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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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Optimising Qur’anic Reading Ability through the Jibril Method: A Qualitative Case Study in Indonesian Madrasah Tsanawiyah Amyadi; Ahmad Khumaidi; Nuramin
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.v9i2.3242

Abstract

Qur’anic reading instruction in Indonesian Islamic junior secondary schools (madrasah tsanawiyah) frequently confronts persistent learner heterogeneity in makhraj (articulation), tajwid (recitation rules), and reading fluency, with predominantly teacher-centred methods failing to accommodate individual learning needs. This study examined the implementation of the Jibril Method and its contribution to Qur’anic reading skill development at MTs Nurur Rahmah Sambirampak Lor Kotaanyar, Probolinggo, Indonesia. A qualitative single case study design was employed with 20 purposively sampled informants: two Qur’anic teachers, twelve Grade VII-VIII students with at least one semester of programme participation representing high, moderate, and low reading ability, one school principal, and five parents. Data were generated through eight structured classroom observations, 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 the Jibril Method is implemented through four integrated pedagogical components: (1) talqin (teacher modelling of correct recitation), (2) taqlid (student imitation as observational learning), (3) repetitive practice (3–5 repetitions per identified error), and (4) immediate corrective feedback. Across five indicators makhraj accuracy, tajwid application, reading fluency, reading confidence, and learner engagement documented evidence confirmed gradual, progressive improvements over the eight-session observation period, corroborated by teacher records, student accounts, and parent reports. The study offers an empirically grounded four-component pedagogical model that positions the Jibril Method as a theoretically coherent approach integrating Social Learning Theory, skill automaticity, and formative assessment principles, with practical implications for adaptive Qur’anic literacy instruction in formal Islamic school contexts.
Structured Repetition and Student Discipline as Mechanisms of Qur'an Memorization Quality: Evidence from a Tahfidz Program in Indonesian Pesantren Irna Liwa'ul Jannah; Iva Inayatul Ilahiyah
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.v9i2.3244

Abstract

Qur'an memorization programs in Islamic boarding schools (pesantren) frequently encounter the challenge of memorization degradation due to inconsistent review practices and the absence of systematic discipline structures. This study investigated the implementation of discipline-based muroja'ah (systematic Qur'an memorization review) and its effects on memorization quality at Pondok Pesantren Faidlul Qur'an Bendungrejo Jogoroto, Jombang, Indonesia. A qualitative case study design was employed, with 9 purposively selected participants comprising one pesantren director, two tahfidz supervisors, and six active students holding a minimum of five juz of memorized Qur'an. Data were generated through participant observation, semi-structured in-depth interviews, and document analysis, and were analyzed using the Miles and Huberman thematic framework. Trustworthiness was established through source and method triangulation and member-checking. The findings reveal that discipline-based muroja'ah operates through three interlocking mechanisms: (1) structured scheduling with tiered daily targets calibrated to individual juz levels; (2) a dual discipline system integrating externally enforced regulations with progressively internalized student self-discipline; and (3) a systematic supervision and evaluation cycle using setoran (submission) cards and corrective feedback records. These mechanisms collectively produced demonstrable improvements in memorization quality across three dimensions fluency, recitation accuracy, and tajwid compliance while simultaneously fostering the character traits of discipline, responsibility, and istiqamah (consistency). The study contributes an empirically grounded operational model of discipline-integrated muroja'ah that extends existing memorization theory by specifying the structural conditions under which repetition-based methods achieve sustained effectiveness
Knowledge and Power in Classical Islamic Education: A Literature Study on Bureaucratization and Curriculum Standardization Ibrahim; Ris’an Rusli; Ismail Sukardi; Fitri Oviyanti; Afroza Yasmin Mitu
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.v9i2.3250

