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MANAJEMEN STRATEGIK PADA PENDIDIKAN ISLAM: FONDASI TEORETIS DAN ARAH PENGEMBANGANNYA Jasuli Jasuli; Saiful Hadi
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1388

Islamic education faces multidimensional challenges amid the rapid shifts of the modern world, necessitating a more planned, focused, and long-term management approach. Strategic management serves as an essential instrument to ensure that Islamic educational institutions can understand their internal potential, examine external dynamics, and determine development directions aligned with core Islamic values such as shura, amanah, and ihsan. This study explains how modern management principles including the Resource-Based View (RBV) and contingency theory can be integrated with the characteristics of Islamic education, which possesses spiritual richness, scholarly traditions, and moral excellence as strategic resources. Environmental analysis, SWOT mapping, the formulation of vision and mission, implementation, transformational leadership, and continuous evaluation become crucial elements in the strategic planning process. The discussion highlights that the success of developing Islamic education depends on the readiness of human resources, organizational adaptability, and the ability to utilize technology without disregarding Islamic identity. Ultimately, strategic management provides a framework that enables Islamic education to become a sustainable, relevant institution capable of contributing significantly to global civilization.

Transformation of Islamic Religious Education Policy Towards Religious Moderation Dina Kamilia; Saiful Hadi; Juhairiyah Juhairiyah
Al-Alim: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/alim.v2i1.29

The changing times bring new challenges for religious education, particularly the emergence of extreme and intolerant religious attitudes among some members of society. This condition highlights the need for a new approach to religious education that is more open and contextual. Therefore, PAI policies need to adapt to the digital era by utilizing technology in the dissemination of moderation values and strengthening critical and wise religious literacy. This research uses qualitative research thru a literature study (Library Research) approach, which involves gathering information from several books, journals, and other references relevant to the topic or problem under discussion. The research results indicate that the reform of Islamic Religious Education (PAI) policies toward religious moderation has produced positive changes while also providing valuable lessons for the future of Islamic education in Indonesia. The success achieved serves as a strong foundation for taking further steps in building a religious and tolerant society.

ISLAMIC-BASED COMMUNITY EDUCATION AND ADULT FUNCTIONAL LITERACY: PARTICIPATION MECHANISMS AND CAPABILITY OUTCOMES FOR SDG 4 IN RURAL INDONESIA Mohamad Zubaidi; Muhammad Ibrahim; Endah Setiyowati; Nurain Karnain; Saiful Hadi; Sri Nurhayati; Gumpanat Boriboon; Mohammad Moreb; Sameer Mohammed Majed Dandan
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7638

Despite ongoing efforts to expand adult literacy programs under SDG 4, participation and sustained engagement in rural contexts remain uneven, and the mechanisms that support persistence in community-based settings are not well understood. This study examines how faith-based community education supports adult functional literacy participation and perceived outcomes in relation to Sustainable Development Goal 4 (SDG 4) in rural Indonesia. Focusing on Muslimat NU learning activities in Pamekasan, the study investigates adult learners’ motivations for participation, the learning climate, the roles of religious practices and authority, and perceived literacy-related outcomes. The study employed a cross-sectional descriptive survey design involving 64 adult participants. Data were collected through a structured questionnaire capturing participation motivations, perceptions of the learning environment, integration of religious practices, the influence of moral authority, and self-reported literacy and capability outcomes. Data were analyzed using descriptive statistics and qualitative descriptive interpretation of open-ended responses. Findings show that participation was predominantly agentic and instrumental, driven by literacy aspirations and family-related motivations rather than passive compliance. The learning environment was perceived as effectively safe and enjoyable, supporting sustained participation. Religious practices such as prayer and Islamic adab functioned as normative learning infrastructure, structuring continuity and attention. Moral authority, embodied by kyai and nyai figures, operated as non-coercive regulatory capital, reinforcing attendance discipline. Participants also reported perceived improvements in literacy, alongside broader economic and social spillovers. The study contributes to adult literacy research by elucidating socially embedded mechanisms—motivation, affective safety, ritual practice, and moral authority—through which faith-based community settings can support functional literacy engagement in support of SDG 4.

