cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Abdul Munip
Contact Email
skijier@uin-suka.ac.id
Phone
+628122761640
Journal Mail Official
skijier@uin-suka.ac.id
Editorial Address
Jl. Laksda Adisucipto, Papringan, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Sunan Kalijaga International Journal on Islamic Educational Research
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 25803204     EISSN : 25803212     DOI : https://doi.org/10.14421/skijier.2019.2019.33.01
Core Subject : Education,
Education
Sunan Kalijaga International Journal on Islamic Educational Research invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Islamic Education, which covers textual and fieldwork investigation with various perspectives of Education Curriculum, philosophy, Management, history, theology, sociology, anthropology, political science, and others.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol. 9 No. 1 (2025)" : 7 Documents clear
Dynamics in Classical Islamic Education: Between Nonformal Autonomy and Madrasah Hegemony (650–1250 CE) Miftahur Rofi
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 1 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.91.01

Abstract

Classical Islamic education played a central role in shaping the scientific architecture and social structure of Muslim societies from the 7th to the 13th century CE. Examining this period is essential for tracing the epistemological roots and institutional dynamics that continue to influence contemporary Islamic educational systems. This study employs a conceptual-analytical approach and a historical-critical method to investigate both formal institutions (madrasah) and informal ones (ḥalaqah, maktab, bookshops), including the characteristics of their curricula, modes of knowledge transmission, and the authority of teachers. The main findings reveal a dualism between the academic freedom of informal systems and the scholarly authoritarianism of standardized madrasah affiliated with state power. While informal education offered autonomy and flexibility in the pursuit of knowledge, both systems ultimately contributed to epistemological conservatism due to the dominance of textual authority and limited space for innovation. The implications suggest that the epistemic and political structures of classical Islamic education fostered a scholarly culture that was passive and resistant to interdisciplinarity. This study is limited in its geographical scope and does not fully address the dynamics of contemporary praxis. Therefore, a reconstruction of the Islamic educational system is needed—one that balances the authority of revelation and reason, and fosters a scientific ethos, intellectual freedom, and more transformative scholarly dialogue.
AN ISLAMIC LEADERSHIP MODEL BASED ON UMAR BIN KHATTAB’S SERVANT LEADERSHIP IN THE MANAGEMENT OF MODERN ISLAMIC SCHOOLS (MADRASAHS) Novita, Rizki; Munir, Hamzatul
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 1 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.91.02

Abstract

This study examines and contextualizes the servant leadership model exemplified by Umar ibn al-Khattab and its application in the management of modern Islamic schools (madrasahs). The research aims to identify key leadership values justice, simplicity, participation, accountability, and exemplary behavior and formulate a practical model for their integration into Islamic Education Management (Manajemen Pendidikan Islam/MPI). Using a descriptive qualitative approach grounded in a naturalistic paradigm, the study combines literature review and case studies conducted in two South Sumatran madrasahs to explore how these values manifest in real-world managerial practices. Data were gathered through library research, participant observation, in depth interviews, and document analysis, with thematic coding and triangulation ensuring the validity of findings. The results reveal that Umar’s leadership principles are operationalized in madrasahs through equitable evaluation policies, modest resource allocation, participatory planning, transparent accountability, and moral role modeling by school leaders. These practices enhance institutional integrity, improve governance efficiency, and strengthen moral-spiritual culture within educational environments. The study contributes theoretically by linking classical Islamic leadership philosophy with contemporary managerial frameworks and practically by offering a values-based model applicable to policy development and leadership training. While the limited sample restricts generalizability, this research lays the groundwork for future studies employing mixed or action research to assess the measurable impact of Umar-inspired leadership on institutional performance. Ultimately, the findings affirm that revitalizing Islamic servant leadership offers a strategic pathway toward ethical, participatory, and sustainable educational governance in the era of Education 5.0.
PIERRE BORDIEU’S HABITUS ANALYSIS OF THE “GOOD PRACTICE” LEARNING MODEL AT SD MUHAMMADIYAH SARILAMAK Anggraini, Reski; Anugrah, Dendy Wahyu
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 1 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.91.03

