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All Journal Kartika: Jurnal Studi Keislaman Managere: Indonesian Journal of Educational Management Journal of Educational Management Research
Titi Sartini
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Kyai as Moral Authority: Negotiating Religious Discipline and Cultural Identity in Pesantren Titi Sartini
Managere: Indonesian Journal of Educational Management Vol. 7 No. 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i1.756

Abstract

This study investigates the role of Kyai in shaping religious culture within Islamic boarding schools (pesantren). Specifically, it examines how Kyai's leadership influences the spiritual development of students, both through personal example and direct instructions. The research addresses the gap in existing literature regarding the broader impact of Kyai's leadership on fostering a religious environment, extending beyond administrative functions to encompass cultural and social aspects. The research employed a qualitative approach, using in-depth interviews, participant observations, and documentation to gather data from Kyai, teachers, and students at a pesantren in Indonesia. The study identifies key leadership practices, such as leading communal prayers and providing spiritual guidance, that contribute to developing a religious culture. Findings suggest that Kyai's example, combined with direct instructions on religious practices and social behavior, is crucial in instilling a deep sense of religious discipline among students. This research contributes to a more nuanced understanding of spiritual leadership in Islamic education and has implications for developing effective leadership models in religious institutions. The findings also open avenues for future studies exploring the long-term impact of spiritual leadership on student development in pesantren contexts.
Adaptive Learning Frameworks for Islamic-Based Character Education in Child-Friendly School Leadership Titi Sartini; Nini; Hidayati Suhaili; Mona Novita; Raudlotul Hikmah
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.883

Abstract

This study aims to examine and formulate an adaptive learning framework in Islamic-based character education integrated with child-friendly school leadership. The primary focus lies on how Islamic values—including aqidah, sharia, and akhlakul karimah—are internalized through a learning approach that is responsive to the individual needs of students, and managed in a leadership climate that supports child protection and participation. This study employs a qualitative approach, utilizing a case study method at the madrasah. Data were collected through in-depth interviews, participant observation, and documentation studies. The results of the study show four main findings: (1) the foundation of Islamic values ​​as the moral framework of the institution; (2) an adaptive learning approach that adapts to students’ learning styles and backgrounds; (3) child-friendly leadership practices that foster a sense of security and active involvement of students; and (4) a holistic evaluation that assesses academic and character development in an integrative manner. This study recommends the development of an Islamic character-based adaptive learning model, supported by a participatory and inclusive leadership culture, within the school environment.
Reformasi Pendidikan Islam Di Pakistan: Ketegangan Antara Konservatisme Agama Dan Tuntutan Global delvia, Melda; Dede Rosyada; Muhammad Zalnur; Titi Sartini; Elijonnahdi
Kartika: Jurnal Studi Keislaman Vol. 5 No. 2 (2025): Kartika: Jurnal Studi Keislaman (Agustus)
Publisher : Lembaga Pendidikan Tinggi Nahdlatul Ulama (LPT NU) PCNU Kabupaten Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59240/kjsk.v5i2.241

Abstract

This study aims to provide a comprehensive analysis of the dual structure of Islamic education in Pakistan, encompassing formal education integrated into the national system through the Islamiyat curriculum and traditional education conducted in madrasas based on the classical Dars-e-Nizami syllabus. The research focuses on examining the relationship between government educational policies, the dynamics of traditional madrasas, and the challenges of integrating Islamic values with the demands of modernity. A qualitative descriptive approach was employed through an extensive literature review of official documents, scholarly articles, and publications from international organizations. The findings reveal that reforms such as the Single National Curriculum (SNC) and madrasa regulation represent significant policy initiatives; however, their implementation is hindered by ideological resistance, structural constraints, and the lack of participatory approaches. Islamic education in Pakistan remains in tension between religious conservatism and global imperatives, highlighting the need for inclusive, transformative policies built on multi-stakeholder collaboration. These findings have implications for the development of adaptive, moderate, and contextually relevant models of Islamic education in other Muslim-majority countries
Co-Authors Dede Rosyada Delvia, Melda Elijonnahdi Hidayati Suhaili Mona Novita Muhammad Zalnur Nini Raudlotul Hikmah