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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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Innovative Psychology Based Human Resource Management for Teachers in Vocational Schools Zuyina Fadhilatul Mahmudah; Muhammad Ghafar
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3163

Abstract

Teacher burnout, reduced motivation, and declining professional commitment are persistent challenges in Indonesian vocational schools, particularly as the demands of industry-linked curricula and digital learning environments intensify. Conventional human resource management (HRM) approaches in schools focus predominantly on administrative and compliance functions, leaving the psychological dimensions of teacher work largely unaddressed. This qualitative phenomenological study investigates how an innovative psychology-based HRM model was designed, implemented, and experienced by teaching staff at a government-affiliated vocational school (SMK Pemkab Ponorogo). Data were collected through participant observation of three professional development workshop sessions, semi-structured individual interviews with twelve informants (the school principal, vice-principal, two HR administrators, four classroom teachers, and four vocational subject teachers), and document analysis of training materials, evaluation records, and institutional work plans. Data were analysed through the interactive model of Miles, Huberman, and Saldaña (2014) and triangulated across sources and methods. Findings indicate that the programme integrates three psychological frameworks Self-Efficacy Theory (Bandura, 1997), Psychological Well-Being (Ryff, 1989), and Self-Determination Theory (Deci, Olafsen, & Ryan, 2017) into a coherent, needs-responsive HRM cycle that encompasses recruitment aligned with teacher competency and interest profiles, psychology-informed training design, well-being support provisions, and career development pathways. Participants reported positive shifts in professional self-confidence, stress management capacity, and intrinsic motivation. These findings suggest that psychology-based HRM, when grounded in validated theoretical frameworks rather than generic professional development, offers a promising approach to sustaining teacher quality in vocational education contexts
The Influence of Islamic Religious Education Teacher Competence and Teaching Methods on Student Learning Achievement in Junior Secondary Schools Diana Abdillah; Syahril; Ahmad Patih Ghozali
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3173

Abstract

Islamic Religious Education (PAI) in Indonesian junior secondary schools faces a persistent implementation gap between its philosophical centrality in character formation and the instructional realities of teacher capacity and pedagogical practice. This study examines the partial and simultaneous effects of PAI teacher competence and teaching methods on student learning achievement. Using a quantitative causal-explanatory design, data were collected from 157 students (20% of the school’s student population, selected through random sampling) at a state junior secondary school in Rembang Regency, Central Java, through structured questionnaires, supplemented by structured interviews with the school principal and PAI teachers. Data were analysed using multiple linear regression in SPSS, following validity testing (all items valid, r > 0.1567), reliability testing (Cronbach’s α > 0.94 for all variables), and classical assumption testing (normality, multicollinearity, and heteroscedasticity, all assumptions satisfied). Results show that teacher competence (X₁) has a significant positive partial effect on learning achievement (t = 3.442, β = 0.292, p = 0.001), and teaching methods (X₂) have a significantly stronger positive partial effect (t = 6.572, β = 0.558, p < 0.001). Simultaneously, both variables explain 67.1% of the variance in learning achievement (R² = 0.671; F = 157.244, p < 0.001). The substantially larger effect of teaching methods relative to teacher competence suggests that, within the constraints of this context, tactical pedagogical variation may exert a more immediate influence on observable academic outcomes than broader competency attainment, particularly under conditions of limited digital infrastructure. These findings underscore the need for pedagogically targeted teacher training and adequate instructional facility support in Islamic religious education.
Deep Learning Based Natural and Social Sciences (IPAS) Learning Design to Strengthen Scientific Literacy in Madrasah Ibtidaiyah Ahmad Arif Musyafa'; Ahmad Fahrudin
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3184