Abstract

This study analyzes the “good practice” learning model at SD Muhammadiyah Sarilamak through Pierre Bourdieu’s habitus theory to explain how Islamic educational practices cultivate students’ moral and behavioral dispositions. Employing a qualitative descriptive–analytical design, the research integrates observation, semi-structured interviews, and document analysis to explore how pedagogical programs such as the “One Thousand Daily Infaq,” “Friday Garbage Alms,” “Library Visit,” “Cheerful Friday,” and “Market Day” operationalize the interrelations among habitus, capital, and arena. The findings reveal that teachers act as agents who mobilize cultural, social, and symbolic capital to internalize Islamic virtues through repetitive, embodied practices that shape students’ enduring moral habitus. Theoretically, this study extends Bourdieu’s framework to Islamic education by demonstrating that moral development is a sociocultural process of embodied learning rather than a cognitive transfer of values. Practically, the “good practice” model provides a replicable paradigm for integrating character education into daily school culture, emphasizing community-based, value-oriented learning that supports ethical and social transformation. The study’s limitation lies in its single-site qualitative scope, indicating the need for comparative research across diverse educational settings to assess variations in habitus formation. Overall, this analysis confirms that SD Muhammadiyah Sarilamak’s learning model exemplifies how Islamic education can systematically construct moral subjectivity through the dialectical interaction of habitus, capital, and field, offering both theoretical enrichment and practical insights for moral pedagogy in the 21st century.
VALUE-BASED CRISIS MANAGEMENT IN ISLAMIC EDUCATION MANAGEMENT: TYPOLOGY, MULTIDIMENSIONAL IMPACTS, AND AN INTEGRATED MODEL Syawal, Ahmad; Agustin, Nadilla Aleyda Maqhfira; Adzillah, Salsabila Nur Imatul; Lestari, Futry Ayu; Musdalifa
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 1 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.https://doi.org/10.14421/skijier.2025.91.06

Abstract

This study examines the typology of crises, their multidimensional impacts, and the urgency of crisis management within Islamic Education Management (MPI) from a value-based perspective. The research adopts a qualitative literature review methodology to systematically synthesize theoretical and empirical studies related to crisis management, Islamic educational governance, and budget efficiency. Academic publications indexed in major scholarly databases were analyzed thematically to identify crisis patterns, impact dimensions, and value-oriented management responses. The findings reveal that crises in MPI can be categorized into internal and external types, both of which are shaped by complex interactions between managerial, social, and spiritual factors. Internal crises are closely associated with leadership conflicts, moral deviations, and financial inefficiencies, particularly budget efficiency policies that marginalize core Islamic educational programs, while external crises arise from environmental uncertainty, digital public pressure, natural disasters, and regulatory changes. The impacts of these crises are inherently multidimensional, affecting academic quality, psychological well-being, social trust, and spiritual identity simultaneously. The study highlights that neglecting Islamic values in crisis management risks not only operational disruption but also long-term erosion of institutional identity and legitimacy. Theoretically, this study advances crisis management discourse by positioning spiritual values as a central analytical dimension in faith-based institutions. Practically, it underscores the need for integrated crisis management strategies that align modern managerial practices with Islamic principles. The study is limited by its reliance on secondary data and the absence of empirical case analysis. Future research is recommended to empirically test the proposed integrated model across diverse Islamic education settings and to explore its long-term implications for institutional resilience.
THE DUAL DIMENSIONS OF QUR’ANIC REVELATION: INTELLECTUAL AND ETHICAL FOUNDATIONS OF CONTEMPORARY ISLAMIC EDUCATION IN QS. AL-‘ALAQ (1–5) AND QS. ‘ABASA (1–10) Muhammad Alfan Wiandani; Abdul Matin Bin Salman
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 1 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.https://doi.org/10.14421/skijier.2025.91.07

Abstract

This study examines the two fundamental dimensions of Qur’anic revelation as reflected in QS. Al-‘Alaq (1–5) and QS. ‘Abasa (1–10) and analyzes their relevance for contemporary Islamic education. The primary aim is to elucidate how revelation functions simultaneously as an epistemological foundation for intellectual development and as a moral guide for ethical and humanistic formation. Employing a qualitative library research design, the study analyzes the selected verses through content analysis using a thematic (maudhu‘i) tafsir approach, supported by classical and contemporary exegetical sources and scholarly literature on Islamic education. The findings indicate that QS. Al-‘Alaq emphasizes literacy, learning, and knowledge acquisition grounded in divine consciousness, while QS. ‘Abasa highlights moral sensitivity, equality, empathy, and respect for human dignity within educational interactions. Together, these revelations articulate a holistic, integrative model of Islamic education that unites intellect, spirituality, and character formation. The study implies that contemporary Islamic education should integrate cognitive excellence with ethical cultivation to address modern challenges such as moral disorientation and technocratic learning. However, the study is limited by its reliance on textual analysis and its focus on two Qur’anic passages. Future research is recommended to include empirical studies and broader Qur’anic themes to enhance practical applicability across diverse educational contexts.
HIJAB AS MORAL PEDAGOGY: A COMPARATIVE STUDY OF CLASSICAL AND CONTEMPORARY QUR’ANIC EXEGESIS FROM A CHARACTER EDUCATION PERSPECTIVE Gifari, Buyung Al; Bin salman, Abdul Matin
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 1 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.https://doi.org/10.14421/skijier.2025.91.04

