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All Journal Jurnal Pendidikan Indonesia Irfani MIQOT: Jurnal Ilmu-ilmu Keislaman Jurnal Manajemen Pendidikan Al Ishlah Jurnal Pendidikan Journal EVALUASI Edukasi Islami: Jurnal Pendidikan Islam Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro Mudir : Jurnal Manajemen Pendidikan Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Rayah Al Islam : Jurnal Ilmu Islam Southeast Asian Journal of Islamic Education Management Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Akrab Juara : Jurnal Ilmu-ilmu Sosial IJOIS: Indonesian Journal of Islamic Studies Munaddhomah: Jurnal Manajemen Pendidikan Islam Indo-MathEdu Intellectuals Journal JoEMS : Journal of Education and Management Studies Tadbiruna: Jurnal Manajemen Pendidikan Islam Akademika : Jurnal Pemikiran Islam Journal of Pedagogy and Education Science PIJAR: Jurnal Pendidikan dan Pengajaran Indonesian Journal of Multidisciplinary on Social and Technology Multicultural Islamic Education Review Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan RESLAJ: Religion Education Social Laa Roiba Journal JOIES (Journal of Islamic Education Studies) Edukasiana : Journal of Islamic Education Educazione: Journal of Education and Learning Jurnal Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Indonesian Journal of Innovation Multidisipliner Research Qoumun: Journal of Social and Humanities At-Takwin: Journal of Islamic Education Studies At-Tathbīq: Journal of Education and Learning Rayah Al-Islam : Jurnal Ilmu Islam Management of Education: Jurnal Manajemen Pendidikan Islam Southeast Asian Journal of Islamic Education Management Tadribuna: Journal of Islamic Management Education Educational Technology in Developing Countries
Sofwan Manaf
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Pengaruh Kompetensi Profesional Guru Terhadap Hasil Belajar Siswa (Studi Kasus Di SD Islam Darunnajah) Mastur, Mastur; Sofwan Manaf; Samiyono; Zaki Ahmad Farid; Muskhairillah Salmy
Rayah Al-Islam Vol. 9 No. 2 (2025): Rayah Al-Islam: Jurnal Ilmu Islam April 2025
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v9i2.274

Abstract

The purpose of this study was to build a model of the phenomenon and research gap in increasing learning outcomes that can be increased with teacher professional competence in Islamic Religious Education lessons at SD Islam Darunnajah Jakarta. The study used a descriptive quantitative method with a cause and effect method. The population of the study was 206 students in grades 5 and 6 of SD Islam Darunnajah. Sampling using the SEM model was at least 5-10 times the number of indicators, so that the sample was 96 respondents. Data analysis used SmartPLS. The results of the study showed that teacher professional competence had a positive and significant effect on learning outcomes. While the R-Square value was 0.402, which means that learning outcomes were influenced by professional competence by 40.2% while the remaining 59.8% were influenced by other variables. The need for ongoing training to develop teacher creativity in designing learning strategies is very important. School management support, such as adequate resources and a forum for sharing experiences between teachers, will strengthen this effort. With these steps, it is expected that teacher professionalism will increase, giving a positive impact to students and educational institutions.
Theocentric and Anthropocentric Management Integration in Indonesian Pesantren: A Systematic Literature Review Muhammad Towil Akhirudin; Sofwan Manaf; Ahmed Abdul Malik
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1843

