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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 Entrepreneurial Values for Strengthening Students’ Global Competencies in Islamic Schools: A Case Study at SMP Islam Gandusari Fara Fariha Rodliyana; Agus Eko Sujianto; Sulistyorini
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.v9i2.3323

Abstract

Islamic schools in Indonesia face the challenge of equipping students not only with religious knowledge but also with globally relevant competencies. Although entrepreneurship education has gained policy attention in Indonesian vocational settings, systematic empirical evidence on how Islamic junior secondary schools (SMP) integrate entrepreneurial values across multiple educational dimensions to develop students’ global competencies remains limited. This study investigates how entrepreneurial values are integrated at SMP Islam Gandusari and how this integration shapes students’ global competencies. A qualitative case study design was employed, with data collected through observation (eight sessions across four months, March-June 2024), semi-structured individual interviews with twelve key informants (principal, vice-principal for curriculum, two subject teachers, one Islamic education teacher, one entrepreneurship coach, and six students), and analysis of institutional documents including the school’s strategic plan, learning tools, and activity reports. Data were analysed through open coding, thematic clustering, and cross-source triangulation. Findings indicate that entrepreneurial values are integrated through four interconnected channels: project-based learning across multiple subjects, productive extracurricular activities (market day, student cooperative, school radio), consistent habituation of school culture (discipline, honesty, responsibility, cooperation), and the internationalisation of Islamic values into entrepreneurial practice. This integration demonstrably develops students’ creativity, self-reliance, communication, collaboration, responsibility, innovation, and decision-making confidence. These findings contribute a contextually grounded model for Islamic school transformation that positions entrepreneurship education as a character-formation and global competence-building strategy rather than an economic activity add-on
Islamic Multicultural Education for the Prevention of Domestic Violence Fatha Aulia Riska
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.v9i2.3324

Abstract

This article aims to explore the concept of anti-violence education within the family and its contribution to strengthening children's character. The study employs a qualitative approach using a literature review method, drawing on data sources including textbooks, online books, prior journal articles related to the research theme, and various other mass media. A harmonious household is realized when the husband demonstrates strong and responsible leadership, the wife exhibits gentleness and affection, and children live in an atmosphere of peace, mutual respect, and love. The family plays a crucial role in shaping a child's character and morals, functioning not merely as a gathering place for father, mother, and children but as a social system with profound influence on child development. Beyond serving as a place of residence, the family constitutes an environment that provides comfort and security for the child. Various dimensions of development including socialization, self-actualization, self-expression, and even deviant behavior may originate and evolve within the family setting.
Pesantren Based Madrasah Diniyah Education and the Realization of Quality Santri Outcomes Nur Sahid; Dyah Nafidatus Shoimah
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.v9i2.3345

Abstract

Madrasah Diniyah Takmiliyah (MDT) Al-Badriyyah in Kediri City follows a distinctive approach to teaching kitab kuning (classical Islamic texts) as part of the broader Islamic scholarly tradition. Although its students come from a wide range of formal educational institutions and include both resident (mukim) and non-resident santri, the madrasah consistently produces graduates who meet the competency standards set by the Ministry of Religious Affairs. This study describes the planning, implementation, and educational outcomes of MDT Al-Badriyyah in Kediri City. A qualitative field-research approach was employed, with data collected through interviews, observation, and documentation, and analyzed through data collection, data reduction, data display, and conclusion drawing. The findings indicate that educational planning is grounded in the institution's vision and mission and in the values of thariqah al-ta'lim wa al-ta'allum (the path of seeking, practicing, and teaching knowledge), operationalized through a collaboratively developed curriculum. The learning process employs a combination of instructional methods bandongan, sorogan, memorization, syawir (scholarly discussion), lectures, and question-and-answer sessions supported by comprehensive assessment. The resulting educational outcomes are reflected in students' mastery of kitab kuning, their character development, and their practical application of Islamic knowledge in both social and religious life
A New Paradigm in Educational Supervision: Transforming Administrative Control into Professional Teacher Mentoring Fadhilah; M Ihsan Al Fikri; Jamilus
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.v9i2.3355

Abstract

Educational supervision is a critical institutional mechanism for improving teacher professionalism and learning quality, yet it has long been dominated by administrative control rather than professional mentoring. This library research study analyzes the transformation of the educational supervision paradigm across three conceptual dimensions: (1) the limitations of the administrative-control paradigm, which positions teachers as evaluation objects and perpetuates top-down, compliance-oriented relationships; (2) the shift toward humanistic, collaborative, and coaching-based supervision that reconstitutes teachers as professional partners; and (3) the emergence of modern supervision as continuous professional mentoring integrating coaching, clinical supervision, peer learning, and digital tools within the framework of instructional leadership. Drawing on a systematic analysis of international and national literature from Scopus-indexed journals, policy documents, and academic texts, this study argues that supervision must be reconstructed as a process of professional humanization, empowerment, and learning quality enhancement. Practical implications are offered for school principals, supervisors, and policymakers.
Pesantren Strategic Management for Student Achievement in Qur'anic Recitation Competitions Mustajib; M. Hanif Satria Budi; M. Munif; Khoirotul Izzah
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.v9i2.3357