Abstract

This study aims to develop a deep learning based Natural and Social Sciences (IPAS) learning design to improve the scientific literacy of students at a Madrasah Ibtidaiyah (Islamic primary school). The research employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. The study was conducted at MI Roudlotul Mubtadiin Bendo, Pare District, Kediri Regency, Indonesia, involving fourth- and fifth-grade teachers and 34 students. Data were collected through classroom observations, teacher interviews, expert validation sheets, student response questionnaires, and scientific literacy tests. The scientific literacy instrument was validated prior to implementation to ensure its validity and reliability in measuring students' competencies, including scientific explanation, interpretation of evidence, and problem-solving in contextual situations. The developed learning design was also evaluated by content and instructional-design experts, and the product met the feasibility criteria following minor revisions prior to implementation. The implementation results indicate that the developed learning design was practical and effectively facilitated student engagement through environmental exploration, collaborative discussion, and presentation activities. Student responses showed positive perceptions of the learning process, indicating that the product was practical and easy to implement in classroom settings. In terms of effectiveness, students' average scientific literacy score increased from 64.2 on the pre-test to 81.5 on the post-test, indicating improved learning outcomes and achievement of the expected competency criteria. The findings suggest that the developed deep learning-based IPAS learning design is valid, practical, and effective for enhancing scientific literacy among Madrasah Ibtidaiyah students through contextual, exploratory, and meaningful learning experiences.
Adaptive Technology Integration under Institutional Constraints: Teacher Strategies, Student Engagement, and the TPACK Framework in an Indonesian Islamic Boarding School Lusi Trisnawati; Hardi Humaedi Hidayat; Ulfi Wisa Belinda
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3190

Abstract

Educational technology integration in Islamic boarding schools (pesantren) presents a distinctive institutional challenge: these institutions impose restrictions on students' personal digital device use that are absent in mainstream schools, yet face the same societal pressure to develop twenty-first century digital competencies. This study examined the strategies employed by teachers to integrate educational technology, the forms of student engagement produced, and the supporting and inhibiting factors affecting implementation at MTs Idrisiyyah Putri a girls' pesantren-based Islamic secondary school in Indonesia. A qualitative single case study design was employed, with data collected from six participants (two teachers, one principal, three students) selected through purposive sampling, via in-depth interviews, non-participant observation, and document analysis. Data were analyzed following the Miles and Huberman interactive model (data reduction, data display, conclusion drawing). Findings reveal that teachers adopted institution-aligned adaptive strategies deploying school-provided computers, projectors, iPads, educational videos, digital presentations, and Quizizz within a framework governed by pesantren regulations. This approach produced measurable improvements in all three dimensions of student engagement: behavioural (active participation, attendance), emotional (enthusiasm, motivation), and cognitive (comprehension, critical questioning). Four contextual factors were identified: school-owned facility availability and institutional policy framing as enablers; device quantity limitations and uneven facility distribution as constraints. Critically, pesantren restrictions did not function as absolute barriers but as adaptive constraints that promoted teacher pedagogical creativity. Theoretically, the findings extend the TPACK framework (Mishra & Koehler, 2006) and student engagement theory (Fredricks et al., 2004) to pesantren institutional contexts, demonstrating that technology integration effectiveness is principally determined by teachers' contextual TPACK capacity rather than by facility abundance.
Dual Predictors of Teacher Performance in Madrasah Tsanawiyah: The Roles of Instructional Effectiveness and Professional Competence Mamat Rahmatullah; Maranda Sukma Mufatzizah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3192

Abstract

Teacher performance in Islamic secondary schools (Madrasah Tsanawiyah) in Indonesia remains a concern for policymakers, with instructional quality and professional competence frequently cited as key determinants. This study examined the individual and combined predictive contributions of instructional effectiveness and teacher competence to teacher performance among Madrasah Tsanawiyah teachers in Serang, Banten, Indonesia. A quantitative correlational design was employed with a sample of 100 teachers selected through proportional random sampling from public Madrasah Tsanawiyah in the region. Data were collected via structured Likert-scale questionnaires and analyzed using Pearson product-moment correlation, simple linear regression, and multiple regression analysis, preceded by Kolmogorov–Smirnov normality testing. Results showed that instructional effectiveness (r = .672, R² = .452) and teacher competence (r = .718, R² = .516) each demonstrated significant positive correlations with teacher performance. When examined simultaneously, the two predictors collectively explained 61.5% of the variance in teacher performance (R = .784, p < .001). These findings indicate that neither instructional effectiveness nor teacher competence alone is sufficient to maximize performance; their synergistic development is essential. The study provides empirical evidence for integrated teacher professional development policies in Islamic secondary education in Indonesia.
PAIKEM Model in Strengthening Creative Literacy and Poetry Writing Skills of Elementary School Students Siti Arifa; Novi Diana; Misrina
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3202

