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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Khalifa: Journal of Islamic Education Al-Qalam: Jurnal Kajian Islam Dan Pendidikan Journal of Islamic Civilization and Culture Review Muaddib: Journal of Islamic Teaching and Learning
OKI DERMAWAN
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Religion Arts Humanities Education Social Sciences Other

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A Holistic Conceptual Model of Hamka's Contemporary Islamic Educational Thought Defriyanto Defriyanto; Oki Dermawan; Satria Adi Pradana; Khadijah Khadijah
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67055/gxsmj419

Abstract

This study presents an integrative–critical narrative literature review of Hamka’s educational thought. It maps dominant elements across the literature, clarifies relationships among conceptual components, and identifies areas that remain insufficiently connected. Using an integrative critical narrative review approach, the study analyzes 14 selected articles (2020–2025) that discuss Hamka’s educational ideas from multiple thematic angles. The findings show that scholarship most consistently foregrounds akhlaq/character/ethics as the central educational aim, supported by foundational elements tawhid/creed (aqidah) and tasawuf that orient values and cultivate the inner life. Moreover, the literature outlines Islamic educational processes through the frameworks of ta’lim–tarbiyah–ta’dib and knowledge–practice–ethics, while extending the discussion through educational values derived from Tafsir Al-Azhar and socio-cultural dimensions such as nationalism and the integration of Nusantara culture. Despite its thematic breadth, however, the literature remains largely fragmented and has not yet produced a unified framework linking value foundations, educational processes, moral aims, and contextual grounding. In sum, this review offers a holistic conceptual map that systematizes relationships among the dimensions of Hamka’s educational thought and highlights the need for further research that is more operational and context-sensitive.
Women, Faith, and Educational Leadership in Colonial Asia: The Case of Rahmah El Yunusiyah Oki Dermawan; Zohaib Hassan Sain; Saim Kayadibi
Journal of Islamic Civilization and Culture Review Vol. 2 No. 1 (2026): In Press....
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jiccr.v1i1.102

Abstract

This article examines the educational leadership of Rahmah El Yunusiyah in colonial Indonesia, with particular attention to her contribution to Muslim women’s education in Southeast Asia. Using a historical qualitative method based on published historical studies, documentary sources, and interpretive analysis, the study explores how Rahmah El Yunusiyah developed Diniyah Puteri as an alternative educational institution for girls under colonial rule. The findings show that her leadership was expressed through three main strategies: building an institution outside colonial educational priorities, legitimizing women’s education through Islamic values, and combining religious instruction with modern pedagogical practices. These strategies enabled Rahmah not only to challenge colonial and patriarchal restrictions at the local level, but also to offer a model of Muslim women’s education that gained wider recognition in the Malay-Indonesian world. Her contribution to Southeast Asia lies in demonstrating that Islamic schooling for girls could become a legitimate space for women’s intellectual formation, social participation, and leadership development. The study argues that Rahmah El Yunusiyah represents a non-Western model of educational leadership rooted in faith, social reform, and women’s empowerment. This case contributes to broader discussions on women’s leadership, Islamic education, and the history of education in colonial Asia.
SUPERVISI DIGITAL OLEH KEPALA SEKOLAH: STRATEGI MENINGKATKAN KUALITAS PEMBELAJARAN BERBASIS TEKNOLOGI DI SMA NEGERI 2 BANDAR LAMPUNG Reski Gunawan; Rochmat Widodo; Subandi Subandi; Oki Dermawan
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1424

Abstract

Objective: This study aims to analyze the implementation of digital supervision conducted by the principal in improving the quality of technology-based learning at SMA Negeri 2 Bandar Lampung. The research employed a qualitative approach with a case study design, using observation, in-depth interviews, and digital documentation as data collection techniques. The findings indicate that digital supervision is implemented through the use of a Learning Management System (LMS), Google Drive, QR code–based digital attendance, and video-based classroom observations. Digital supervision has been proven to enhance teacher discipline, the quality of instructional materials, learning effectiveness, and teachers’ technological competence. In addition, a stronger culture of pedagogical reflection has emerged, as teachers are able to review their teaching practices through recorded learning videos. However, the implementation of digital supervision still faces several challenges, including variations in teachers’ ICT skills, internet connectivity issues, resistance to change, and the limited time of the principal. Overall, digital supervision serves as an effective strategy for improving learning quality and teacher professionalism in the era of technology-based education.
EFEKTIVITAS REKRUTMEN ONLINE DALAM MENARIK KANDIDAT SISWA BERKUALITAS DI MADRASAH ALIYAH AL HIKMAH BANDAR LAMPUNG Dessy Nofita Sari; Yetri Yetri; Oki Dermawan; Riyuzen Praja Tuala
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.2028