Implementasi Integrasi Kepemimpinan Spiritual dan Transformasional dalam Meningkatkan Mutu Pendidikan di Dirosatul Muallimin Al-Islamiyah (DMI) Al-Hamidy Banyuanyar Kholilur Rahman; Mohammad Muchlis Solichin; Ali Nurhadi; Saiful Hadi
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.38553

Penelitian ini dilatarbelakangi oleh pentingnya kepemimpinan yang mampu mengintegrasikan nilai-nilai spiritual dengan pendekatan transformasional dalam meningkatkan mutu pendidikan di lingkungan pesantren. Dirosatul Muallimin Al-Islamiyah (DMI) Al-Hamidy Banyuanyar sebagai lembaga pendidikan berbasis pesantren menerapkan pola kepemimpinan yang menggabungkan kedua aspek tersebut. Penelitian ini bertujuan untuk menganalisis implementasi integrasi kepemimpinan spiritual dan transformasional serta implikasinya terhadap peningkatan mutu pendidikan. Metode yang digunakan adalah pendekatan kualitatif dengan jenis studi kasus, melalui teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi, serta analisis data melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa integrasi kepemimpinan diwujudkan melalui keteladanan religius, motivasi inspiratif, pengembangan sumber daya manusia, dan penguatan budaya organisasi, yang berdampak pada peningkatan kualitas pendidik, kedisiplinan peserta didik, serta efektivitas pengelolaan lembaga. Kesimpulannya, integrasi kepemimpinan tersebut merupakan strategi efektif dalam meningkatkan mutu pendidikan.

CULTURAL IDENTITY STEREOTYPES OF MADURESE WOMEN IN TRADITIONAL EXPRESSIONS Moh Hafid Effendy; Saiful Hadi; Siti Azizah; Mochamad Arifin Alatas; Akhtem A. Dzhelilov
Jurnal Gramatika Vol 12, No 1 (2026): Spring Issue (April-September)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2026.v12i1.10809

The phenomenon of stereotypes against Madurese women embedded in traditional expressions reflects profound tensions between entrenched cultural values, evolving social norms, and prescribed gender roles within the society. While Madurese culture is rich in oral traditions, previous studies have tended to focus on general cultural descriptions without critically examining the nuanced construction of female identity within these linguistic artifacts. Consequently, this study aims to explore how the cultural identity of Madurese women is systematically formed and reproduced through proverbs and investigates how specific stereotypes emerge and persist in everyday social practices. Employing a qualitative ethnographic approach, data were collected through in-depth interviews, participant observation, and textual analysis of specific proverbs related to character, moral values, social relations, and the domestic and public role of women. This method allowed for a deep exploration of the social, cultural, and historical contexts surrounding these expressions. The results of the study show that Madurese women are predominantly described as hardworking, resilient, and significantly contributing to the economy, yet they are simultaneously burdened with the heavy responsibility of maintaining the honor of the family. Traditional proverbs display a complex duality between genuine appreciation for women's vital roles and subtle social control over their morality. Thus, these expressions function as both a cultural reflection and a normative instrument in the ongoing construction of gender identity. These findings confirm that Madurese stereotypes of women are not static but are the result of continuous negotiations between tradition, structural patriarchy, and modern social change. Ultimately, this research provides new insights into the dynamics of gender identity in Madurese society, offering implications for understanding how language perpetuates or challenges gender inequalities in indigenous communities. Understanding these linguistic mechanisms is crucial for developing interventions that promote gender equity while respecting cultural heritage.

Modeling Systemic Policy Priorities in Community-Based Non-Formal Education: A Hybrid Delphi–ISM–ANP Approach in Indonesia Saiful Hadi; Aang Kisnu Darmawan; Abd Ghofur; Elais Retnowati; Mohamad Zubaidi
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2622

Community-Based Non-Formal Education (CB-NFE) in Indonesia continues to face structural challenges related to fragmented governance, policy inconsistency, and unstable operational funding, limiting its contribution to inclusive lifelong learning and community empowerment. This study aimed to identify critical development factors and determine strategic policy priorities to improve the sustainability of CB-NFE. The research employed a sequential hybrid approach integrating Delphi, Interpretive Structural Modeling (ISM), MICMAC, and Analytic Network Process (ANP). Data were collected through expert judgment involving 12 participants from academia, government institutions, and non-formal education practitioners. The findings revealed that policy synchronization and operational funding support functioned as the primary structural drivers of CB-NFE development, while tutor certification and professional development emerged as the most influential strategic leverage for improving broader systemic outcomes. These findings suggested that strengthening human capital can generate a greater systemic impact than isolated regulatory interventions. The study contributes to network-based policy analysis in non-formal education and offers strategic implications for strengthening community-based lifelong learning systems in decentralized governance contexts.