Abstract

Creative writing, particularly poetry, is a core component of Indonesian Language instruction in elementary schools. However, fourth grade students frequently experience difficulties in composing poetry, including selecting meaningful themes, using appropriate diction, organizing poetic structure coherently, and expressing ideas creatively. Preliminary observation at Tanah Luas Public Elementary School 4 indicated that students' poetry writing achievement remained below the school's minimum mastery criterion (KKM), with a class mean score of 66.8 and only 36.0% of students achieving the required standard. This Classroom Action Research (CAR) aimed to improve students' poetry writing skills and learning activity through the implementation of the PAIKEM (Active, Innovative, Creative, Effective, and Joyful Learning) model. The study involved 25 fourth-grade students and was conducted in two action cycles, each consisting of planning, action, observation, and reflection. Data were collected through semi-structured teacher interviews, classroom observation, poetry writing tests assessed using an analytic rubric covering four dimensions (theme, diction, structure, and expression), and documentation. Data credibility was ensured through source and method triangulation. The findings demonstrate continuous improvement throughout the intervention. The class mean score increased from 66.8 in the pre-cycle stage to 75.4 in Cycle I and 84.7 in Cycle II, while the percentage of students achieving the KKM rose from 36.0% to 68.0% and 88.0%, exceeding the predetermined success criterion. The greatest improvement occurred in theme development and structural organization, whereas diction and expressive quality developed more gradually. Students also demonstrated higher levels of participation, confidence in expressing ideas, and collaborative engagement during learning activities. These findings indicate that the PAIKEM model provides an effective instructional approach for improving both poetry writing achievement and active student participation in elementary Indonesian language classrooms.
Structural Constraints and Adaptive Budgeting Practices in Private School Financial Management: A Qualitative Case Study of BOS Dependent Educational Financing in Indonesia Shihab Solahudin; Hinggil Permana; Fatimah Az Zahro
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3205

Abstract

Effective budgeting is widely recognized as a determinant of educational quality in resource-constrained school systems, yet empirical research on the operational mechanisms through which Indonesian private schools manage budgeting under structural financial limitations remains limited. This study examined the budgeting management of educational financing at SMP Krida Mandiri, a private junior secondary school in Bekasi Regency, West Java, Indonesia, with particular attention to the three sequential budgeting phases of planning, implementation, and evaluation, and to the structural constraints encountered and the mitigation strategies developed in response. A qualitative case study design was employed. Three key informants were purposively selected: the school principal, the BOS Fund treasurer, and the vice-principal for facilities and infrastructure. Data were collected through semi-structured in depth interviews, non-participant observation, and document analysis between January and April 2026. Thematic analysis followed the Miles, Huberman, Saldaña interactive model; trustworthiness was established through source and technique triangulation, member checking, and a complete audit trail. Findings reveal that the school implemented budgeting through the School Activity and Budget Plan (RKAS), grounded in needs analysis, school quality reports, and prioritization meetings involving all units. Implementation followed the BOS Technical Guidelines under principles of transparency and accountability. Evaluation comprised periodic monitoring, accountability reporting, and internal and external audits confirming alignment between planning, expenditure, and regulatory requirements. Four structural constraints were identified: limited funding source diversity, delayed BOS disbursement, increasing infrastructure demand, and policy changes mitigated through priority adjustment, fund optimization, and stakeholder coordination. The study contributes to the literature on educational financing by providing an integrated identification of structural constraints in the budgeting process alongside strategic management recommendations a combination underrepresented in prior research on private school financial management.
Religious Habituation Policy Implementation in an Islamic Elementary School: An Edward III Model Analysis Mushalipah; Encep Hidayat; Dini Permana Sari
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3210

