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All Journal Edukasiana: Jurnal Inovasi Pendidikan Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains International Journal of Islamic Thought and Humanities EL Islam Sunan Kalijaga: Islamic Economics Journal Tarbiyah Darussalam : Jurnal Ilmiah Kependidikan dan Keagamaan Dinamis: Jurnal Pengabdian Kepada Masyarakat EL-FUSHA MUDARRISA: Jurnal Kajian Pendidikan Islam
Hanifuddin
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Impact of School-Parent Collaboration and Family Environment on Character Education of Students at Madrasah Ibtidaiyah Asriana Kibtiyah; Ariga Bahrodin; Yusuf Ahmed Muaz; Khoirul Umam; Hanifuddin; Khoirotul Idawati
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 17 No. 2 (2025): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

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Abstract

Objectives: This study examined the influence of school–parent collaboration and family environment on the character development of madrasah ibtidaiyah students in Jombang, Indonesia. Method: Using a quantitative approach and associative descriptive method, the study involved purposive sampling of 23 units of madrasah ibtidaiyah in Jombang, Indonesia, with 47 paired respondents.  The questionnaire measured three variables: School–Parent Collaboration based on Epstein’s model, Family Environment based on Baumrind’s parenting theory, and Student Character based on Lickona and Zubaedi.  Data analysis included tests for normality, multicollinearity, heteroscedasticity, and multiple linear regression. Results: The results showed that school–parent collaboration had no effect on character education, family environment had no effect on character education. and school–parent collaboration and family environment together had no effect on character education, contributing only 2.4%. Theoretical Contribution: The theoretical contributions of this study are: 1) supporting Bronfenbrenner’s ecological theory, Vygotsky’s theory of the Zone of Proximal Development (ZPD), and Bandura’s social theory; 2) identifying character values in Islamic education, such as ṣidq (honesty), amānah (responsibility), ṣabr (patience), raḥmah (compassion), discipline, 'adl (justice), and solidarity; and 3) proposing character education strategies that include syirkah tarbawiyyah (education with true partnership), mas'ūliyyah musytarakah (spiritual responsibility), uswah ḥasanah (exemplary behavior), tarbiyah raqamiyyah (digital education), and tawāzun tarbawī (balanced education).   Implication Future research should adopt longitudinal approaches and broader factors.
Integrating Language and Spirituality: The Impact of Instructor Mentoring and Foreign Language Habituation on Santri Intelligence Development in Indonesian Islamic Boarding Schools Fariha, Hanik Sindi; Khoirotul Idawati; Hanifuddin
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i4.1694

Abstract

Introduction: Language education in Islamic boarding schools (pesantren) presents unique opportunities to integrate linguistic competence with spiritual development. This study investigated how language instructor mentoring utilizing foreign language habituation approaches enhances santri's spiritual and linguistic intelligence at Pesantren Sains Tebuireng. Methods: A qualitative descriptive design was employed with purposively selected participants including the chief administrator, language instructors, student language administrators, and santri. Data were collected through semi-structured interviews, systematic observations, and document analysis, then analyzed using data reduction, display, and conclusion drawing procedures. Trustworthiness was established through triangulation, observation persistence, and peer debriefing. Results: Findings revealed that instructors functioned as multidimensional mentors—serving as teachers, spiritual guides, and role models—implementing systematic habituation strategies including vocabulary enrichment, multimedia learning, and performance activities. The tiered mentoring system, where instructors mentored student administrators who subsequently guided peers, effectively developed linguistic competencies across four language skills while fostering Islamic values of sincerity, perseverance, and knowledge pursuit. Supporting factors included instructor authority, collaborative structures, and accountability mechanisms, while motivational fluctuations, scheduling challenges, and incomplete immersion emerged as inhibiting factors Discussion: The study extends multiple intelligences theory and social learning frameworks by demonstrating specific mechanisms linking language instruction with spiritual development, providing practical implications for pesantren seeking to balance religious education with linguistic competence development.
Co-Authors Abdul Mukit Ahmad Fatkhurrozak Ariga Bahrodin Askoning Asriana Kibtiyah Burhanuddin Ridlwan Fariha, Hanik Sindi Haris Supratno Idawati, Khoirotul Imron Arifin Khoirul Umam Ridhwan, Burhanuddin Rofiatul Hosna Rohmah, Ni'matur Sekaringsih , Riswanti Budi Setyabudi, Mohammad Arif Syamsuddin Vinda Nur Aisyah Yusuf Ahmed Muaz