Abstract

This study aims to analyze the relationship between knowledge and power in classical Islamic education, particularly from the perspectives of bureaucratization and curriculum standardization. This study employs Michel Foucault's critical theoretical framework on power knowledge relations to analyze how classical Islamic educational institutions became arenas of contestation between religious authority and political power in shaping and legitimizing the curriculum they taught. It employs a qualitative library-based approach to examine how knowledge and authority interact within the classical Islamic educational system. Data were collected through documentation studies, analyzed using content analysis, and validated through source triangulation to ensure scientific credibility. The findings indicate that the relationship between knowledge and power in classical Islamic education is complex and dynamic. Knowledge functions not only as a means of seeking truth but also as an instrument of political legitimacy and social control. The bureaucratization of education led to more structured systems through madrasas and state patronage; however, it also reduced the intellectual independence of scholars and contributed to the homogenization of thought. Meanwhile, curriculum standardization plays a role in improving quality and disseminating certain values, but it may also limit intellectual diversity and critical thinking. These developments potentially lead to stagnation in the intellectual tradition. Nevertheless, this condition also opens opportunities for reconstructing Islamic education to become more dialogical, integrative, and adaptive to contemporary needs without neglecting its foundational scholarly values
Holistic Islamic Early Childhood Education through the Integration of Islamic Values and Minangkabau Culture: A Content Analysis of Syekh Sulaiman Arrasuli’s Pedagogical Novel Ramadhoni Aulia Gusli; Nunu Burhanuddin; Hayati; Soibatul Aslamiah Nasution; Muaddyl Akhyar
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.v9i2.3259

Abstract

Early childhood education (ECE) in Islamic contexts increasingly faces the challenge of balancing religious value formation with contextually grounded pedagogical approaches, yet the educational thought of local Islamic scholars in Southeast Asia remains largely unexamined in the international literature. This study analyzed the values of early childhood Islamic education embedded in Syekh Sulaiman Arrasuli’s pedagogical novel Pedoman Hidup di Alam Minangkabau, specifically the section “Muhammad Arif Will Enter Religious School” (1938), using qualitative interpretive content analysis. The primary source was the Jawi-script Malay-Minangkabau text, accessed in a transliterated digital edition; secondary sources comprised Islamic education scholarship, ECE theory, and Minangkabau cultural studies. Data were analyzed through open coding, axial coding, and thematic synthesis; trustworthiness was established through repeated reading, theory triangulation, peer examination, and audit trail. Three interconnected themes were identified: (1) the urgency of knowledge-seeking from early age, conceptualized through a four-role social taxonomy (ʿalim, merchant, official, customary leader) that frames education as the foundation of responsible social participation; (2) a foundational ECE curriculum integrating aqidah (Islamic creed), fiqh literacy (halal/haram distinctions), akhlaq (moral character), and rational-critical reasoning; and (3) a contextual synthesis of Islamic values and Minangkabau adat (customary law) centered on adab (etiquette) toward teachers and parents, bounded by shariʿa compliance. The family, embodied by the single-mother figure Siti Budiman, is positioned as the indispensable first educational environment. The study demonstrates that Arrasuli’s pedagogical thought anticipates contemporary holistic Islamic ECE frameworks and offers a theoretically coherent, culturally grounded model for current Islamic early childhood curriculum development in Indonesia and comparable Muslim majority contexts.
Visionary Leadership of a Kiai in Pesantren Based Educational Transformation: A Case Study at Pondok Pesantren Amanatul Ummah Ainur Rofiq; Moh. Ainul Yaqin
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.v9i2.3263

Abstract

This study analyzes the visionary leadership of KH Asep Saifuddin Chalim, founder and leader (pengasuh) of Pondok Pesantren Amanatul Ummah, as expressed across four dimensions of Burt Nanus's visionary leadership model: direction setter, agent of change, spokesperson, and coach. A qualitative phenomenological design was employed. Data were collected at two research sites Desa Kembangbelor, Kecamatan Pacet, Kabupaten Mojokerto, and Siwalankerto, Surabaya through in-depth semi-structured interviews with twelve key informants comprising KH Asep Saifuddin Chalim (main informant), three school principals at different educational levels, five senior teachers, and three administrative officers. Findings were triangulated through participant observation and analysis of institutional documents. Phenomenological analysis revealed that KH Asep Saifuddin Chalim enacts visionary leadership through: (1) a clearly articulated and communicated institutional vision izzul Islam wal muslimin rahmatan lil 'alamin operationalized into a structured educational system spanning secondary school through university; (2) transformational institutional change that has grown Amanatul Ummah from fewer than 50 santri in its founding years to over 4,000, with alumni securing placements in leading domestic universities and international institutions in Egypt, Yemen, Morocco, and elsewhere; (3) extensive national spokesperson activity through PERGUNU central board membership and professorial appointment at UIN Sunan Ampel Surabaya; and (4) a distinctive coaching approach integrating spiritual exemplarity with professional accountability. The study contributes a Spiritual-Visionary Leadership model that synthesizes Islamic educational values with systematic institutional management, proposing that the effectiveness of kiai leadership depends on the deliberate institutionalization of vision beyond the person of the leader.
Muhadharah Based Speech Competition as a Performance-Based Strategy for Developing Arabic Speaking Skills Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
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.v9i2.3268