Abstract

The implementation of religious habituation programs in Madrasah Ibtidaiyah plays a vital role in fostering a religious culture, yet it frequently encounters structural and cultural challenges. This study analyzes the implementation of such policies at MI Daarul Uluum South Jakarta, a community-based urban madrasah characterized by heterogeneous student backgrounds, using George C. Edward III's policy implementation model. A qualitative case study approach was employed. Data were collected over a three-month observation period through in-depth semi-structured interviews with eight key informants comprising the headmaster, three classroom and Islamic Religious Education (IRE) teachers, two administrative staff members, and two senior students complemented by direct participant observation of daily religious activities, and a documentation study of the school curriculum, activity schedules, attendance logs, and institutional records. The absence of formal Standard Operating Procedures (SOPs) was confirmed through document analysis. Data were analyzed using the Miles and Huberman interactive model. The findings show that program implementation is supported by strong teacher dispositions and informal resource mechanisms, particularly the culture of ta'awun (mutual assistance) and gotong royong (communal cooperation). However, several structural constraints persist: communication is dominated by an 'oral culture' that lacks the stability of formal documentation; resource limitations, particularly in prayer-space infrastructure, are partially compensated by social capital; and the absence of SOPs results in subjective, intuitive evaluation rather than systematic, indicator-based character assessment. Critically, the study reveals that implementation tends to produce compliance-based moral behavior ('adah) rather than deep value internalization (malakah), particularly when direct supervision is absent. The central theoretical contribution lies in characterizing MI Daarul Uluum's implementation pattern as 'Actor-Centric Resilience' a mode in which institutional continuity is sustained primarily through the spiritual commitment of individual implementers rather than through formal governance systems. The study recommends the formalization of archival governance through written SOPs, competency-based character assessment rubrics, and structured parent-school communication mechanisms to ensure long-term program sustainability and accountability.
The Use of Digital Media in Supporting Elementary Students' Learning Motivation in Science and Social Studies Rifka Amalia; Sarah Fazila; Maya safitri
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3214

Abstract

This study was motivated by low learning motivation among fourth-grade students in Science and Social Studies (IPAS) lessons, associated with limited variation in instructional media and predominantly teacher-centred practice. Preliminary observation at SD Negeri 4 Tanah Luas showed that of 25 fourth-grade students, only about 32% were actively attentive during lessons. This study aimed to describe how digital media were implemented, to characterise students' learning motivation, and to examine how digital-media use related to that motivation in IPAS lessons. A descriptive qualitative approach was used, with data collected through classroom observation, semi-structured interviews, and documentation involving the classroom teacher and 8 purposively selected fourth-grade students. Data were analysed using the Miles and Huberman interactive model (data reduction, data display, and conclusion drawing) and validated through source and method triangulation. The findings show that digital media were implemented mainly through instructional videos and interactive PowerPoint presentations displayed via laptop and projector, and that their use was associated with a perceptible shift in student behaviour from passive attention at the outset toward greater visual attentiveness, note-taking, questioning, and enthusiasm as lessons progressed. Students' positive response was most closely linked to the visual and audiovisual elements of the media (images, short videos, and simple animation) rather than to the technology itself. Supporting factors included available hardware and teacher competence, while constraints included technical disruptions, uneven student comprehension, and limited preparation time. These findings suggest that digital media can support, rather than guarantee, increased learning motivation in elementary IPAS instruction, contingent on how the media is pedagogically integrated.
Prophetic Modelling, Habituation, and Spiritual Experience as Mechanisms of Islamic Moral Character Formation: Evidence from Simtudduror Practice in Indonesian Pesantren Fajrul Falah; Ainol; Sollah Solehudin
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (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.v9i2.3239

Abstract

Moral character formation in Islamic boarding schools (pesantren) continues to face challenges from digital media influences that erode students' Islamic ethical dispositions, with existing scholarship offering limited analysis of how traditional devotional practices function as internalization mechanisms. This study investigated how Simtudduror recitation a structured reading and explication of Al-Habib Ali Al-Habsyi's mawlid text is implemented at Pondok Pesantren Tarbiyatul Islam Sumberkerang Gending, Probolinggo, Indonesia, and how it contributes to the formation of akhlak mahmudah (noble moral character) in students. A qualitative single case study design was employed with 20 purposively selected participants: one kiai (pesantren director), two tahfidz supervisors, twelve students aged 13–18 with at least one year of programme participation, and five parents. Data were generated across eight observation sessions, twenty in-depth semi-structured interviews, and systematic document analysis. The Miles, Huberman, Saldaña interactive thematic model was applied, with trustworthiness established through source, technique, and time triangulation and member checking. Findings reveal that Simtudduror produces moral character formation through four interlocking mechanisms: (1) repetitive recitation as habituation, (2) syarah (explanatory commentary) as reflective meaning-making, (3) affective-spiritual experience as moral feeling, and (4) ustaz modelling and collective cultural norms as observational learning. Across all five akhlak dimensions measured respect for teachers (ta'dzim), discipline (intizam), humility (tawadu'), self-control (dhabt al-nafs), and religious engagement documented behavioural improvements were gradual, variable, and contextually embedded within the broader pesantren education system. The study offers an empirically grounded four-mechanism model that repositions devotional recitation practice as a theoretically coherent pedagogy of Islamic moral formation, extending Lickona's tripartite character model to devotional educational contexts.

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