Abstract

Latar Belakang: Ketegangan tata kelola di pesantren Indonesia telah meningkat karena institusi yang berakar pada otoritas teosentris, berpusat pada kepemimpinan spiritual kyai, menghadapi tuntutan yang meningkat untuk partisipasi pemangku kepentingan, adaptasi digital, dan akuntabilitas lingkungan. Metode: Tinjauan literatur sistematis mengikuti pedoman PRISMA menganalisis 240 artikel terindeks Scopus yang memenuhi syarat teks lengkap yang diterbitkan antara 2016 dan 2026, diambil dari kumpulan awal 3.952 catatan setelah deduplikasi, pemfilteran kualitas berdasarkan kuartil jurnal (SJR Q1–Q4), dan penyaringan aksesibilitas teks lengkap. Sintesis tematik dilanjutkan melalui pengkodean induktif, konstruksi tema deskriptif, dan pengembangan tema analitis, dengan keandalan antar-penilai dikonfirmasi pada κ = 0,82. Hasil: Tiga pola konvergen diidentifikasi: (1) studi berorientasi teosentris, meneliti otoritas kyai, legitimasi agama, dan tata kelola moral, memiliki jumlah kutipan rata-rata yang lebih tinggi (120 per artikel) daripada studi berorientasi antroposentris yang menekankan manajemen pemangku kepentingan dan inovasi (70 per artikel); (2) publikasi integratif yang menggabungkan kedua orientasi telah tumbuh secara signifikan sejak 2020, masing-masing rata-rata 95 kutipan; dan (3) perpecahan geografis tetap ada, dengan pesantren pedesaan di Jawa Barat, Yogyakarta, dan Aceh mempertahankan pemerintahan yang berpusat pada spiritual, sementara institusi perkotaan di Jakarta dan Surabaya mengadopsi model yang digerakkan oleh inovasi dan responsif pemangku kepentingan. Lima kondisi yang memungkinkan yang terkait dengan keberhasilan tata kelola hibrida diidentifikasi. Kesimpulan: Pola-pola ini mendukung kerangka kerja tata kelola hibrida yang berlabuh pada Syariah Maqasid dan dioperasionalkan melalui Dynamic Capability View dan Stakeholder Theory, memberikan panduan berprinsip kepada para pemimpin pesantren untuk mempertahankan legitimasi Islam sambil menanggapi tuntutan pendidikan kontemporer. Penelitian di masa depan harus menggunakan desain metode longitudinal dan campuran untuk menguji daya tahan dan transferabilitas lintas institusi dari pengaturan tata kelola hibrida.
Digital Transformation Of Islamic Education In Pondok Pesantren Darunnajah: Integration Of Islamic Values And Technology Literacy In Facing The Society 5.0 Era Sofwan Manaf; Rokimin; Nesa Novrizal; Ahsanul Mufid
Qoumun: Jurnal Pengabdian Masyarakat Vol 2 No 1 (2026): Qoumun: Journal of Social and Humanities
Publisher : Cv. Kayaswara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/qoumun.v2i1.124

Abstract

Purpose of the study: This study aimed to investigate the digital transformation of Islamic education within pesantren (Islamic boarding schools), focusing on the integration of Islamic values and technology literacy as a strategic response to Society 5.0, while addressing the unique challenges pesantren face in integrating modern technology while preserving their foundational Islamic values. Methodology: An integrative literature review methodology was employed, synthesizing findings from 35 peer-reviewed articles published between 2020 and 2025, sourced from reputable databases including Scopus, Web of Science, and SINTA-accredited journals. Main Findings: The analysis reveals three principal findings: first, pesantren leaders (kiai) increasingly demonstrate receptive attitudes toward digital adoption while maintaining Islamic epistemological frameworks; second, the integration of technology literacy within pesantren curricula produces synergistic outcomes when anchored in Islamic ethical principles such as amanah (trustworthiness), maslahat (common good), and tawazun (balance); and third, persistent challenges including infrastructural limitations, digital literacy disparities among educators, and cultural resistance necessitate a phased, values-driven transformation model. Novelty/Originality of this study: The novelty lies in the proposal of the Pesantren Digital Integration Framework (PDIF), a conceptual model that harmonizes technological modernization with the preservation of pesantren identity and Islamic pedagogical traditions specifically anchored in Islamic ethical principles (amanah, maslahat, tawazun) addressing the underexplored intersection of digital transformation and traditional Islamic education within the Society 5.0 context, an integrated approach not previously documented in pesantren settings.
Examining the Effects of Kiai Leadership, Institutional Support, and Educational Technology on Student Satisfaction in Indone-sian Pesantren Sofwan Manaf; Ade Sofyan Mulazid; Hadiyanto Arief; Much Hasan Darojat; Duna Izfanna; Miftah Hur Rahman Zh; Musthofa Musthofa
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i2.2698