LINGKUNGAN EKSTERNAL PENDIDIKAN (GLOBAL, NASIONAL, DAN LOKAL) Moh Fayyad AS; Saiful Hadi
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1162

This study aims to examine the external environment of education from global, national, and local perspectives. The research employs a descriptive qualitative approach through a literature review by analyzing books, journal articles, and previous studies related to the external environment of education. The focus of the study is the external educational environment viewed from the dimensions of globalization, national context, and local culture. The findings indicate that the external environment of education comprising global, national, and local aspects simultaneously influences the direction and quality of educational implementation. At the global level, the flow of globalization, technological advancement, and international competency competition require educational systems to adapt and innovate. At the national level, education is shaped by government policies, national cultural values, and developmental needs aimed at improving the quality of human resources. Meanwhile, at the local level, community characteristics, regional culture, and local wisdom serve as important factors in creating relevant and contextual learning. The results show that synergy among these three external environments is essential to develop an adaptive, character-driven educational system capable of responding to contemporary challenges.

MANAJEMEN STRATEGIK PADA PENDIDIKAN ISLAM: FONDASI TEORETIS DAN ARAH PENGEMBANGANNYA Jasuli Jasuli; Saiful Hadi
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1388

Islamic education faces multidimensional challenges amid the rapid shifts of the modern world, necessitating a more planned, focused, and long-term management approach. Strategic management serves as an essential instrument to ensure that Islamic educational institutions can understand their internal potential, examine external dynamics, and determine development directions aligned with core Islamic values such as shura, amanah, and ihsan. This study explains how modern management principles including the Resource-Based View (RBV) and contingency theory can be integrated with the characteristics of Islamic education, which possesses spiritual richness, scholarly traditions, and moral excellence as strategic resources. Environmental analysis, SWOT mapping, the formulation of vision and mission, implementation, transformational leadership, and continuous evaluation become crucial elements in the strategic planning process. The discussion highlights that the success of developing Islamic education depends on the readiness of human resources, organizational adaptability, and the ability to utilize technology without disregarding Islamic identity. Ultimately, strategic management provides a framework that enables Islamic education to become a sustainable, relevant institution capable of contributing significantly to global civilization.

Building Religious Character and Social Concern for the Students of Madrasah Aliyah Darus Syifaâ€™ Kudus Perspective of Sheikh Nawawi Al-Jawi Subaidi; Saiful Hadi; Junaidi Arsyad; Faris Nur Khulafa; Abdulaziz Kaluape
TADRIS: Jurnal Pendidikan Islam Vol 20 No 1 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i1.15006

This research describes building religious character and social concern for the students of Madrasah Aliyah Darus Syifaâ€™ Kudus from the perspective of sheikh Nawawi al-Jawi. This research uses a qualitative approach with a descriptive type. Data collection techniques in this research are through observation and interviews. Meanwhile, the data analysis technique is carried out by data reduction, data presentation and drawing conclusions. The results of this study conclude that: first, religious character building for children through the delivery of the book material â€˜NashÃ¢ih al-â€™IbÃ¢dâ€™ and the application of the essence of religious character education values is carried out through several activities including: a) praying before learning, b) tahfidz and tahsin al-Qur'an, c) dhuha prayer, d) congregational prayer. Second, social care character building through distributing aid to flood victims in Karanganyar Village, Demak Regency.

Strengthening the literacy and numeracy culture among Madurese language teachers through the Pakem Maddhu community empowerment program Moh. Hafid Effendy; Saiful Hadi; Mochamad Arifin Alatas; Isya Sayunani; Linda Safitri; Maniah
PERDIKAN (Journal of Community Engagement) Vol. 8 No. 1 (2026): In Progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/pjce.v8i1.24799

Madurese language education faces two major challenges: declining intergenerational language transmission and limited integration of literacy and numeracy into classroom practice. A preliminary needs assessment in three partner schools in Pamekasan Regency identified low teacher competency, limited contextual teaching resources, weak student engagement, and minimal utilization of local cultural assets in learning. To address these challenges, this community engagement program adopted a Participatory Action Research (PAR) approach involving 20 Madurese language teachers, school leaders, researchers, and the Pakem Maddhu community. The program was conducted through four interactive cycles: (1) participatory problem identification and asset mapping; (2) collaborative planning and capacity building; (3) classroom implementation with mentoring and observation; and (4) reflective evaluation to improve teaching practices and learning resources. Local cultural assets, including paribasan, pantun, tembang macapat, and Madurese batik motifs, were integrated into literacy- and numeracy-based learning activities. Program evaluation, using competency tests, questionnaires, classroom observations, and reflective discussions, demonstrated substantial improvements in teacher competency (52.0 to 78.3; p < .001), increased teacher confidence in using digital learning media (85%), and higher student interest in Madurese language learning (38.6% to 72.4%; p = .004). Beyond improving instructional competence, the program strengthened collaboration among teachers, schools, and the local community, resulting in contextual teaching modules, lesson plans, digital learning resources, and a sustainable professional learning network. The program contributes a replicable, community-based empowerment model that integrates Participatory Action Research, local cultural assets, literacy and numeracy integration, and teacher professional development for regional language education.

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