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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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Virtual Classroom Implementation and Students’ Learning Autonomy in Madrasah Based Digital Learning Muhalli; Faiqul Imam
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.v9i2.3414

Abstract

The accelerated transition from conventional face to face to digital learning models has reshaped instructional paradigms globally, requiring schools to develop both technological infrastructure and learning approaches that support students’ autonomous learning capacities. This study examined the implementation of Virtual Classroom (VC) policy and its implications for students’ learning autonomy at Madrasah Aliyah Negeri (MAN) Bondowoso, an Islamic senior secondary school in East Java, Indonesia. A qualitative descriptive case study design was employed with ten purposively selected informants comprising the principal, vice-principal for curriculum, four teachers, three students from Grades XI–XII, and an IT support staff member. Data were collected through the simak libat cakap method (engaged observation of speech and action), supplemented by in-depth semi structured interviews, non-participant observation, and document analysis. The Miles, Huberman, Saldaña interactive thematic analysis model was applied. Trustworthiness was established through source and technique triangulation, member checking, and audit trail documentation. Four interconnected components of VC implementation were identified: (1) a four-pillar implementation strategy comprising digital infrastructure provision, teacher training, continuous mentoring, and programme integration with national Ministry of Religious Affairs digitalization initiatives; (2) a multi-actor role allocation distributing responsibilities across teachers, students, school management, and IT support staff; (3) bidirectional impacts on learning autonomy positive effects on time management, resource access, digital literacy, and academic performance, alongside negative effects on physical reading and writing literacy; and (4) four challenge categories student technical capacity, student self-regulation, teacher adoption, and infrastructure addressed through targeted institutional mitigation strategies. The findings contribute to the literature on madrasah digital transformation by providing an empirically grounded operational model that integrates institutional, pedagogical, and individual dimensions of VC-mediated learning autonomy in Islamic secondary education.
Digital Literacy Program Management for Reducing Gadget Misuse among Madrasah Ibtidaiyah Students Siti Masyarafatul Manna Wassalwa; Ainur Rofiq
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.v9i2.3415

Abstract

Escalating gadget addiction among primary school students constitutes a growing educational challenge in Indonesia, with documented negative effects on learning concentration, academic performance, and psychosocial wellbeing, yet systematic management strategies for digital literacy programmes at Islamic primary schools (madrasah ibtidaiyah) remain underexplored in the empirical literature. This study examined the implementation of digital literacy programme management and its effects on reducing gadget misuse among students at MI Nurul Huda Jebung Lor Tlogosari, Bondowoso, East Java, Indonesia. A qualitative case study design was employed with eleven purposively selected participants comprising the madrasah principal, four teachers, three students (Grades IV–VI), and three parents. Data were collected through in-depth semi-structured interviews, non-participant observation, and document analysis. Thematic analysis followed the Miles–Huberman–Saldaña interactive model; trustworthiness was established through source and technique triangulation and member checking. The findings reveal that the digital literacy programme at MI Nurul Huda operates through a POAC (Planning, Organizing, Actuating, Controlling) management framework integrated with three digital literacy content dimensions time management, digital ethics, and positive technology use alongside social cognitive behavioural principles. Programme implementation produced progressive reductions in gadget addictive behaviour, improved student time discipline, and increased capacity for selective critical digital engagement, but success was contingent on sustained cross-stakeholder collaboration among the madrasah, parents, and community. Four structural challenges limited teacher digital competency, inconsistent parental supervision, infrastructure constraints, and permissive social environment were identified alongside corresponding institutional mitigation strategies. The study contributes an empirically grounded POAC-integrated digital literacy management model applicable to Islamic primary education contexts facing digital transformation pressures, particularly in resource-limited and values oriented rural madrasah settings.
Merdeka Curriculum Implementation in a Pesantren Based Vocational School Asia Anis Sulalah; Miftahul Arifin
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.v9i2.3416

Abstract

Indonesia's Merdeka Curriculum (Independent Curriculum) is a national policy intended to build a more flexible, competency-oriented, and character-based education system. Implementing this policy in pesantren-based (Islamic boarding school) vocational schools is particularly demanding, since such institutions must reconcile national curriculum mandates with the religious and cultural authority of their foundations. This study examined how the Merdeka Curriculum was implemented at an Islamic-based vocational school in Bondowoso Regency, East Java, focusing on the policy's communication, resourcing, implementer disposition, and bureaucratic structure, and on the factors that supported and inhibited implementation. The study used a descriptive qualitative case study design, analyzed through George C. Edward III's policy implementation framework. Data were obtained from the principal, the curriculum vice-principal, teachers and students through participant observation, in-depth interviews, and documentation, conducted over. Data were validated through source and technique triangulation and analyzed through transcription, reduction, classification, tabulation, interpretation, and conclusion drawing. The findings show that curriculum implementation involved internal readiness-building, staged socialization, structured teacher training through the Merdeka Mengajar Platform (PMM), and classroom delivery supported by collaboratively designed teaching tools. The principal functioned as a facilitator and instructional leader, evidenced by coaching-based supervision and the formation of a dedicated Curriculum Implementation Team, consistent with a distributed leadership approach. Implementation was further adapted to the school's pesantren character, taking into account students' backgrounds and the surrounding religious community, although resource constraints and uneven teacher readiness remained as identified obstacles. The study recommends strengthening collaboration among the school, its foundation, and the Education Office; optimizing limited resources; and further developing project-based learning strategies to support the sustainability of Merdeka Curriculum implementation in faith based vocational education.
School Based Management in Extracurricular Program Development at a Pesantren Based Vocational School Misbahul Munir; Narjul Ghufron
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.v9i2.3417