Abstract

This study examines the obligation of hijab through the lens of character education by comparatively analyzing the interpretations of classical and contemporary Muslim scholars. Employing a qualitative comparative-analytical library research design, the study analyzes key Qur’anic verses on hijab alongside authoritative classical and modern tafsir works to explore their normative, ethical, and pedagogical dimensions. The findings reveal a fundamental continuity between classical and contemporary scholars regarding the obligatory status of hijab as grounded in the Qur’an and Sunnah, while also demonstrating a significant shift in interpretative emphasis. Classical exegesis primarily adopts a textual-normative approach focused on legal obligation, bodily coverage, and social protection within early Islamic contexts. In contrast, contemporary interpretations extend this framework by emphasizing character formation, spiritual consciousness, moral agency, identity construction, and contextual adaptability in modern societies. The study further identifies core character education values embedded in the hijab discourse, including obedience, modesty, self-dignity, piety, self-discipline, social responsibility, and ethical identity. These values position hijab as an integrative moral practice rather than a purely formalistic or symbolic requirement. The implications of this research highlight the potential of integrative exegesis to inform inclusive, empowering, and context-sensitive Islamic education that frames hijab as a meaningful ethical choice. The study is limited by its textual focus and lack of empirical investigation. Future research is recommended to incorporate lived experiences, educational practices, and interdisciplinary perspectives to enrich contemporary hijab discourse.
THE INFLUENCE OF THE FAMILY ENVIRONMENT ON THE LEARNING OUTCOMES OF GENERATION Z AT SMA NEGERI 1 WURYANTORO Purbo Laras, Sherina; Nawangtoro, Septa
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 1 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.https://doi.org/10.14421/skijier.2025.91.05

Abstract

This study investigates the influence of the family environment on the learning outcomes of Generation Z students at SMA Negeri 1 Wuryantorο, Indonesia. The research was motivated by increasing concern over how family conditions shape student learning in the digital era, particularly for adolescents who are highly exposed to technology. A quantitative explanatory survey design was employed, involving 106 Grade XI students selected through simple random sampling. Data were collected using validated and reliable self-administered questionnaires measuring family environment and perceived learning outcomes across cognitive, affective, and psychomotor domains. Statistical analyses included descriptive statistics, Pearson correlation, and simple linear regression, following confirmation of validity, reliability, and normality assumptions. The results reveal a strong and significant positive relationship between the family environment and learning outcomes, with a correlation coefficient of 0.698. Regression analysis indicates that the family environment explains 48.7% of the variance in students’ learning outcomes, demonstrating its substantial predictive power. These findings highlight that supportive family conditions remain a critical determinant of academic achievement for Generation Z students, despite the growing dominance of digital learning contexts. The study has important implications for educational practice and policy, emphasizing the need to strengthen school–family partnerships and family-centered educational interventions to reduce achievement disparities. Limitations include the single-school context and reliance on self-reported learning outcomes. Future research is recommended to involve broader samples, objective academic measures, and longitudinal or mixed-methods designs to deepen understanding of family influences on student learning.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2025) Vol. 9 No. 1 (2025) Vol. 8 No. 2 (2024) Vol. 8 No. 1 (2024) Vol. 7 No. 2 (2023) Vol. 7 No. 1 (2023) Vol. 6 No. 2 (2022) Vol. 6 No. 1 (2022) Vol 5 No 2 (2021) Vol. 5 No. 1 (2021) Vol 4 No 2 (2020) Vol 4 No 1 (2020) Vol 3 No 2 (2019) Vol 3 No 1 (2019) Vol 2 No 2 (2018) Vol 2 No 1 (2018) Vol 1 No 1 (2017) More Issue