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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 376 Documents
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Integration of Philosophical and Theoretical Paradigms in Developing an Adaptive Islamic Education Curriculum for the Modern Era Ibrahim; Abdurrahmansyah; M. Sirozi; Afroza Yasmin Mitu
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2694

Abstract

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 Mellyana Vita Apriliyani; Moh. Bisri
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2709

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 Fifit Fajar Fauziah; Purwanto
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2711

Abstract

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; Yoyoh Badriyyah; Muwahidah Nurhasanah; Luthfia Hanifatus Saiyidah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2712

Abstract

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
Analisis Manajemen Assets George Washington University Ismaul Rofi’ah; Kyuriyah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2714

Abstract

Assets are a crucial component in supporting the operational sustainability and success of institutions, including higher education organizations. Effective asset management reflects financial efficiency and long-term institutional resilience. This study aims to analyze the components and development of assets at George Washington University (GWU) during the 2021–2023 period and to evaluate the effectiveness of GWU’s asset management in maintaining financial stability. The research employs a qualitative descriptive approach using a literature study (library research) method focusing on financial reports of GWU and relevant literature on higher education asset management. The analysis technique includes data reduction, data presentation, and conclusion drawing. The results show that GWU’s asset components consist of cash, accounts receivable, contributions receivable, investments, loans and notes receivable, property, plant and equipment, operating lease right of use assets, and other assets. Over the three-year period (2021–2023), GWU’s total assets experienced positive fluctuations with a steady increase in fixed assets and investments as the largest contributors. This indicates that GWU has successfully managed its assets productively, despite variations in current assets due to operational needs and global economic conditions. These findings imply that successful university asset management depends on maintaining an optimal balance between liquidity and long-term investment to ensure institutional sustainability.
Pembelajaran Aqidah Akhlaq Berbasis Word Square: Strategi Game-Based Learning dalam Penguatan Minat dan Capaian Belajar Siswa Miftahrudin; Moh. Bisri
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2715

Abstract

This study aims to analyze the effectiveness of the Word Square method in improving learning outcomes and student engagement in Islamic Religious Education (PAI) learning. The Word Square method is understood as a game-based learning strategy that positions students as active subjects in the learning process (student-centered learning), while also promoting the strengthening of concept comprehension, concentration, and learning motivation. This study uses a descriptive qualitative approach through literature review and conceptual analysis of various scientific sources relevant to PAI learning and innovative active learning methods. The study results indicate that the Word Square method has significant pedagogical potential in creating PAI learning that is interactive, enjoyable, and meaningful. From a managerial-pedagogical perspective, this method supports the development of students' cognitive, affective, and social skills through game-based concept search activities, collaboration, and reflection on Islamic values. The novelty of this study lies in emphasizing the position of Word Square not only as an evaluative technique but also as an educational game-based PAI learning model that aligns with the 21st-century learning paradigm. The conceptual implications of this study affirm that integrating the Word Square method in PAI learning can strengthen student-centered and game-based learning approaches to improve the quality of the learning process and outcomes. Therefore, PAI teachers need to develop adaptive and creative learning designs by utilizing game-based methods as part of pedagogical innovation focused on active engagement and character building of students.
Model Supervisi Akademik Partisipatif: Kerangka Konseptual dan Pedoman Implementasi Budaya Reflektif-Kolaboratif Aan Anengsih; Mila Nuroniyah; Supardi; Agus Gunawan
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2733

Abstract

This study aims to examine and formulate a Participatory Academic Supervision Model as a strategic approach to building a reflective and collaborative culture in schools. The main focus is to explore the concepts, principles, and practices of academic supervision that emphasize active participation among principals, teachers, and supervisors in improving the quality of learning. This research employs the library research method, analyzing various scholarly sources such as books, journals, and previous studies related to academic supervision, professional reflection, and educational collaboration. The data were analyzed descriptively and critically to synthesize theoretical ideas and empirical findings supporting the development of a participatory supervision model. The results indicate that participatory academic supervision strengthens professional relationships through reflective dialogue, peer collaboration, and continuous constructive feedback. This model promotes a school culture that values openness, continuous learning, and pedagogical innovation. The study concludes that participatory academic supervision is an effective approach to fostering a reflective, collaborative, and quality-oriented educational ecosystem.
Integrasi Ekoteologi dan Prinsip Intelektualitas, Spiritualitas, Integritas (ISI) dalam Penguatan Manajemen Pendidikan Islam Berbasis Nilai M. Aditiya Imansyah; Juanda; Deti Elice; Chairul Amriyah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2746