Abstract

Educational decentralisation in Indonesia grants schools autonomy in planning and implementing programmes to improve educational quality. However, empirical evidence on how pesantren-based vocational schools operationalise this autonomy through structured extracurricular management and what contributions such management makes to student development remains limited. This qualitative case study investigates the school-based management (SBM) model as implemented through extracurricular programmes at SMKS Manbaul Ulum Bondowoso, a vocational school integrated with an Islamic boarding school (pesantren). Data were collected over six months (January–June 2024) through in-depth interviews with eight informants (the school principal, vice-principal for curriculum, vice-principal for student affairs, three extracurricular coaches for Pencak Silat, Taekwondo, and Scouting, and two students), participant observation across 24 sessions, and documentary analysis of programme work plans, activity reports, and administrative decrees. Data were coded against Edwards III’s (1980) four policy implementation variables (communication, resources, disposition, and bureaucratic structure) and Caldwell and Spinks’s (1992) SBM principles. Findings reveal that SMKS Manbaul Ulum implements a four-stage extracurricular SBM cycle planning, implementation, supervision, and evaluation whose distinguishing feature is its dual coordination requirement: every extracurricular activity must receive authorisation from both the school administration and the pesantren foundation, producing a governance architecture adapted to the institution’s dual public-religious accountability. The study identifies scheduling constraints arising from compulsory religious activities and resource limitations as the primary implementation challenges, and documents observable contributions to student discipline, leadership, and social competence. Theoretically, the findings extend SBM theory by demonstrating how the principle of school autonomy operates within a religiously bounded governance environment.
Institutionalizing International Partnership Governance in a Pesantren: A Case Study of the Darunnajah - Al-Azhar University Mabʻūts Program (1986 - 2026) Sofwan Manaf
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.v9i2.3518

Abstract

This study examines the four-decade partnership between Darunnajah Islamic Boarding School (pesantren), Jakarta, and Al-Azhar University, Cairo, through the mabʻūts (delegated-teacher) program from 1986 to 2026, a partnership rarely studied from a management perspective. The objective is to explain the governance structure that sustains the partnership and the mechanisms through which its benefits reach the institution, students, and community. The core problem is why some international partnerships of Islamic institutions endure for decades while others end. Using a single-case study design with document analysis of two memoranda of understanding, foundation archives, and official publications, the study reconstructs twelve assignment periods and analyses the partnership’s governance. The findings show that sustainability rests on three interlocking mechanisms consolidated here as the Institutionalization Contractual Residential Model (IKR Model) namely the institutionalization of the relationship beyond individual figures, a relational contract that clearly allocates responsibilities and dispute-resolution channels, and a three-year residential rotation model that transfers tacit linguistic and ethical knowledge to students. The study offers practical propositions for Islamic institutions seeking to replicate this governance pattern and extends the internationalization and institutional-governance literature to the under-represented pesantren context.
Principals' Academic Supervision in Strengthening Teachers' Pedagogical Competence for Deep Learning Implementation Jainatin Halomaon Hrp; Muhammad Fadhli
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.v9i2.3537

Abstract

As the principal pedagogical approach within Indonesia's Kurikulum Merdeka (Independence Curriculum), deep learning requires adequate teacher pedagogical competence to ensure that learning unfolds in a mindful, meaningful, and joyful manner. However, prior studies have tended to examine principals' academic supervision and deep learning implementation as separate domains, leaving limited insight into how supervision can be specifically designed to support deep learning, particularly in Islamic-based schools. This study aims to describe and critically analyze the planning, implementation, and follow-up of principals' academic supervision in strengthening teachers' pedagogical competence for deep learning implementation at SMP An-Nizam, Medan. The study employed a qualitative approach with a descriptive case study design, involving one principal, one vice-principal for curriculum affairs, and three subject teachers selected as informants through purposive sampling. Data were collected through semi-structured interviews, non-participant observation, and documentation study, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing; data trustworthiness was established through source and technique triangulation. The findings indicate that supervision planning was carried out systematically through scheduled and incidental pathways, preceded by teacher competence strengthening and supported by deep-learning-based instruments; supervision implementation involved classroom observation, CCTV monitoring, multi-party collaboration, and reflective feedback; while follow-up was realized through mentoring, training, periodic evaluation, and the provision of appreciation. The critical analysis reveals that although supervisory practice at SMP An-Nizam is relatively comprehensive, the use of CCTV monitoring risks generating a performative impression that is not fully consistent with the principles of clinical supervision, which emphasize collegial, non-evaluative relationships. This study establishes its novelty by integrating the concepts of principals' academic supervision and deep learning implementation within a single, coherent framework at an Islamic-based secondary school a focus that remains limited in the existing literature while also offering critical reflection on the boundary between surveillance and professional development in contemporary supervisory practice.

Page 38 of 38 | Total Record : 376

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