Abstract

This study examines the role of Muhadharah-based speech competition as a performance-based learning model in enhancing Arabic speaking skills at PMDG Putri 3. Employing a qualitative case study design, this research explores how structured speech activities contribute to students' linguistic competence, communicative confidence, and the development of a language-rich environment. Data were collected through non-participant observation, semi-structured interviews, and document analysis involving students, language supervisors, and teachers. The findings reveal that the competition significantly improves vocabulary acquisition, sentence structure, and pronunciation accuracy through systematic preparation and repeated performance. Furthermore, the program fosters students' confidence and motivation by providing authentic communicative experiences in a competitive yet collaborative setting. The study also demonstrates that speech competition plays a crucial role in sustaining a dynamic language environment, where Arabic is actively practiced beyond formal instruction. Theoretically, this research positions Muhadharah-based speech competition as a hybrid model integrating performance-based learning and CLIL oriented approaches while incorporating rhetorical competence and authentic assessment. This study contributes to Arabic language pedagogy by reconceptualizing speech competition as a structured instructional strategy rather than a supplementary activity. It is recommended that language institutions adopt performance oriented programs to enhance communicative competence in meaningful and sustainable ways.
Counselling Services as a Predictor of Bullying Prevention Among Vocational Students: A Quantitative Study in an Electrical Engineering Department Ariesta Prameswari; Acep Nurlaeli; Wahidin
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.v9i2.3273

Abstract

Bullying remains a persistent challenge in Indonesian vocational secondary schools, particularly in male-dominated technical departments where hierarchical peer dynamics may normalise aggressive conduct. School counselling services represent a preventive resource for fostering the socio-emotional competencies associated with prosocial student behaviour, yet quantitative evidence of this association in the specific context of electrical engineering vocational programmes remains limited. This study examines the predictive relationship between students’ perceptions of counselling service quality and their self-reported bullying prevention orientation. Using a quantitative causal-associative design, data were collected from 66 Grade XI students in the Electrical Power Installation Technology department at SMKN 1 Karawang through a structured Likert-scale questionnaire, employing total population sampling. Both variables were measured as student perceptions and operationalised through validated multi-indicator instruments whose items were tested for validity (r > 0.30) and reliability (Cronbach’s α > 0.70). Data were analysed using simple linear regression after confirming normality and linearity assumptions. Results indicate that students’ perception of counselling service quality is a strong positive predictor of their bullying prevention orientation (β = 0.908, R² = 0.753, p < 0.001), with counselling service perception accounting for approximately 75.3% of the variance in bullying prevention scores. These findings suggest that optimising students’ experience of counselling services particularly through problem-solving techniques that build conflict-management capacity is associated with substantially stronger bullying prevention attitudes and behaviours, as perceived by students themselves. Implications for school policy and counselling practice are discussed, with attention to the study’s methodological limitations.
Teaching Factory as an Industry Based Learning Model for Strengthening Entrepreneurial Competence in Vocational Secondary Schools Ulfa Nur Awalia; Sayan Suryana; Chairil Fajar Hadiansyah
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.v9i2.3275

