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All Journal Journal of Education and Learning Sciences AL-MAFAZI: JOURNAL OF ISLAMIC EDUCATION MANAGEMENT Idealita: Jurnal Pendidikan dan Sosial Keagamaan Journal of Studies in Academic, Humanities, Research, and Innovation Journal of Law, Policy and Global Development Open Access DRIVERset International Journal of Health Systems and Policy International Journal of Law IJMRI Journal of Advanced Research and Studies in Educational Management Darunnajah in Education
M. Munif
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KORPORASI PRODUKSI PENDIDIKAN: PARADIGMA BARU DALAM MENINGKATKAN KOMPETENSI DAN DAYA SAING LEMBAGA PENDIDIKAN ISLAM TRANSFORMATIF M. Munif; Agus Eko Sujianto; Prim Masrokan Mutohar
AL-MAFAZI: JURNAL MANAJEMEN PENDIDIKAN ISLAM Vol 1 No 1 (2023): 2023
Publisher : ISLAMIC EDUCATION MANAGEMENT STUDY PROGRAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66187/al-mafazi.v1i1.11

Abstract

Artikel ini bertujuan untuk mengkaji konsep korporasi produksi pendidikan sebagai paradigma baru dalam meningkatkan kompetensi dan daya saing lembaga pendidikan Islam transformatif. Korporasi produksi pendidikan adalah suatu model pengelolaan pendidikan yang mengintegrasikan aspek akademik, bisnis, dan sosial dalam satu kesatuan yang saling mendukung dan menguntungkan. Artikel ini menggunakan metode penelitian pustaka dengan mengkaji berbagai sumber literatur yang berkaitan dengan topik pembahasan. Hasil penelitian menunjukkan bahwa korporasi produksi pendidikan dapat menjadi alternatif solusi untuk meningkatkan kualitas, kuantitas, dan relevansi pendidikan Islam transformatif yang mampu menghasilkan lulusan yang kompeten, mandiri, kreatif, inovatif, dan berkontribusi positif bagi masyarakat. Pertama : Keunggulan korporasi produksi pendidikan, antara lain : 1)Meningkatkan mutu pendidikan, 2) Membangun budaya korporat, 3) Mengembangkan potensi siswa secara optimal, 4)  Memanfaatkan teknologi informasi dalam proses belajar mengajar, dan 5) Meningkatkan daya saing lulusan. Kedua : Tantangan korporasi produksi pendidikan, antara lain : 1) Mengembangkan budaya korporat dan manajemen global dalam pendidikan yang sesuai dengan nilai-nilai Islam, 2) Menghasilkan produksi dan jasa pendidikan yang berkualitas, relevan, dan berdaya saing di pasar global, Keterbatasan sumber daya manusia, finansial, dan infrastruktur dalam mengelola pendidikan, dan 4) Menjaga  keseimbangan  antara  kepentingan  akademik,  sosial,  dan  ekonomi  dalam bisnis pendidikan. Ketiga : Langkah-langkah implementasi korporasi produksi pendidikan, antara lain : 1) Analisis kebutuhan dan potensi, 2) Perencanaan produksi pendidikan, 3) Pengembangan produksi pendidikan, 4) Pengujian produksi pendidikan, dan 5) Penyebarluasan dan pemanfaatan produksi pendidikan.  
Integrating Islamic Ecotheological Values into Practical Life Skills Education for Ecological Responsibility in Islamic Schools M. Munif
Darunnajah in Education Vol. 1 No. 1 (2026): April 2026
Publisher : CV. Nexus Edu Global

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

Abstract

Environmental crises increasingly challenge Islamic schools to develop educational approaches that connect sustainability knowledge with practical competencies, moral values, and everyday behavior. This study examines the integration of Islamic ecotheological values into practical life skills education and its contribution to students’ ecological responsibility. Employing a qualitative case study design, the study draws on semi-structured interviews, participant observation, and document analysis involving school leaders, teachers, and students in Islamic educational settings. Data were analyzed thematically through coding, theme development, and cross-source triangulation, with attention to credibility, dependability, transferability, and confirmability. The findings show that the concepts of khalifah, amanah, mīzān, and rahmah were integrated into curriculum, school routines, teacher modeling, and environmental activities. Sustainable practical life skills were developed through waste management, gardening, water and energy conservation, food management, self-management, and environmental projects. Repeated participation transformed these activities into ecological habits and strengthened students’ awareness, responsibility, empathy toward nature, and collective participation. Religious motivation provided moral meaning for sustainable behavior, while practical experience enabled students to embody ecological values in everyday actions. The study proposes the Relational Ecological Responsibility Model, which conceptualizes ecological responsibility as an outcome of the interaction among ecotheological meaning, practical competence, repeated habits, relational attitudes toward nature, and collective action. The study contributes a practical and relational framework for strengthening sustainable character formation within Islamic education contexts.
Co-Authors Agus Eko Sujianto Ahmad Tanzeh Bambang Wahrudin Imam Fuadi Jhon Emily Stuart Johannes M. Galvis Kojin Mochammad Syafiuddin Shobirin Mohamed Ramadan Abd Allah Mohamed Muh Ibnu Sholeh Muh. Habibulloh Mustajib Nur ‘Azah Prim Masrokan Mutohar Siswahyudianto Siti Fatinnah binti Ab Rahman