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All Journal IQRO: Journal of Islamic Education Asian Journal Collaboration of Social Environment and Education Islamic Perspective on Communication and Psychology
Rahmania, Fatmaya Anisa
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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The Principal's Strategy in Instilling Islamic Values in A Multicultural School Rahmania, Fatmaya Anisa; Hanif, Muh
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): VOL 8 N0 1 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6797

Abstract

This study aims to analyze the principal’s leadership strategies in instilling moderate Islamic values within a multicultural school environment. The research was conducted at SMK Negeri 1 Purwokerto, utilizing a qualitative approach with a case study and phenomenological methods. Data were collected through in-depth interviews with the principal, Islamic education teachers, and students, as well as through observations and document analysis. The findings reveal that the principal's strategies employ a holistic approach that integrates spiritual, social, and academic values, as well as role modeling by teachers and students, and the contextual adaptation of religious programs in an inclusive manner. The values of tasamuh (tolerance) and ‘adl (justice) serve as the foundation for fostering social harmony. These findings highlight the effectiveness of moderate Islamic approaches in strengthening students’ religious character while creating a tolerant and inclusive educational ecosystem in public schools.
Applying maslow’s motivation theory to enhance teacher productivity in islamic boarding schools Setyaningrum, Ari Eka; Rahmania, Fatmaya Anisa
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 1: (July) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i1.2025.1942

Abstract

Background: Education is a fundamental pillar in developing high-quality human resources, with teachers playing a central role. Teacher productivity is strongly influenced by work motivation, which is closely linked to the fulfillment of needs based on Maslow’s hierarchy. This study aims to analyze the application of Maslow’s theory in improving teacher productivity, a pesantren-based school with an integrative curriculum. The focus is to identify dominant teacher needs and propose strategic recommendations to enhance motivation and productivity. Method: This qualitative descriptive study used structured and unstructured interviews with 14 teachers, participatory observation, and school document analysis. Data were thematically analyzed based on Maslow’s hierarchy; physiological, safety, social, esteem, and self-actualization needs. Findings: The study identified seven dominant teacher needs; (1) salary increase, (2) regular recognition, (3) modern learning facilities, (4) improved work infrastructure, (5) regular training, (6) enhanced school safety, and (7) healthcare access. Most teachers reported that physiological (salary) and esteem needs were not optimally fulfilled, while self-actualization (professional development opportunities) was relatively well-supported. Teachers generally responded positively to the work environment, although dissatisfaction in welfare and recognition affected motivation. Conclusion: Fulfilling Maslow’s hierarchy of needs is crucial for enhancing teacher productivity. Strategic recommendations include optimizing budgets for welfare, implementing performance-based rewards, improving support facilities, and ensuring continuous training. Schools should integrate responsive policies to foster a motivational work environment. Novelty/Originality of this article: This study offers practical insights for Islamic boarding schools implementing the independent curriculum. The analysis of teacher needs through Maslow’s framework within this unique setting provides a holistic policy recommendation, combining welfare, professional growth, and a culture of appreciation which is contributing to underexplored literature on teacher motivation in Islamic education institutions.
Paradoxical effects of principals’ leadership strategies on islamic character development in multicultural school settings Rahmania, Fatmaya Anisa; Novikasari, Ifada
Islamic perspective on Communication and Psychology Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ipercop.v2i2.2025.1982

Abstract

Background: The leadership of school principals plays a crucial role in shaping students' character in multicultural environments such as SMK Negeri 1 Purwokerto. However, there has been no specific study that examines the influence of leadership strategies on the development of students’ Islamic character within the context of cultural and religious diversity. This study addresses that academic gap by integrating three aspects: leadership strategies, Islamic character, and the multicultural context. Methods: This is an associative quantitative study employing a field research approach. A sample of 80 students was selected from a population of 403 students in grades X and XI using simple random sampling. Data were collected through interviews, observations, and Likert scale-based questionnaires, and were then analyzed using validity, reliability, normality, linearity, and simple linear regression tests. Findings: The findings indicate that the instrument was valid (r-count > 0.2199) and reliable (Cronbach’s Alpha: X = 0.742; Y = 0.729). The data were normally distributed (sig. = 0.168) and exhibited a significant linear relationship (sig. = 0.001). Simple linear regression analysis revealed that leadership strategies had a substantial influence on Islamic character (sig. = 0.003), but the effect was negative (regression coefficient b = -0.244) with a low contribution (R² = 0.105). This suggests that an increase in leadership strategies may potentially decrease Islamic character, possibly due to a lack of collaborative approaches or the dominance of external factors (89.5%). Conclusion: The conclusion highlights the significance of transformative-relational leadership, which entails embodying Islamic values and conducting contextual evaluations in multicultural settings. Novelty/Originality of this article: The novelty of this study lies in the integration of the three aspects and the revelation of a paradoxical negative relationship that has not been explored in previous research.
Enhancing students’ language skills through direct instruction: Pedagogical adaptation to social and institutional contexts Rahmania, Fatmaya Anisa
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 2: (January) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i2.2026.2639

Abstract

Background: Arabic is a local content subject that poses considerable challenges for students, due to their diverse educational backgrounds. Therefore, the selection of an appropriate learning model is a crucial factor in achieving instructional objectives. One model applied is the Direct Instruction learning model, which emphasizes the direct and systematic delivery of learning materials. This study aims to analyze the optimization of Arabic language learning through the Direct Instruction model in Arabic language instruction. Methods: This study employed a descriptive qualitative field research design grounded in a post-positivist paradigm. Data were collected through non-participant observation, in-depth interviews, and document analysis to capture the learning process and instructional practices. Data analysis followed an interactive model consisting of data collection, data reduction, data display, and conclusion drawing to ensure systematic interpretation and credibility of the findings. Findings: The findings indicate that the implementation of the Direct Instruction model in Arabic language learning begins with preparatory activities, including the development of Lesson Plans/Rencana Pelaksanaan Pembelajaran (RPP), attendance recording, and the organization of learning materials. During the core stage, the teacher delivers the material directly, while the final stage involves evaluation through written tests, oral tests, and practical exercises. Conclusion: Overall, the study concludes that the Direct Instruction model is effective in improving students’ understanding and Arabic language skills by providing a structured, systematic, and adaptive learning process. Its implementation not only creates a more conducive and inclusive learning environment but also demonstrates relevance as a pedagogical response to diverse student backgrounds and limited instructional contexts, emphasizing the importance of aligning teaching strategies with institutional and social conditions to optimize learning outcomes. Novelty/Originality of this article: The study reveals that the use of the Direct Instruction model enhances students’ enthusiasm and comprehension in Arabic language learning, contributing to the optimization of direct instruction–based learning methods at the junior high school level.
Co-Authors Ifada Novikasari Muh. Hanif Setyaningrum, Ari Eka