Pascasarjana Universitas PTIQ Jakarta
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Model Integratif Teori Organisasi dalam Manajemen Pendidikan Islam: Pengembangan MITO-PI Qadriyyah Qadriyyah; Susanto Susanto
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 8, No 5 (2026): In Progress
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v8i5.9431

Abstract

Penelitian konseptual ini mengembangkan Model Integratif Teori–Organisasi untuk Manajemen Pendidikan Islam (MITO-PI) melalui telaah literatur integratif kritis atas teori organisasi, organisasi pendidikan, dan manajemen pendidikan Islam. Sumber yang tercantum dalam daftar pustaka dikode menurut definisi teori, ontologi organisasi, mekanisme, level analisis, implikasi pendidikan, dan orientasi normatif, lalu dibandingkan untuk menyusun lima domain diagnosis: tujuan dan batas, struktur dan peran, informasi dan keputusan, relasi dan pembelajaran, serta adaptasi dan legitimasi digital. Kebaruan MITO-PI terletak pada urutan kerja yang memisahkan penjelasan empiris, diagnosis lintas domain, dan audit etis berdasarkan amanah keadilan, syura, serta koherensi kolektif; tiap domain sendiri tidak diklaim sebagai teori baru. Model menawarkan pertanyaan diagnostik dan indikator awal untuk menilai kesesuaian rancangan organisasi, termasuk keputusan, kepemimpinan, serta tata kelola digital. Karena alur pencarian dan konsistensi pengodean tidak terdokumentasi lengkap dan model belum diuji pada lembaga, hasilnya merupakan proposisi konseptual yang memerlukan validasi ahli, studi kasus, dan pengujian empiris
ISLAMIC EDUCATION POLICY IN INDONESIAN HIGHER EDUCATION: BETWEEN KNOWLEDGE INTEGRATION AND EPISTEMOLOGICAL DUALISM Muhammad Taufiq; Susanto Susanto
Referensi Islamika: Jurnal Studi Islam Vol. 3 No. 2 (2025): December
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v3i2.1172

Abstract

This study analyzes Islamic education policies in Indonesian higher education by comparing State Universities (PTU), State Islamic Religious Universities (PTKIN), and Private Islamic Religious Universities (PTKIS), focusing on regulation, governance, and knowledge integration. This study employs normative legal research with a qualitative policy analysis approach. Primary and secondary legal materials were collected through documentation of legislation, higher education regulations, policy documents, and scientific literature. Data were analyzed using statutory, conceptual, and comparative approaches. The findings show that PTU, PTKIN, and PTKIS operate within an integrated national higher education framework but demonstrate different patterns of Islamic education implementation. At PTU, Islamic Religious Education primarily functions as a compulsory course oriented toward character, ethics, and religious moderation. PTKIN has a broader mandate to integrate knowledge through curriculum, research, governance, and community service. PTKIS implements Islamic higher education according to institutional capacity, governance, human resources, and funding. These differences indicate that knowledge integration has developed institutionally but lacks a fully coherent national policy direction. This study proposes four policy dimensions: regulatory harmonization, integrative curriculum strengthening, PTU–PTKIN–PTKIS research collaboration, and quality assurance based on knowledge integration. This study shifts the analysis from predominantly epistemological and institutional perspectives toward comparative higher education policy, demonstrating that knowledge integration also depends on regulatory coherence, institutional capacity, governance, curriculum, research, and quality assurance.
Co-Authors Akhmad Shunhaji Apri Wardana Ritonga Arief Hidayatullah Ayu Desrani Farichin Farichin Farizal MS Izzati Robbi Hamiyya Muchammad Ibnu Muzakir Muhammad Taufiq Neneng Kurnia Nikmatul Khoiriah Qadriyyah Qadriyyah Siti Aisyatunnadiya Suheri Suheri Suheri