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All Journal Al Ishlah Jurnal Pendidikan Journal AL-MUDARRIS Journal of Contemporary Gender and Child Studies Fatih: Journal of Contemporary Research IJELaSS: International Journal of Education, Language and Social Scince
Wahyu Iskandar
Institut Islam Muaro Jambi
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Dynamics of Authoritative and Participative Leadership Communication in Shaping the Academic Careers of Islamic Higher Education Lecturers Jamrizal Jamrizal; Nori Nopita Sari; Wahyu Iskandar; Abdul Wahid
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.9110

Abstract

Leadership communication is a critical yet underexplored factor in shaping academic careers in Islamic higher education. This study investigates how authoritative and participative leadership communication influences lecturer development within Islamic universities in Jambi Province, Indonesia, amid increasing demands for professionalism and digital adaptation. Using a qualitative case study design, data were collected from 13 participants across three Islamic universities through semi-structured interviews, direct observations, and document analysis. Participants included lecturers and academic leaders, selected via purposive sampling. Data were analyzed thematically using Braun and Clarke’s six-phase framework to identify patterns of leadership behavior and communication strategies. Findings reveal that authoritative and participative communication modes function synergistically. Authoritative communication offers clarity, direction, and institutional alignment, while participative communication fosters collaboration, trust, and shared governance. Digital transformation enhances opportunities for participatory communication but also presents challenges such as uneven digital literacy. Communication practices grounded in Islamic ethical values—such as syura (consultation), amanah (trust), and musyawarah (deliberation)—strengthen moral integrity and organizational cohesion. Six dimensions of communication were identified as key drivers of lecturer career development: clarity of direction, transparency, mentoring, feedback, policy evaluation, and involvement in decision-making. An integrative communication model is proposed, showing that effective leadership in Islamic higher education is not only managerial but also ethical and developmental. The study underscores the need for leadership development programs that combine Islamic ethics with digital communication competence to enhance institutional resilience and lecturer empowerment.
GREEN SPIRITUALITY IN HIGHER EDUCATION: SUSTAINABLE GREEN CAMPUS TRANSFORMATION AT THE UNIVERSITY OF JAMBI Wahyu Iskandar; Saidina Usman; Nori Nopita Sari
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.68

Abstract

This study aims to see (1) How the concept of Green Spirituality is applied in higher education at the University of Jambi (2) To what extent the impact of sustainable green campus transformation on the environment, students, and the surrounding community. This study uses a descriptive qualitative approach to explore in depth the concept of Green Spirituality in the context of higher education and sustainable green campus transformation at the University of Jambi. Interviews were conducted with key informants who have direct involvement in the implementation of green spirituality values in the campus environment. Participatory observation was applied to directly observe sustainability practices with data analysis techniques in this study using an interactive model. The results of the study show that (1) The concept of Green Spirituality is applied at the University of Jambi through the Unja Lestari program which emphasizes the integration of spiritual, ecological, and social care values in all campus activities. This program encourages the academic community to view the environment as a trust from God that must be maintained through environmentally friendly behavior, such as reducing plastic waste, energy conservation, and greening the campus area (2) The impact of sustainable green campus transformation on the environment in Jambi shows a positive direction that includes ecological, social, economic, and academic aspects. A sustainable green campus also strengthens students' readiness for a green economy-based workforce. The ecological competencies they acquire are crucial assets in the modern job market.
Model Pembelajaran RADEC Sebagai Pengembangan Pembelajaran Kolaboratif: Studi Pada Mahasiswa PGMI UIN Sulthan Thaha Saifuddin Jambi Fia Alifah Putri; Wahyu Iskandar
Journal of Contemporary Gender and Child Studies Vol 5 No 2 (2026): August: Women and Children Welfare in Indonesian Context (IN PRESS)
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i2.879

