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Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam
Published by Institut Agama Islam Faqih Asy'ari Kediri
ISSN : 26150212     EISSN : 26212838     DOI : https://doi.org/10.29062/dirasah
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam is publishing scientific papers and the results of lecturer research in the field of Islamic education management and Islamic Education. ISSN : 2621-2838 (Online) and 2615-0212 (Print) The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with contemporary management educational topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, reviews, short communications and scientific commentaries in education in any fields including: 1. Administration Management 2. Accounting Education Management 3. Marketing Education Management 4. Education Development 5. Education and Curriculum 6. Philosophies of education 7. Educational approaches, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 39 Documents
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Search results for , issue "Vol. 9 No. 1 (2026): DIRASAH" : 39 Documents clear
Evaluasi Perencanaan Strategis Fakultas Pendidikan Tinggi Islam Berbasis Moderasi Beragama Rodin, Rhoni; Hamengkubuwono; Warlizasusi, Jumira; Fathurrochman, Irwan
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

This study examines strategic planning in Islamic higher education by analyzing the Strategic Plan (Renstra) of the Faculty of Ushuluddin, Adab, and Da’wah (FUAD) as a case study. Using a descriptive-analytical approach, the study evaluates the alignment of vision, mission, and development strategies with the current challenges of Islamic higher education. The findings show that the strategic plan reflects a progressive vision of religious moderation, but its implementation still faces key challenges, particularly in integrating the vision into teaching, research, and community service, ensuring consistent operational strategies, and strengthening institutional independence. The main contribution of this study lies in highlighting the relationship between strategic planning and the mainstreaming of religious moderation values as a framework for strategic management in Islamic higher education. These findings offer both theoretical insight and policy implications for developing more adaptive, value-based, and sustainable strategic planning in Islamic higher education institutions.
Curriculum Management Based on Deep Learning to Improve Graduate Quality Abidin, Zainal; Qusairi, Ahmad
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

This study examines how immersive learning-based curriculum management contributes to improving graduate quality in an Islamic high school context. Using a qualitative case study approach at MA Riyadul Ulum Pasuruan, data were collected through in-depth interviews, classroom observations, and document analysis involving school leaders, teachers, staff, and students. Findings indicate that integrating immersive learning principles into curriculum planning, teaching practices, and assessment systems improves students' conceptual understanding, critical thinking, and active learning engagement. The most significant results indicate that the effectiveness of immersive learning is strongly influenced by institutional curriculum management, specifically teacher professional development, consistent policy alignment, and process-oriented assessment. The uniqueness of this study lies in positioning immersive learning not merely as a pedagogical strategy but as an integrated curriculum management framework within the madrasah system, aligning academic competencies and Islamic character education. This study contributes theoretically by expanding the discourse on Islamic education management beyond a normative perspective, and practically by offering a contextual model for developing a madrasah curriculum oriented toward sustainable graduate quality.
Peran Sistem Reward dalam Pencapaian Kurikulum Pembelajaran Nahwu melalui Strategi Hafalan Alfiyah Ibnu Malik Al-Maghfiroh, Fika; Muthmainnah, Nida’; Ibrahim, Dewi Aliyah; Afrinada, Avi Vera
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

Nahwu learning based on memorizing Alfiyah Ibnu Malik has long been used in Islamic boarding schools, but its effectiveness in supporting curriculum achievement still largely depends on the management system of students' learning motivation. One instrument that is widely used, yet has been minimally studied from a curriculum perspective, is the reward system. This study aims to analyze the role of the reward system in improving curriculum achievement in nahwu learning through the Alfiyah Ibnu Malik memorization strategy at Pondok Pesantren Putri Salafiyah 2 Bangil. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation involving students at the Madrasah Aliyah level. The results of the study indicate that the reward system, which is directly linked to memorization achievements through regular deposit mechanisms, scheduled revision, and final evaluations, functions as a reinforcement instrument that enhances students' discipline, diligence, and learning consistency. Formally and structurally provided rewards not only motivate students to achieve their memorization targets but also help the institution to control the achievement of the nahwu curriculum more systematically. These findings indicate that the reward system not only serves as external motivation but also functions as part of curriculum management that bridges cognitive goals (mastery of nahwu rules) and the development of students' learning character. This study contributes to the development of a nahwu learning model based on memorization, integrated with a motivation and curriculum management system in the pesantren environment.
Analisis Peran Modalitas Bourdieu dalam Membentuk Identitas Merek (Brand Identity) Sekolah Mansur, Mohammad; Amrulloh; Hakim, Dhukrul
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