Abstract

Islamic boarding schools (pesantren) play a strategic role in developing high quality human resources, particularly in fostering students' achievement in the Musabaqah Tilawatil Qur'an (MTQ, Qur'an Recitation Competition), yet most pesantren still manage MTQ coaching incidentally and without systematic structure. This study analyzes in depth the strategic management of Pondok Pesantren Madrasatul Qur'an Tebuireng, Jombang, in developing students' MTQ achievement, covering environmental analysis, strategy formulation, strategy implementation, and strategy evaluation and control. A qualitative case study design was employed, with data collected through in-depth interviews, participant observation, and documentation involving the caretaker, administrators, coaches, and high-achieving students. Data were analyzed using the interactive model of Miles, Huberman, and Saldãna, with validity established through source, technique, and theory triangulation. Findings show that Madrasatul Qur'an applies a systematic and institutionalized value-based strategic management. Environmental analysis is conducted implicitly through leadership understanding, Qur'anic culture, and selective student admission, alongside external dynamics such as national MTQ policy. Strategy formulation is centralistic-normative, with the kiai as the principal strategic-direction setter, supported by annual work meetings. Implementation is carried out through a tiered coaching system integrated with three developmental dimensions: lafdzan, ma'nan, and 'amalan. Strategy evaluation is continuous, conducted through multi-level mechanisms from daily to annual review. This study contributes to the development of a pesantren strategic-management model grounded in religious achievement, relevant to strengthening contextual Islamic educational management theory.
Situational Leadership of the Head of Madrasah in Improving Teacher Discipline at Islamic Elementary Schools Nurul Ulfa Ramadhani; Sarah Fadilah Azzahra; Gunawan; Mudasir
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.v9i2.3359

Abstract

Teacher discipline poses a persistent management challenge in Indonesian private Islamic primary schools, where structural constraints including financial uncertainty and geographical remoteness compound individual and institutional factors. This study investigates (1) the leadership style applied by the principal; (2) the factors inhibiting teacher discipline; and (3) the principal’s strategies for improving teacher discipline at Madrasah Ibtidaiyah (MI) Al-Fursan Pekanbaru. A qualitative phenomenological inquiry design was employed, drawing on the lived experiences of all 13 participants: the school principal (1) and all classroom teachers at MI Al-Fursan (12), selected through total population sampling given the school’s small size. Data were gathered through in-depth interviews, structured observation, and documentation analysis, and analysed through an adapted phenomenological procedure comprising epoché, horizonalization of significant statements, and thematic clustering, complemented by the interactive model of Miles, Huberman, and Saldaña (2014). Credibility was established through source and method triangulation and member checking. Findings reveal that the principal operates through situational leadership that contextually combines democratic engagement in collective policy-making with firm, rule-based authority enforcement in disciplinary matters. Inhibiting factors span three structural levels: geographical (long commuting distances), professional-individual (uneven awareness of professional obligation), and institutional-financial (delayed salary payments). The principal responds through four complementary strategies: motivational guidance, participatory deliberation, professional role modelling, and systematic performance monitoring. These findings contribute to understanding how principals in resource-constrained private Islamic schools exercise contextually adaptive leadership within conditions of structural vulnerability that exist beyond individual control.
Managerial Supervision of Madrasah Principals in Optimising Administrative Digitalisation Yusyron Abdul Arief; Muhammad Al Fatih
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.v9i2.3369

Abstract

The transition to digitalised school administration is frequently obstructed by internal resistance, infrastructure limitations, and inter-generational gaps in digital literacy factors whose management requires systematic supervisory intervention rather than technology procurement alone. This study analyses the strategies, challenges, and contributions of a madrasah principal’s managerial supervision in optimising administrative digitalisation, examining how each stage of a four-stage supervisory cycle operates in a real institutional context. Employing a qualitative case study design at MAN 3 Jombang, Jombang Regency (a state Islamic senior secondary school recognised as an IT Innovation Pioneer), data were collected through in-depth semi-structured interviews with six key informants (including the madrasah principal, the vice-principals for Curriculum and Facilities, the Head of Administrative Staff, and two administrative staff members), passive participant observation, and institutional document analysis. Data were triangulated across sources and methods. Findings reveal that managerial supervision operates through four integrated, circular stages. Planning involves cross-sectoral team coordination and context-sensitive modification of Ministry of Religious Affairs supervisory instruments. Implementation deploys scheduled monitoring and unannounced inspections to enforce digital documentation standards across both teaching and administrative staff. Evaluation systematically maps obstacles including digital literacy gaps among senior personnel, hardware budget constraints (IT Boards), and network reliability issues. Follow-up converts evaluation findings into structured training workshops and expert mentoring by application development teams. This supervisory cycle is associated with progressive improvements in the school’s service efficiency, with informants reporting substantial reductions in paper-based workflows and faster administrative turnaround times. Theoretically, this study extends the scope of educational supervision theory from its traditional instructional focus toward managerial governance and institutional digital transformation.
Evaluating Hybrid Intelligence–Supported Project-Based Learning: Effects on Students’ Learning Outcomes in Secondary Education Miksan Ansori
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.v9i2.3374