Abstract

Penelitian ini bertujuan untuk menganalisis secara mendalam implementasi model pembelajaran RADEC (Read, Answer, Discuss, Explain, Create) dalam mengembangkan pembelajaran kolaboratif dan kreativitas mahasiswa. Penelitian ini menggunakan pendekatan metode kombinasi (mixed methods) dengan model Concurrent Embedded, di mana pendekatan kualitatif ditempatkan sebagai metode utama dan pendekatan kuantitatif sebagai data pendukung yang berjalan secara simultan. Subjek penelitian terdiri dari mahasiswa Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) UIN Sulthan Thaha Saifuddin Jambi pada Mata Kuliah IPA Dasar. Data primer diperoleh melalui wawancara semi-terstruktur dan observasi partisipatif, sedangkan data sekunder dihimpun melalui dokumentasi serta penyebaran angket skala penilaian (rating scale). Analisis data dilakukan secara terpadu melalui reduksi, penyajian data kualitatif, serta perhitungan persentase kuantitatif. Hasil analisis kualitatif menunjukkan bahwa alur RADEC secara konsisten membangun ruang kolaborasi yang dinamis melalui proses brainstorming ide visual dan pemecahan masalah bersama. Temuan ini diperkuat oleh data kuantitatif dengan rata-rata angket implementasi model sebesar 85% (Kategori Baik) dan puncaknya pada tahap Create mencapai 88,93% (Sangat Baik). Pada tahap akhir ini, mahasiswa secara kolaboratif berhasil melahirkan produk kreatif ganda berupa 13 media pembelajaran pop-up book bertema makhluk hidup, ekosistem, dan lingkungan, serta 13 artikel ilmiah orisinal yang sukses disubmisi ke jurnal nasional terakreditasi dengan indeks similarity Turnitin berkisar 7%–36%. Rata-rata indikator pembelajaran kolaboratif dan kreativitas mahasiswa mencapai 86% (Sangat Baik), ditopang kuat oleh aspek kerja sama, rasa positif, dan pemberian dukungan tim (masing-masing 89%). Integrasi data menegaskan bahwa model RADEC sangat efektif bertindak sebagai wahana pembelajaran autentik yang memicu kreativitas dan melatih kompetensi riset kolaboratif calon pendidik MI/SD.
OBSTACLES IN IMPLEMENTING THE RADEC LEARNING MODEL AS A FORM OF DEVELOPING STUDENTS' SOCIAL INTERACTION ABILITIES OF MI TEACHER EDUCATION STUDENTS Nasyariah Siregar Siregar; Fia Alifah Putri; Wahyu Iskandar
Al-Mudarris: Journal Of Education Vol. 9 No. 1 (2026): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/mpkwyv44

Abstract

Study This focus attention to the identification of Obstacles in Implementing the RADEC Learning Model as an Effort to Develop Ability Interaction Social Student. Research This use approach combination or mixed methods for analyze application of the RADEC (Reading, Answering, Discussing, Evaluating, and Creating) learning model in development ability interaction social student. With using the Concurrent Embedded model, and using the purposive sampling technique. With results study This are the Obstacles in Implementing the RADEC Learning Model as Form Development Ability Interaction Social Students (1) Variations Ability Reading and Initial Comprehension of Students. Stage First in RADEC is Read, which requires student understand material in a way independent before lectures. However, the ability literacy and level understanding beginning PGMI students still diverse. As a result, the Answer and Discuss process becomes not enough effective Because student No own foundation knowledge that should be obtained at the stage beginning (2) Low Courage and Skill Communication in Discussion. The RADEC model demands student active discuss, explain, and put forward ideas in front of Friend peers. Common obstacles appear is Lots PGMI students who are still not enough believe self, passive, or Afraid put forward opinion. Culture academics who have not fully support openness and courage speak make the Discuss and Explain stages are not running optimally. As a result, the goal RADEC main for increase interaction social and collaboration become hampered. (3) Limitations Time Management. limitations time face advance make a number of RADEC stages impressed rush, especially at the Explain and Create stages which require time more Lots For exploration and collaboration.
Strategi Pembelajaran PAI pada Sekolah Menengah Atas Negeri 11 Kota Jambi Abdul Hamid; Anita Sari; Abdul Wahid; Wahyu Iskandar; Sayed Sayed
Fatih: Journal of Contemporary Research Vol. 2 No. 2 (2025): July-December
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/dvnp6564

Abstract

Pendidikan Agama Islam (PAI) merupakan mata pelajaran fundamental dalam sistem pendidikan nasional yang bertujuan membentuk karakter religius dan akhlak mulia siswa. Penelitian ini mengkaji implementasi strategi pembelajaran PAI yang diterapkan di SMA Negeri 11 Kota Jambi dalam menghadapi tantangan era digital dan implementasi Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik triangulasi data melalui observasi partisipan, wawancara mendalam, dan analisis dokumentasi. Subjek penelitian meliputi guru PAI, kepala sekolah, dan staf terkait pembelajaran PAI. Hasil penelitian menunjukkan bahwa SMAN 11 Jambi menerapkan strategi pembelajaran PAI yang komprehensif dan terintegrasi, meliputi pembelajaran berbasis teknologi digital, metode ceramah interaktif, diskusi kolaboratif, pembelajaran kontekstual, dan pendekatan saintifik. Strategi ini terbukti efektif dalam meningkatkan pemahaman konseptual siswa terhadap ajaran Islam, pembentukan karakter Islami, dan pengembangan keterampilan digital. Namun, implementasi masih menghadapi tantangan berupa keterbatasan infrastruktur teknologi, variasi kompetensi digital guru, dan adaptasi siswa terhadap perubahan paradigma pembelajaran. Penelitian ini memberikan rekomendasi strategis untuk optimalisasi pembelajaran PAI melalui peningkatan kompetensi digital guru, pengembangan media pembelajaran interaktif, dan penguatan kolaborasi dengan stakeholder pendidikan.
Co-Authors Abdul Hamid Abdul Wahid Anita Sari Fia Alifah Putri Fia Alifah Putri Jamrizal Jamrizal Nasyariah Siregar Siregar Nori Nopita Sari Saidina Usman Sayed Sayed