Abstract

Indonesian pesantren faces a dual mandate: preserving spiritual and moral foundations while adapting to digital-age expectations. However, empirical evidence on which institutional drivers shape student satisfaction in this hybrid setting remains thin. This study examines the direct effects of Kiai leadership, institutional support, educational technology, and student involvement on student satisfaction across Indonesian pesantren. A quantitative cross-sectional design involving 480 stakeholders (active students, educators, alums, and institutional management) was used. Data were collected via a closed-ended Likert-scale questionnaire adapted from validated instruments and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) on SmartPLS 3.0, with bootstrapping (5,000 resamples), f² effect size, Q² predictive relevance, and inner VIF assessment. Results show that Kiai leadership (β = 0.420, p < 0.05) and institutional support (β = 0.374, p < 0.05) are the strongest predictors of student satisfaction. Educational technology exerts a smaller yet significant positive effect (β = 0.253, p < 0.05). Student involvement, contrary to the engagement-satisfaction canon, shows no significant direct effect (β = -0.541, p > 0.05), suggesting its meaning in pesantren departs from Western engagement constructs. The findings reposition spiritual-transformational leadership and ethically framed institutional support as the foundational determinants of satisfaction in faith-based education, with technology functioning as an enabler rather than a primary driver. Practical implications underscore the need to invest in Kiai leadership development and student-centred support systems, while future research is invited to develop culturally grounded engagement scales for pesantren contexts.
Waqf Management from the Perspective of K.H. Abdul Manaf Mukhayyar for Islamic Education Development at Darunnajah Jakarta Manaf, Sofwan
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.171-188

Abstract

This study examines the role of waqf management according to K.H. Abdul Manaf Mukhayyar in the development of Islamic education at the Darunnajah Islamic boarding school in Jakarta. The main focus of this study is to identify the views of KH. Abdul Manaf Mukhayyar and the implementation of waqf management in the development of Islamic education at the Darunnajah Islamic boarding school. The method used in this study was descriptive qualitative with data collection techniques in the form of observation, in-depth interviews, and documentation. The results of the study show that, according to K.H. Abdul Manaf Mukhayyar, waqf management is the key to the independence of Islamic boarding schools because waqf must be positioned as the main source of education funding that is free from personal interests. He emphasized the importance of separating personal assets and waqf assets, transparency in management, and accountability through layered evaluation. Implementation at Darunnajah includes the management of land assets, buildings, cash funds, and productive business units, with a routine evaluation system involving the nadzir council, foundation administrators, and a financial audit team. The impact of the implementation of waqf management is felt directly by students, teachers, and employees through education subsidies, scholarships, and the expansion of Islamic boarding school branches. Thus, K.H. Abdul Manaf Mukhayyar's views and application of waqf management have proven to play an important role in maintaining accountability, increasing public trust, and strengthening the independence of Islamic educational institutions. The waqf management model that he initiated and implemented at the Darunnajah Islamic Boarding School can be used as an example for other Islamic educational institutions in realizing an independent, sustainable, and community-oriented education system.
Integration of Artificial Intelligence (AI) in Adaptive Learning: A Personalized Analysis of Student Learning Experience in the Digital Era Sofwan Manaf; Ahsanul Mufid
At-Tathbīq: Journal of Education and Learning Vol. 2 No. 1 (2026): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v2i1.125

Abstract

The integration of Artificial Intelligence (AI) in adaptive learning has become a strategic approach to personalizing student learning experiences in the digital era. This study aims to analyze the implementation of AI-based adaptive learning systems in personalizing learning experiences for university students. Using a qualitative approach and a systematic literature review (SLR), this research analyzed 35 peer-reviewed articles published between 2015 and 2025, sourced from Scopus, Web of Science, and ERIC databases, following the PRISMA guidelines. Data analysis was conducted through thematic coding and narrative synthesis. The findings reveal three key themes: (1) AI-driven adaptive learning systems significantly enhance personalized content delivery through machine learning algorithms, intelligent tutoring systems, and learning analytics; (2) the integration of AI in learning personalization positively impacts student engagement, academic performance, and self-regulated learning; and (3) critical challenges persist including digital infrastructure gaps, data privacy concerns, algorithmic bias, and the need for educator readiness. This study contributes to the existing literature by providing a comprehensive analysis of how AI technologies can be strategically integrated into higher education to create inclusive, responsive, and learner-centered educational ecosystems in the digital era.
Double-Loop Learning in Islamic Boarding Schools: How Traditional Islamic Educational Institutions Reflect and Transform Organizations Sofwan Manaf
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7722

