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All Journal Jurnal Pendidikan Islam Jurnal Penelitian Pendidikan IPA (JPPIPA) al-Iltizam: Jurnal Pendidikan Agama Islam Jurnal Komunikasi Profesional Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan Munaddhomah: Jurnal Manajemen Pendidikan Islam Cendikia : Media Jurnal Ilmiah Pendidikan Indo-MathEdu Intellectuals Journal Journal of Education Technology and Inovation Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam Jurnal Pendidikan Islam
Dhuhani, Elfridawati Mai
Universitas Islam Negeri Abdul Muthalib Sangadji
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Evaluating the Acceptance and Use of Education Management Information System (EMIS) 4.0 in a Private Islamic Boarding School Based on the Technology Acceptance Model Ara Hidayat; Elfridawati Mai Dhuhani; Hasbiyallah Hasbiyallah
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.150

Abstract

The low adoption rate of information systems in Islamic educational institutions highlights a gap between technological advancement and user acceptance, particularly within madrasa management. This study examines the acceptance and effectiveness of EMIS 4.0 in a private Islamic boarding school in Malangbong District, utilizing the Technology Acceptance Model (TAM) as the theoretical framework. A quantitative, ex post facto design was employed, with data collected from madrasa operators through questionnaires and analyzed statistically. The results indicate that management support has a significant influence on both perceived usefulness (p = 0.016) and actual system use (p = 0.022). In contrast, prior experience and training have a significant effect on perceived ease of use (p = 0.016 and p = 0.007). Although perceived usefulness does not significantly impact attitude (p = 0.416), it affects intention to use (p = 0.047), with both attitude (p = 0.029) and intention (p = 0.025) predicting actual use. This study contributes to the contextual application of TAM and offers practical strategies for sustainable EMIS adoption in faith-based schools.
Beyond Knowledge Transmission: Pedagogy and Ideological Formation in Indonesian Reformist Pesantren Muhajir Abd. Rahman; La Adu; La Jusu; La Rajab; La Sugi; Elfridawati Mai Dhuhani
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.54490

Abstract

Islamic education is increasingly recognized worldwide not merely as a method of transmitting religious knowledge but also as a vital space where ideology, moral authority, and religious subjectivities are actively shaped. In light of modernization and institutional reforms, exploring how pedagogical approaches influence religious identity has emerged as a pivotal concern in contemporary Islamic education scholarship. This study analyzes how Persatuan Islam (Persis) pesantren functions as an ideological–pedagogical system that reproduces a reformist Islamic orientation through the integration of ta’līm, tarbiyah, and ta’dīb. Employing a qualitative case study design, data were collected through semi-structured interviews with teachers, administrators, and students, participant observation of classroom and dormitory life, and analysis of institutional documents. The findings reveal that pedagogy in Persis pesantren operates as a holistic and continuous process embedded in daily routines, disciplinary structures, and scriptural instruction. Through structured knowledge transmission, embodied moral training, and ethical regulation, students internalize doctrinal authority and develop a durable religious habitus that extends beyond institutional boundaries. The study concludes that pedagogy functions as a central mechanism of ideological reproduction and religious subject formation. These findings imply the need to conceptualize Islamic education as a practice-oriented and value-embedded process, offering a theoretical framework for understanding pesantren pedagogy within contemporary Indonesian and global Islamic educational contexts.
Transformational Leadership and Lecturer Performance in Islamic Higher Education: The Mediating Role of Self-Efficacy Jumira Warlizasusi; Zulhimma Zulhimma; Elfridawati Mai Dhuhani; Eka Prasetiawati; Ruslina Dwi Wahyuni; Ifnaldi Ifnaldi
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i3.2394

Abstract

This study examines the role of transformational leadership and self-efficacy in explaining lecturer performance in fulfilling the Tri Dharma of higher education, namely teaching, research, and community service. Using a quantitative survey design, data were collected from 112 lecturers at IAIN Curup through a structured questionnaire measuring transformational leadership, self-efficacy, and lecturer performance. The data were analysed using regression-based simple mediation analysis to test the direct effect of transformational leadership on lecturer performance and its indirect effect through self-efficacy. The findings show that transformational leadership had a small positive direct effect on lecturer performance (β = 0.150, p = 0.037), and self-efficacy had a small positive effect on lecturer performance (β = 0.198, p = 0.042). Transformational leadership had a weak positive effect on self-efficacy (β = 0.154, p = 0.039). The indirect effect through self-efficacy was very small (β = 0.030), although the bootstrapped 95% confidence interval did not include zero. These results indicate that self-efficacy functions as a statistically supported but practically limited mediator. The study contributes to Islamic education management by showing that transformational leadership and self-efficacy remain relevant in Indonesian Islamic higher education. Still, their explanatory power is limited without broader institutional variables such as workload, governance, research support, and professional development. However, the study is limited by its single-institution cross-sectional design and reliance on self-reported data. Future research should implement longitudinal or mixed-method designs across multiple institutions, using structural equation modelling to test comprehensive moderated-mediation frameworks that explicitly integrate macro-organisational variables such as workload distribution, institutional governance, publication support, and administrative constraints.
Co-Authors A. Sahalessy Anasufi Banawi Ara Hidayat Dewi Nofrita Edi Ahyani Eka Prasetiawati, Eka Eka Supriatna Evi Susilawati Fenny Adnina Daulay Hasbiyallah Hasbiyallah Idris, Indah Junianti Ifnaldi Ifnaldi Jumira Warlizasusi Kadiyo, Kadiyo La Adu La Jusu La Ode Suruhi La Rajab La Sugi Melati Lambua Muhajir Abd. Rahman Muharam, Suhari Mustofa, Wahyu Khoirul Nerru Pranuta Murnaka, Nerru Pranuta Nurazma Nurul Wahdah R. Kempa Ratih Pratiwi RIADDIN, DINAR Ruslina Dwi Wahyuni Sahrawi, Saimima Saimima, M Sahrawi Saimima, M Sahrawi Sehan Rifky Tina Rumau Tria Ina Utari Wa Mirna Nurdin Wahyu Khoirul Mustofa Yusriah Yusriah Zulhimma Zulhimma Zunan Setiawan