Abstract

This research is motivated by the increasingly urgent need to integrate ecotheological values ​​into Islamic Education Management (MPI) as a response to the global ecological crisis and environmental moral degradation in educational institutions. The purpose of this research is to analyze how ecotheological values ​​can be internalized in madrasah policies, curricula, and managerial practices, and to develop a conceptual model for managing ecologically-minded Islamic education. The main problem examined is the weak translation of the spiritual values ​​of khalīfah and amanah into a concrete managerial system. This research uses a contextual qualitative approach with data collection techniques through in-depth interviews, participant observation, and documentation review at MTs Al-Hidayah Sukajaya, Bandar Lampung. The results show that the successful integration of ecotheology into MPI depends on the synergy of three main aspects: ontology (spiritual values), epistemology (sources of Islamic and environmental knowledge), and axiology (managerial goals). It was also found that the desire for an ecologically-minded education program requires the support of madrasah policies, teacher capacity building, and partnerships with environmental institutions.
Efektivitas Implementasi Standar Isi dalam Pembelajaran Pendidikan Agama Islam: Studi Kualitatif Di Madrasah Tsanawiyah Zia Achmalia Adela; Ananda Siti Nurpadilah; Siti Khoerunnisa; Saskia Nur Sya'bani; Hinggil Permana
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2752

Abstract

Raising the standard of education is fundamental in building character and competencies of individuals as part of human resource development. Learning through Islamic Religious Education (PAI) becomes a foundation for cultivating students’ ability to regulate themselves and religious character. Content Standards, as part of the National Education Standards (SNP), serve as the main reference in the curriculum and learning in madrasas, including MTs Al-Fathimiyyah, which integrates the official curriculum with pesantren-based enrichment. The study is intended to present an overview of the practice of Content Standards in Islamic Religious Education learning at MTs Al-Fathimiyyah, identify the challenges faced, and evaluate the effectiveness of competency achievement in accordance with national standards. The research is intended to examine the practice of applying Content Standards within the Islamic Religious Education subject at MTs Al-Fathimiyyah, identify challenges faced, and evaluate the effectiveness of competency achievement in accordance with national standards. The implementation of Content Standards at MTs Al-Fathimiyyah has shown positive developments in Islamic Religious Education learning, but further enhancement is necessary with respect to teacher understanding, communication with parents, and learning evaluation. Recommendations include ongoing training for teachers, increased dialogue with parents, and the development of a comprehensive evaluation system so that the quality of learning and student competency achievement can be optimized.
Pengembangan Kompetensi Mengajar Mahasiswa Pascasarjana UIN RIL Melalui Pembelajaran Reflektif dalam Pendidikan Islam Saifullah; Riswandha Ipnu Nawawi; Reski Gunawan; Eni Amaliah; Meriyati
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2760

Abstract

This study examines the role of Field study as a reflective learning strategy in developing teaching competence among postgraduate students in Islamic Education Management. Employing a descriptive qualitative approach, the research involved 16 master’s students who conducted face-to-face teaching practice over one academic semester. Data were collected through classroom observations, in-depth interviews, and analysis of teaching videos used in structured Video Review sessions. The findings reveal that the integration of Video Review within the Field study program functions as a critical reflective mechanism that transforms teaching practice into a process of pedagogical self-awareness and professional learning. Beyond improving pedagogical, professional, social, and personal competencies, Video Review enables students to critically evaluate their verbal and non-verbal teaching behaviors, classroom interactions, and instructional decision-making in an objective manner. This reflective process fosters metacognitive awareness, strengthens professional identity, and embeds the Islamic educational value of muhasabah (self-introspection) as a foundation for continuous professional development. This study contributes conceptually by positioning Video Review not merely as an evaluative tool, but as an integral model of reflective learning in Islamic higher education. The findings extend the discourse on reflective teaching by offering a contextualized framework for developing competent, reflective, and value-oriented educators at the postgraduate level of Islamic education.

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