School brand identity has become a strategic issue in the management of educational institutions, particularly amid the increasing competition among Islamic educational institutions. A strong identity not only functions as an external image but also serves as a reflection of the school’s values, culture, and social capital. Therefore, this study aims to identify and analyze the role of various forms of capital in Pierre Bourdieu’s theory of capital—namely social, cultural, economic, and symbolic capital—in shaping the brand identity of Islamic educational institutions. This research employs a qualitative method with a case study approach at MI Plus Darul Falah. Data collection techniques include observation, in-depth interviews, and documentation. Data were analyzed using the interactive model developed by Miles and Huberman. The findings reveal that all four forms of capital significantly contribute to the formation of the institutional brand identity of the madrasah. Social capital is built through networks of relationships with the community, parents, and alumni. Cultural capital develops through strong scholarly traditions and religious practices. Economic capital is supported by parental participation and effective school resource management. Symbolic capital is manifested in the institution’s reputation and social status as a leading modern Islamic school. Altogether, these forms of capital shape a collective habitus that constructs the madrasah’s brand identity as a “madrasah of Qur’anic-mannered and high-achieving students.” This study also extends the field of school branding by demonstrating that school brand identity can be constructed through social practices, drawing on Pierre Bourdieu’s theory of capital and habitus.
Reframing Educational Priorities: A Philosophical Synthesis of Islamic and Critical Pedagogy Muslih, Mohammad; syarifah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

This study critically examines the hierarchy of educational elements—material (māddah), method (ṭarīqah), teacher (al-mudarris), and the spirit of the teacher (rūḥ al-mudarris)—from the perspectives of Islamic educational thought and critical pedagogy. Employing a qualitative philosophical literature review, the study synthesizes classical Islamic educational texts, contemporary works on fiqh al-awlawiyyāt, and recent empirical and theoretical literature in critical and humanistic pedagogy (2020–2025). Data were analyzed through thematic and philosophical-analytical procedures to map hierarchical relations among educational elements and to interpret the normative concept of ahammu as a principle of priority rather than negation. The analysis demonstrates that rūḥ al-mudarris constitutes the apex of the educational hierarchy, functioning as an ethical-spiritual habitus that governs pedagogical decision-making regarding materials, methods, and teacher competence. Grounded in fiqh al-awlawiyyāt, the study argues that educational effectiveness depends on the sequential fulfillment of prior elements, culminating in the cultivation of the teacher’s moral-spiritual orientation. This framework challenges technocratic and method-centered reforms by re-centering education as a value-laden praxis. The study’s primary contribution lies in offering a theoretically integrated model that bridges Islamic jurisprudential reasoning and critical pedagogy, positioning the spirit of teaching as a central analytic category in educational theory. The findings have significant implications for educational policy, teacher education, and curriculum development, particularly in contexts seeking to balance technical competence with ethical and spiritual formation.
Analisis Kesalahan Linguistik dalam Pembelajaran Bahasa Arab Berbasis Pedagogi Islam Ibrohim Futuwwatuddin, Muhammad; Mu’izzuddin , Moch
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

This study examines linguistic errors in Arabic language learning among students at Daarul Ijabah Jambe Modern Islamic Boarding School by situating the analysis within the framework of Islamic pedagogy. Unlike previous studies that predominantly adopt a technical-descriptive orientation, this research offers a systematic mapping of linguistic errors as a reflective tool to evaluate the effectiveness of Arabic language instruction in the pesantren context. The analysis focuses on five linguistic aspects: phonology, morphology, syntax, discourse, and imlā’ (Arabic orthography). A quantitative descriptive approach was employed, utilizing observation and documentation of students’ spoken utterances and written texts. The findings reveal that linguistic errors are not merely structural in nature such as inaccurate phoneme pronunciation and improper sentence construction but also indicate limited integration between grammatical mastery and communicative learning contexts. These results highlight the need to strengthen Arabic language instruction through pedagogical strategies that integrate linguistic competence with contextual, functional, and communicative principles of Islamic education. Conceptually, this study contributes to the field of Islamic Education by positioning linguistic error analysis as a reflective pedagogical instrument for developing more meaningful and competency-oriented Arabic language learning models in Islamic boarding schools
Integration of Philosophical and Theoretical Paradigms in Developing an Adaptive Islamic Education Curriculum for the Modern Era Ibrahim; Abdurrahmansyah; Sirozi, M.; Yasmin Mitu, Afroza
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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This study aims to analyze issues related to the integration of philosophical and theoretical paradigms in the development of an adaptive Islamic Religious Education (PAI) curriculum in the modern era. It employs a library research approach by collecting, analyzing, and synthesizing data from relevant literature, including books, journals, and policy documents. The analysis is conducted descriptively-analytically through content analysis to examine themes, concepts, and patterns concerning the integration of philosophy and theory in PAI curriculum development. The findings and discussion affirm that the integration of Islamic philosophical paradigms and modern educational theories in the development of the Islamic Religious Education curriculum constitutes a strategic foundation for curriculum renewal that is responsive to contemporary demands. The novelty of this study lies in the formulation of an integrative conceptual framework that positions Islamic philosophy grounded in the Qur’an and Hadith as the normative foundation for the formation of insan kamil, while synthesizing essentialism, progressivism, constructivism, and humanism as operational pedagogical approaches. Theoretically, this study advances PAI curriculum theory by shifting its orientation from a normative–ritualistic focus toward an adaptive, holistic, contextual, and transformative curriculum that emphasizes the strengthening of spiritual, moral, and social values, as well as 21st-century skills (4C). The main conceptual outcome of this research is an integrative–adaptive PAI curriculum model that requires alignment of institutional vision, reflective teacher competence, sustainable policy support, and the implementation of innovative, meaningful, and effective learning strategies for learners.
Akreditasi sebagai Instrumen Manajemen Mutu dan Produktivitas Lembaga Pendidikan: Tinjauan Konseptual Berbasis Total Quality Management Vita Apriliyani , Mellyana; Bisri, Moh.
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

