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All Journal JURNAL MANAJEMEN PENDIDIKAN Jurnal Islam Nusantara Tadris: Jurnal Pendidikan Islam Journal of Educational Management Research Ahlussunnah: Journal of Islamic Education
Sapdi, Rohmat Mulyana
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Phenomenology of Islamic Education Management amid Complexity and Ambiguity in the Digital Disruption Era Nuraeni, Eva; Irawan, Irawan; Sapdi, Rohmat Mulyana
JURNAL ISLAM NUSANTARA Vol 9, No 3 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i3.669

Abstract

This study explores how Islamic education managers experience and manage complexity and ambiguity in the era of digital disruption through reflective, value-based practices. Digital transformation has intensified tensions between technological adaptation and the preservation of Islamic ethical and spiritual foundations within educational governance. These tensions often manifest as policy uncertainty, generational gaps, and challenges in aligning technology with institutional identity. This research adopts a qualitative phenomenological design and is conducted in selected Islamic boarding schools, using in-depth interviews, observations, and document analysis. Data were analysed through iterative processes of data condensation, thematic display, and verification to capture the essence of managerial lived experiences. The findings reveal that value-based management grounded in tauhid, amanah, justice, and maslahah provides a stable framework for navigating uncertainty. Curriculum integration and human resource management emerge as ongoing epistemological and axiological negotiations rather than fixed administrative procedures. Musyawarah and philosophical reflection function as central adaptive mechanisms, enabling collective sense-making, ethical deliberation, and contextual responses to digital challenges. Technology is positioned as a supportive means for education and da‘wah, not as a determinant of institutional direction. This study contributes by reconceptualising Islamic education management as an interpretive and ethical practice and recommends strengthening reflective leadership and dialogical governance to sustain adaptive capacity.
Scientific Learning and Inquiry-Based Learning Management in Learning Transformation at School Khairunnisa, Najma; Irawan; Sapdi, Rohmat Mulyana; Gunawan, Syifa Delfiani
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1698

Abstract

This study aims to analyze the implementation of Scientific-Based Learning (SBL) and Inquiry-Based Learning (IBL) in transforming instructional practices in Islamic education through an educational management perspective, including planning, implementation, evaluation, and teacher professional development. Employing an explanatory mixed-method design, data were collected through semi-structured interviews with teachers and school leaders, classroom observations, document analysis, and questionnaires administered to the majority of teachers at Sekolah Tunas Unggul. The findings indicate that the integration of SBL and IBL has shifted instructional practices from a rational–practical orientation toward a scientific, student-centered approach emphasizing inquiry, reflection, and knowledge construction. From a management perspective, instructional transformation is reflected in systematic curriculum planning, clearer and measurable learning objectives, improved instructional organization, and the integration of Islamic values within contextual inquiry and project-based learning. Initial outcomes include increased student engagement, enhanced project quality, and improved critical thinking skills. However, the implementation remains constrained by limited teacher methodological literacy, insufficient facilities, time management challenges, and inconsistent data-based assessment practices. The study implies that sustainable scientific-based instructional transformation in Islamic education requires strong institutional leadership, continuous professional development, adequate resource management, and aligned educational policies.
Analisis Perbandingan Penilaian Kualitatif Dan Kuantitatif Pada Pembelajaran Bahasa Sunda Di SDN Saparako Aisah, Deuis; Irawan, Irawan; Sapdi, Rohmat Mulyana
JURNAL MANAJEMEN PENDIDIKAN Vol 13, No 2 (2025): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jmp.v13i2.13021

Abstract

Comparative Analysis of Qualitative and Quantitative Assessment in Sundanese Language Learning at Saparako State Elementary School Sundanese language learning in elementary schools plays a crucial role in preserving local cultural identity and shaping students’ character. However, assessment practices still reveal an imbalance between qualitative and quantitative approaches used by teachers. This study aims to compare both assessment types to identify their alignment, differences, and implications for accuracy and fairness within the context of the Merdeka Curriculum. Employing a descriptive-comparative design, the study analyzes qualitative assessments (narrative descriptions) and quantitative assessments (numerical scores) in Sundanese language in SDN Saparako. Findings indicate a strong positive correlation between the two approaches, although each reflects different dimensions of students’ abilities. Qualitative assessment captures learning processes, attitudes, and language performance, while quantitative assessment focuses on measurable learning outcomes. These results highlight the need to integrate both approaches to obtain a more comprehensive evaluation of students’ competencies. The study recommends developing an integrated mixed assessment model that aligns with local cultural values and supports holistic assessment principles promoted in the Merdeka Curriculum.  
The Implementation of CSR to Enhance the Quality of Islamic Education Andriani, Lusi; Irawan, Irawan; Sapdi, Rohmat Mulyana
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.584

Abstract

This study explores the implementation of Corporate Social Responsibility (CSR) to improve the quality of Islamic education at Elementary School in Indonesia. Using a qualitative case study approach, this research examines the contribution of CSR in enhancing physical facilities and the spiritual development of students. Data was collected through interviews with the school principal, teachers, CSR program managers, and observations of the facilities. The results indicate that CSR has made a significant contribution to improving classrooms, worship spaces, and libraries, which enhances student engagement in Islamic learning and their spirituality. This study emphasizes the importance of collaboration between schools, CSR stakeholders, and the community to achieve sustainable educational improvements and create a fair learning environment in line with the broader goals of Islamic education.
Counterradicalism Through Religious Education Curriculum: Solution to The Religious Literacy Crisis in Indonesian Islamic Universities Sapdi, Rohmat Mulyana; Ali, Nur
TADRIS: Jurnal Pendidikan Islam Vol 17 No 2 (2022)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (698.118 KB) | DOI: 10.19105/tjpi.v17i2.7055

Abstract

Islamic universities have been accused of being the milieu of the growing movement of radicalism along with the new facts about the involvement of two state Islamic universities among 10 state universities involved in radicalism. The campus management has responded to the movement by developing a religious curriculum and interreligious-based learning to improve religious literacy competence. This paper aims to evaluative the practice of religious curriculum and literacy as a strategy in improving counterradicalism in campus. The interviews, observations, and data analysis resulted in the finding that the religious curriculum development with open minded principles, religious universality, local wisdom, and humanism values in the learning activities in either classroom and or places of worship of other religions can foster good counterradicalism and interfaith literacy and eliminate the evolution of radical attitudes among students. This paper suggested that the learning of religious education in campuses and schools include observation to the areas of interreligious activities and religious literacy studies to improve students' understanding of religious values among religious communities, so tolerance and counterradicalism can be fostered.
Co-Authors Aisah, Deuis Gunawan, Syifa Delfiani Irawan Irawan Irawan Khairunnisa, Najma Lusi Andriani, Lusi Nur Ali nuraeni, eva