Abstract

This study investigates the implementation of double-loop learning within Islamic boarding schools (pesantren) in Indonesia, examining how these traditional educational institutions engage in organizational reflection and transformation while preserving their foundational Islamic values. Employing a qualitative multiple case study design, the research was conducted across three pesantren in Jakarta-Bogor   representing traditional (salafi), modern (khalafi), and integrated typologies through semi-structured interviews with 24 key informants including school leaders (kiai), senior teachers (ustadz), administrative managers, and alumni board members, supplemented by document analysis and non-participant observation over six months. Findings reveal that pesantren engage in double-loop learning through three interconnected mechanisms: (1) values-based reflective governance (muraja’ah tarbawiyyah), where institutional leaders systematically interrogate underlying assumptions of educational policies through consultative deliberation (musyawarah); (2) adaptive curriculum transformation, wherein pesantren reconcile classical Islamic scholarship (turath) with contemporary pedagogical demands without compromising doctrinal integrity; and (3) distributed leadership networks that enable bottom-up feedback loops from teachers and students to institutional decision-makers.
ENHANCING INSTITUTIONAL IMAGE IN HIGHER EDUCATION: THE ROLE OF SERVICE, EDUCATIONAL, AND INFORMATION QUALITY Muchammad Ibnu Muzakir; Rokimin Rokimin; Sofwan Manaf; Nesa Novrizal
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.9555

Abstract

This study explores the influence of information quality, service quality, and perceived educational quality on the institutional image of Darunnajah University. The research employs a quantitative approach using a survey method involving students, lecturers, alumni, and administrative staff as respondents. Data were collected through questionnaires that had been tested for validity and reliability, and were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method to examine the relationships among variables. The results indicate that perceived educational quality has the strongest influence on institutional image, followed by service quality and information quality. The research model explains 57.18% of the variance in institutional image, indicating that these three variables make a significant contribution to building the image of the university. The findings highlight the importance of integrating educational quality, service quality, and information quality in strengthening institutional reputation. Improving academic quality supported by professional services and the provision of accurate and transparent information can enhance public trust in the institution.
Bridging Pesantren Pedagogy and Digital Assessment through Wordwall Gamification: A Hybrid Model for Arabic Language Learning Achmad Farouq Abdullah; Sofwan Manaf; Tutik Lestari
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to test the effectiveness of Wordwall gamification within the Hybrid Evaluation Model for Arabic language learning at the Rafah Bogor Islamic Boarding School, as a dissemination of the Durusullughah 4.0 innovation based on Problem-Based Learning (PBL) that was previously developed. Using a quantitative approach with a quasi-experimental, nonequivalent control group design, this study involved 60 students of class I TMI, divided into experimental groups (n=30) who received Wordwall-PBL-based learning and control groups (n=30) who used conventional methods. The instrument is an Arabic-language competency test (mufrodat and qawa’id) that has been validated with an alpha coefficient (α) of 0.84. The results of the Independent Samples t-test analysis showed a significant difference between the two groups (t (58) =5.812, p<0.001), with the average posttest score of the experimental group (M=81.23; SD=6.41) significantly higher than that of the control group (M=70.87; SD=7.54). The N-Gain Score of the experimental group was 0.65 (moderate-high category) compared to 0.36 in the control group. The perceptions of students and teachers towards the media showed very high acceptance rates (86.9% and 89%, respectively). These findings confirm that the PBL Wordwall model can be effectively disseminated in other Islamic boarding schools and strengthen Arabic language learning without compromising the typical values of Islamic boarding schools.
A Gamified Wordwall Approach to Arabic Language Learning Evaluation: Integrating the MDA and PBL Frameworks Achmad Farouq Abdullah; Sofwan Manaf; Tutik Lestari; Nesa Novrizal; Ulfatun Wahidatun Nisa
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 10 No. 1 (2026): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v10i1.53070