Abstract

This study evaluates the effect of Hybrid Intelligence-Supported Project-Based Learning (HI-PBL) on students' learning outcomes compared to standart PBL in secondary education. A quasi-experimental pretest-posttest control group design was employed with 128 students. The experimental group (n=64) received Hybrid Intelligence-Supported Project-Based Learning (HI-PBL), where students and teachers collaboratively engaged with generative AI tools to co-regulate learning processes within a structured PBL framework, while the control group (n=64) received standart PBL. Learning outcomes were measured using a 30-item cognitive achievement test (Cronbach's α = 0.881). Data were analyzed using ANCOVA with pretest scores as the covariate. After controlling for prior knowledge, students in the HI-PBL group significantly outperformed those in the conventional PBL group (F(1,125) = 25.133, p < 0.001, partial η² = 0.167), indicating a large effect size where the intervention explained 16.7% of the variance in learning outcomes. This study provides empirical evidence that integrating Hybrid Intelligence within PBL significantly enhances students' cognitive achievement. By demonstrating measurable learning gains through a covariance-controlled design, the research addresses critical gaps in AI-enhanced PBL literature, which has predominantly focused on engagement rather than achievement-based outcomes. The HI-PBL model offers a scalable approach for AI-augmented instruction that preserves teacher facilitation while leveraging AI's analytical capabilities.
Resilience and Agility of Education Support Staff: Transforming Communities of Practice toward a Sustainable Digital Learning Ecosystem Moh. Ainul Yaqin; Ahmad Syaikhul Yasin; Ahmad Munawir; Siti Aimah
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.v9i2.3383

Abstract

This study analyzes strategies for transforming communities of practice (CoP) to build resilience and agility among education support staff (tenaga kependidikan) and to conceptualize a sustainable digital learning ecosystem in the Indonesian educational context. A systematic literature review design was employed, integrating a policy document analysis approach. Literature was retrieved from Google Scholar, ERIC, and Scopus databases using the keywords community of practice, education support staff, resilience, organizational agility, digital learning ecosystem, and knowledge management. Inclusion criteria covered peer-reviewed articles from 2015 to 2025 relevant to professional development, digital transformation, and knowledge management in educational organizations; 42 peer-reviewed articles and 8 national policy documents were analyzed using thematic synthesis following Thomas and Harden (2008). The synthesis of literature indicates that CoP reinvigoration grounded in collaborative technology holds strong potential to accelerate the adaptability of education support staff in the face of rapid technological disruption. Evidence from the reviewed literature suggests that individual resilience is enhanced when supported by a collective culture that facilitates digital experimentation and data literacy. Furthermore, CoP-based peer learning models appear to improve the responsiveness of education support staff to institutional dynamics. This study offers a theoretical contribution to human resource management models in the education sector and proposes a conceptual framework for policymakers to design competency development programs that address both technical competencies and the sustainability of collaborative learning ecosystems. Research limitations include the absence of primary field data and the lack of empirical comparison with alternative HR development models.
Digital Transformation in Islamic Educational Management: A Thematic Literature Review of Challenges, Opportunities, and Digital Communication Ethics Based Strategies Annur Sri Mulyani; Ulfi Wisa Belinda; Utep Ahmad Zulfiqor
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.v9i2.3409

Abstract

Globalisation places growing pressure on Islamic educational institutions to adopt digital governance systems, yet the transition consistently surfaces structural, ethical, and competency challenges that technology procurement alone cannot resolve. This study conducts a thematic literature review to map the operational challenges, technology adoption opportunities, and management strategies associated with administrative digitalisation in Islamic schools, framed specifically within digital communication ethics. Forty-two documents were retrieved from Google Scholar, SINTA-accredited databases, and DOAJ using the search terms “digitalisasi pendidikan Islam”, “Manajemen Pendidikan Islam”, “etika komunikasi digital”, and “digital transformation Islamic education”; after screening against the inclusion and exclusion criteria, 28 sources were retained for analysis (published 2017–2025). Data were analysed through thematic content analysis involving open coding, theme clustering across the four management functions (planning, organising, actuating, and controlling), and cross-document comparative synthesis. The review identifies that Educational Management Information System (EMIS) adoption demonstrably improves data recording accuracy during planning and organising; however, screen-mediated interaction during actuating and controlling phases is associated in the reviewed literature with weakened supervisory control, cyberbullying, and misinformation circulation. The study proposes that software automation in Islamic schools needs to be balanced with a prophetic digital ethics framework whose core elements are adab-based communication norms, emotional self-regulation, and tabayyun (information verification before sharing). Theoretically, this study extends Islamic educational management theory by recasting data privacy governance as an expression of the Islamic virtue of amanah (trusteeship) in a digital institutional context.

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