Abstract

Despite widespread policy advocacy for work-based learning in vocational education, empirical evidence on how the Teaching Factory (TEFA) model operates as a holistic management system to develop entrepreneurial competence in Indonesian retail business programmes remains limited. This study investigates the implementation of TEFA in the Grade XI Retail Business programme at SMK Negeri 2 Purwakarta, examining planning, organising, implementation, and supervision processes, and their collective impact on students’ entrepreneurial competence. Using a qualitative case study design, data were gathered through semi-structured interviews with twelve key informants, passive participant observation over ten instructional weeks, and document analysis. Findings reveal that TEFA is implemented as a simulated retail operation aligned with industry standards, and that its four management functions jointly contribute to students’ development of technical skills (customer service, stock management, and point-of-sale operations) and non-technical competencies (communication, teamwork, self-confidence, and entrepreneurial mindset). The study further identifies that incomplete curriculum integration and scheduling conflicts represent systemic constraints that limit TEFA’s full effectiveness. These findings offer empirically grounded, contextually specific evidence for policymakers and school practitioners seeking to optimise TEFA implementation as a strategic mechanism for entrepreneurship education in vocational secondary schools
Digital Transformation Readiness in Archival Management at a State Islamic Senior High School: Infrastructure, Competency, and Institutional Policy Fasichah; Erica Wahyu Izzati; Lilik Huriyah
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.v9i2.3278

Abstract

Systematic records management is a fundamental infrastructure for accountable governance in educational institutions. Yet many Madrasah (Islamic schools) continue to face a substantial gap between the demands of digital transformation and their actual archival conditions. This study evaluates the digital transformation readiness of archival management at Madrasah Aliyah Negeri (MAN) a state Islamic senior high school in Surabaya City across three dimensions: technological infrastructure, human resource competency, and institutional policy. A qualitative-descriptive approach was employed; data were collected through an in-depth interview with one key informant the Head of Administration and direct observation of the archive room and operational systems. The evaluation was grounded in the records life cycle and records continuum model as analytical frameworks. The findings reveal that the institution has effectively utilized the SRIKANDI application (the Indonesian government's Electronic Correspondence and Archival Management System) and electronic signatures for digital correspondence, and has prepared storage infrastructure including a server and external hard drive. Nevertheless, three critical gaps were identified: a system dualism between digital and uncodified physical archives, the absence of professional archivists at the institutional level, and the lack of formal written archival policies. These findings indicate that the institution's digital transformation readiness is asymmetric infrastructure development has outpaced human capacity building and policy formulation
Management of Information and Communication Technology (ICT) Extracurricular Activities for Strengthening Digital Literacy among Students at an Islamic Elementary School Amalia Fazrin; Moh. Bisri
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.v9i2.3296

Abstract

The management of technology-based extracurricular activities has become an increasingly important strategy for cultivating students' digital competencies in twenty-first-century education. This study examined the management of an Information and Communication Technology (ICT) extracurricular program at SDTQ Al Mujahidin Surakarta, an Islamic elementary school that combines Qur'anic-memorization (tahfidz) education with technology-based learning, during the 2025/2026 academic year. Specifically, the study analyzed (1) how the program was planned, organized, implemented, and evaluated; (2) the factors that supported and inhibited its implementation; and (3) the strategies used by the school to address these constraints. A qualitative case study design was employed. Data were obtained from the school principal, the curriculum vice-principal, the ICT extracurricular teacher, students, and parents through semi-structured interviews, non-participant observation, and documentation, and were validated through source and technique triangulation. Data were analyzed using the interactive model of Miles, Huberman, and Saldáña. The findings show that the program was managed through four interrelated functions, planning, organizing, implementation, and evaluation, structured around a weekly, practice-based curriculum covering basic computer operation, application use, simple graphic design, safe internet use, and introductory coding. Teacher and student accounts indicate that this practice-based approach was associated with improved confidence and basic computer competence, although the school's evaluation remained largely observational (attendance, enthusiasm, and informal assessment of practical tasks) rather than based on a validated digital literacy instrument. Implementation was supported by the principal's commitment, teacher competence, student enthusiasm, and laboratory facilities, but constrained by a limited number of computers, restricted instructional time under a full-day school schedule, heterogeneous student skill levels, and unstable internet connectivity. The school addressed these constraints through ability-based student grouping, rotational laboratory scheduling, and adaptive teaching strategies. These findings suggest that structured, function-based management, combined with deliberate attention to Islamic values, can support the cultivation of digital literacy in faith-based elementary education, while also indicating a need for more systematic, indicator-based evaluation tools in future practice.

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