Abstract

Conventional Arabic assessment in pesantren remains dominated by memorisation-based, manually scored tests that limit student engagement and delay feedback. This study examines how a gamified Wordwall evaluation model, designed through the Mechanics–Dynamics–Aesthetics (MDA) framework and combined with Problem-Based Learning (PBL, can improve both the practice and the management of Arabic language learning evaluation. Using a two-cycle Classroom Action Research (CAR) design, the study involved 30 first-year santri of the TMI program at Pesantren Darunnajah. Data were collected through validated observation sheets, Wordwall-based achievement tests, and a perception questionnaire, and analysed using descriptive statistics, normalised gain (N-gain), and a paired-sample t-test. Learning activity rose from a pre-cycle baseline to 58.4% (Cycle I) and 82.2% (Cycle II); the mean achievement score increased from 72 to 86 and mastery from 63% to 90%, a statistically significant improvement (N-gain = 0.50, moderate). From a managerial perspective, automated scoring and real-time analytics reduced grading time and feedback latency and improved record accuracy. The novelty of the study lies in integrating Wordwall, MDA, and PBL into a single, data-driven evaluation model rather than treating gamification as a motivational add-on. The study concludes that the model offers a replicable, evidence-informed approach to modernising Arabic evaluation governance in Islamic boarding schools, within the limits of its single-site, small-sample design.
Co-Authors abdul wahid Abdul Wahid Wandana Achmad Farouq Abdullah Achmad Farouq Abdullah Ade Sofyan Mulazid Ahmad Bayhaqi Ahmad Farid Ahmad Farid, Zaki Ahmad Gabriel Ahmad Syaifullah Ahmad Syaifullah Ahmed Abdul Malik Ahsanul Mufid Ahsanul Mufid Ainur Alam Budi Utomo Ainur Rohimah Akhirudin, M. Towil Alfarisi, Muhammad Daffa Akbar Ali, Jauhar Anas Fauzi Apriani Putri Ardyanto Ardyanto At Thaariq, Zahid Zufar Athia Nur Kamilah Athia Nur Kamilah Bayu Arif Mahendra Bayu Arif Mahendra Busthomi Ibrohim Cholid, Nashiruddin Dudun Ubaedullah Dudun Ubaedullah Dudun Ubaedullah Duna Izfanna Duna Izfanna Fahmi Idris Fajar Suryono Fajar Suryono Fajar Suryono Farah Diba Farhanuddin Siregar Farhanuddin Siregar FAUZI, ANAS Fuad Ahmad Riva'i Hadiyanto Arief Hadiyanto Arief hanialfalah Idham Intan Rahana Khoirul Anam Lidwan, Nanang Masad, Masruin Mastur Mastur Mastur Mastur Maulana Paramaditya Ananta Miftah Hur Rahman Zh Mona Novita Mona Novita Mona Novita Much Hasan Darojat Muchammad Ibnu Muzakir Muhamad Towil Akhirudin Muhammad Alfianur Muhammad Fadhil Hadziq Muhammad Irfanudin Kurniawan Muhammad Irfanudin Kurniawan Muhammad Towil Akhirudin Muskhairillah Salmy Musthofa Musthofa Musthofa Musthofa Nadia Rachmadianty Nashiruddin Cholid Nesa Novrizal Rachmadianty, Nadia Rihlah Nur Aulia Rika Handayani Ritonga, Matnur Rokimin Rokimin Rokimin Romidi Romidi Salmy, Muskhairillah Samiyono samiyono Sofi, Muhammad Jauhari Suryono, Fajar Tutik Lestari Tutik Lestari Ulfatun Wahidatun Nisa Wawan Ridwan Zahid Zufar At Thaariq Zahid Zufar At Thaariq Zahid Zufar At Thaariq Zaki Ahmad Farid