This study aims to analyze the role of the accreditation system in improving the productivity of educational institutions from a strategic management perspective. Accreditation is positioned not only as an external quality assurance mechanism based on compliance with the National Education Standards (SNP), but also as a strategic instrument that drives continuous institutional performance improvement. Within the framework of strategic management, accreditation functions as a performance-based evaluation tool that systematically integrates planning, implementation, control, and quality improvement. This study uses a descriptive qualitative approach with a library research method through analysis of books, scientific articles, and education accreditation policy documents. The results of the study indicate that accreditation significantly contributes to increasing the productivity of educational institutions, reflected in the efficiency of resource management, improvement in learning quality, strengthening of institutional governance, and increased public trust. Conceptually, accreditation forms a strategic cycle that connects quality standards with institutional productivity through mechanisms of self-evaluation, external validation, and continuous improvement follow-up. These findings affirm that accreditation is not merely a tool for measuring administrative quality, but an integral part of institutional development strategy to build competitive excellence and the sustainability of educational organizations. Therefore, the effectiveness of accreditation is highly determined by its integration with the institution's strategic management, the strengthening of a quality culture, as well as the consistency of post-accreditation guidance to realize productive, adaptive, and competitive educational institutions.
Manajemen Pendidikan Karakter Berbasis Nilai Islam: Integrasi Fungsi Manajerial dalam Penguatan Budaya Sekolah Fajar Fauziah, Fifit; Purwanto
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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This study aims to analyze the management of student character education at SMP IT Nur Hasan Senting and to formulate a managerial model of character education based on Islamic values and the Pancasila Student Profile. The study uses a qualitative approach with data collection techniques through in-depth interviews, participatory observation, and document studies. Data analysis is conducted descriptively analytically through stages of data reduction, data presentation, and drawing conclusions. The research results indicate that character education management is implemented through an integrative managerial model that includes: (1) character values planning based on Islamic vision and curriculum policies; (2) character implementation through the integration of learning, religious habituation, and school culture; and (3) continuous evaluation based on behavior observation, reflection, and managerial supervision. This model positions the principal as a moral leader, teachers as value role models, and the school environment as an integrated character ecosystem. The novelty of this research lies in the formulation of an integrated Islamic character education management model that is not only oriented towards habituating behavior but also on strengthening the functions of education management in a systematic and sustainable manner. These findings provide a conceptual contribution to the development of Islamic education management by emphasizing that effective character education requires synergy between transformational leadership, a religious school culture, and the integration of values into the curriculum. The conceptual implications of this study enrich Islamic education studies by offering a managerial approach that combines modern management principles with Islamic moral values in shaping students who are faithful, virtuous, and competitive.
Integrating Pancasila Student Profile and Islamic Education: A Character Education Model within the Independent Curriculum Syarifah; Badriyyah, Yoyoh; Nurhasanah, Muwahidah; Hanifatus Saiyidah, Luthfia
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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The Independent Curriculum in Indonesia emphasizes character education through the Pancasila Student Profile Strengthening Project (P5). However, existing studies generally examine P5 implementation and Islamic character education within Islamic Religious Education (PAI) as separate domains, leaving a conceptual gap regarding their pedagogical integration. This study aims to analyze how P5 values are operationally integrated with Islamic educational principles in character formation within the Independent Curriculum. This research employed a qualitative descriptive case study approach. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving school leaders, P5 coordinators, teachers, and parents. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, encompassing data reduction, data display, and conclusion drawing, supported by methodological and source triangulation to ensure credibility. The findings indicate that P5–PAI integration is implemented through a structured instructional process across three stages: planning, implementation, and evaluation. At the planning stage, P5 dimensions are aligned with Islamic character values within curriculum documents and lesson designs. Implementation occurs across intra-curricular, co-curricular, and extracurricular activities through habituation-based religious practices and contextual learning. Evaluation emphasizes continuous character monitoring supported by teacher observation and home–school collaboration rather than solely academic assessment. This study contributes theoretically by conceptualizing an operational integration model of P5 and Islamic character education, positioning national character education policy as a pedagogical resource within Islamic education. Practically, the findings provide a contextual reference for educators and curriculum developers implementing P5 within PAI learning in alignment with the objectives of the Independent Curriculum

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