Abstract

The development of digital technology has encouraged educational institutions to utilize online-based systems in the student admission process. The implementation of online recruitment is expected to improve the effectiveness of student admissions through easier access, wider dissemination of information, and more efficient administrative management. This study aims to analyze the effectiveness of online recruitment in attracting qualified student candidates at Madrasah Aliyah Al-Hikmah Bandar Lampung. The research employed a qualitative approach with a descriptive research design. Data were collected through observation, semi-structured interviews, and documentation involving the admission committee, new students, and parents. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing, while data validity was ensured through source triangulation. The results indicate that online recruitment increases the number of applicants, accelerates administrative processes, and improves cost efficiency through the use of digital media. However, the quality of applicants is still determined through a selection process based on the academic and religious standards established by the madrasah.
Islamic Education in Secular Europe: Governance, Mediation and Pluralism Defriyanto Defriyanto; Saim Kayadibi; Moses Adeolu Agoi; Oki Dermawan; Nurul Jannati Salsabila
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.454

Abstract

This article explores the negotiation of Islamic education within secular schooling systems in Europe, focusing on governance challenges, teacher mediation, and pluralistic approaches to identity and tolerance. Using a Systematic Literature Review (SLR), the study synthesizes research conducted in the Netherlands, Finland, Germany, and the United Kingdom to examine how Islamic educational values are accommodated in public frameworks. The findings reveal persistent obstacles, including unequal access to religious education, tensions between religious commitments and secular expectations, and policy asymmetries across national contexts. Teachers are identified as pivotal actors who mediate between Islamic traditions and dominant secular norms, supporting Muslim students’ identity formation while facilitating their social adaptation in plural societies. Furthermore, pluralistic pedagogical orientations are shown to enhance mutual recognition and cultivate students’ capacity to engage constructively with cultural and religious diversity. By highlighting these dynamics, the study contributes policy-relevant insights for designing inclusive educational arrangements that balance religious identity with secular governance, thereby strengthening tolerance and cohesion in Europe’s multicultural environment.
Prinsip Al-'Adl dan Musyawarah Dalam Supervisi Akademik: Analisis di Pondok Modern Darussalam Gontor Riswandha Ipnu Nawawi; Vera Astuti; Subandi Subandi; Oki Dermawan
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4234

Abstract

Effective academic supervision focuses not only on the technical-pedagogical aspects, but also on the values ​​and ethics of the process. This study aims to analyze the practice of academic supervision at the Darussalam Gontor Modern Islamic Boarding School through the lens of two fundamental Islamic principles: Al-'Adl and Musyawarah. This study uses a qualitative approach with a case study method. Data were collected through observation, in-depth interviews with supervisors and supervised teachers, and documentation studies. The research findings indicate that the Al-'Adl principle is manifested in the form of: (1) objectivity in assessment based on clear and transparent criteria; (2) equal treatment regardless of teacher background; and (3) providing proportional and balanced feedback between strengths and areas of improvement. Meanwhile, the Musyawarah principle is implemented through: (1) a dialogic supervision process, where teachers are given space to express their opinions and difficulties; (2) collective discussion of teaching improvement solutions; and (3) final decision-making that takes into account input from the teachers concerned. This study concludes that the integration of Al-'Adl and Musyawarah values ​​in academic supervision creates an environment that emphasizes not only control, but also development (tarbiyah), empowerment, and trust.
Co-Authors Defriyanto Defriyanto Dessy Nofita Sari Khadijah Khadijah Moses Adeolu Agoi Nurul Jannati Salsabila Reski Gunawan Riswandha Ipnu Nawawi Riyuzen Praja Tuala Rochmat Widodo Saim Kayadibi Satria Adi Pradana Subandi Subandi Vera Astuti Yetri Yetri Zohaib Hassan Sain