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All Journal Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Journal of Educational Management and Strategy
Mubaidilla, Trias Fatih
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Religion Humanities Education Engineering Languange, Linguistic, Communication & Media Other

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An Adaptive Management Model of Islamic Education toward Social and Cultural Transformation Mubaidilla, Trias Fatih; Mubaidilla, Irfa’i Alfian
Journal of Educational Management and Strategy Vol. 4 No. 1 (2025): January-June 2025
Publisher : Yayasan Lembaga Studi Makwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57255/jemast.v4i1.1510

Abstract

This study aims to formulate an adaptive management model for Islamic education that responds effectively to the dynamics of contemporary socio-cultural change. Using a qualitative approach grounded in a comprehensive literature review, the analysis explores the principles of Islamic educational management, organizational adaptation theory, and relevant institutional management practices. The findings present a cyclical adaptive model that emphasizes four interrelated stages: scanning the environment, aligning values, implementing changes, and conducting evaluation. The first stage involves mapping institutional conditions, community characteristics, and educational needs. The second focuses on adjusting management policies to remain consistent with Islamic principles and local contexts. The third concerns the practical and measurable implementation of adaptive strategies, while the final stage involves continuous assessment to ensure ongoing improvement. The proposed model highlights the importance of stakeholder participation, contextualized curricula, educator capacity development, and collaborative evaluation mechanisms. The study suggests that effective adaptive management in Islamic education requires the integration of flexibility with moral and spiritual values to maintain relevance in a rapidly changing society. The implication is that educational leaders must adopt responsive and sustainable management approaches to preserve the quality and integrity of learning. This research contributes a conceptual framework that can guide Islamic educational institutions in navigating transformation while upholding their ethical and spiritual foundations. Future research is encouraged to empirically examine the model’s applicability and effectiveness in diverse institutional contexts.
PENDEKATAN SOSIOLOGIS DALAM STUDI ISLAM Mubaidilla, Irfa'i Alfian; Mubaidilla, Trias Fatih
Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Vol 16 No 1 (2022): Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam
Publisher : Program Studi PAI, Fakultas Tarbiyah, Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/jt.v16i1.641

Abstract

The essence of religious teachings at this time in fact needs to be understood in depth not only to be understood vaguely or only in a textual sense, but rather to the true core meaning of religion. A normative-theological understanding of religion must first be accompanied by a functional understanding of the concept of religion so that the essence of religious teachings can be used to answer problems that exist in the social aspect. The purpose of this study is to provide an explanation of how the sociological approach is in Islamic studies. This research uses a qualitative approach with a type of literature study. Sources of data from documentation are in the form of books, journals or scientific papers, as well as supporting articles. The discussion method in this study uses the description-analysis method. The problem with the current sociological approach is that the major theory that is commonly used is a contemporary sociological approach developed with a focus on Western society, so that this approach is not universal and sometimes even contradicts the perceptions of non-Western local communities. Sometimes the theory of delinquency or delinquency based on the experience and research of Western society cannot explain the problem of delinquency and delinquency in non-Western areas.
PENGARUH KURIKULUM MULTIKULTURAL TERHADAP HABLU MINANNAS WA TASAMUH PESERTA DIDIK DI SMAN 1 KESAMBEN Mubaidilla, Irfa'i Alfian; Mubaidilla, Trias Fatih; Fauzi, M
Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Vol 16 No 2 (2022): Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam
Publisher : Program Studi PAI, Fakultas Tarbiyah, Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/jt.v16i2.642

Abstract

This research aims to determine the effect of a multicultural-based education curriculum on social interactions and attitudes toward tolerance. Specifically, this research will analyze the effect of implementing a multicultural curriculum at SMAN 1 Kesamben on the social interactions and tolerance attitudes of students. The research approach uses a quantitative, correlational-type approach. The sampling technique used was a probability sample technique, a simple random sampling, and 71 respondents. The research results at the 5% significance level are as follows: There is a positive influence of the multicultural curriculum on social interaction, namely 29.3%. The constant value (constant) for social interaction is 20.439, and the coefficient value for the multicultural curriculum (X) is 0.910. In the sense that if there was no multicultural curriculum (X), the consistent value of social interaction (Y1) would be 20.439, and for every 1% additional contribution level of the multicultural curriculum (X), social interaction (Y1) would increase by 0.910. From this researcher, it was also obtained that the multicultural curriculum had a positive effect on attitudes toward tolerance. The influence of the multicultural curriculum (X) on tolerance attitudes (Y2) is 33.2%. The constant value for tolerance was 19.166, and the multicultural curriculum coefficient (X) value was 0.987. In the sense that if there is no multicultural curriculum (X), the consistent value of tolerance attitude (Y2) is 19.166, and for every 1% additional contribution level of the multicultural curriculum (X), tolerance attitude (Y1) will increase by 0.987.
Co-Authors Irfai Alfian Mubaidilla M Fauzi, M