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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 135 Documents
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The Influence of Kinesthetic Learning Style on Student Learning Outcomes in Experience Based Vocational Learning at SMKN 7 Surakarta Lathifah, Dea Nisrina Nur; Hidayati, Nurul
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 2 (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.2025.92.07

Abstract

This study investigates the influence of kinesthetic learning style on student learning outcomes in experience-based vocational learning, focusing on the Broadcasting and Film Department at SMK Negeri 7 Surakarta. The research adopts a quantitative approach with an ex post facto design to examine the relationship between naturally occurring kinesthetic learning tendencies and students’ academic performance without experimental manipulation. Data were collected from all 106 students using a validated and reliable kinesthetic learning style questionnaire and documented learning outcome records, and were analyzed through prerequisite testing and simple linear regression. The findings reveal that kinesthetic learning style has a positive and statistically significant effect on student learning outcomes, indicating that students with stronger kinesthetic tendencies tend to perform better in practice-oriented vocational learning environments. The results indicate that kinesthetic learning style has a positive and significant effect on student learning outcomes, as evidenced by an F value of 62.508 with a significance level of < 0.001. The coefficient of determination (R²) shows that 16.9% of the variance in learning outcomes is explained by kinesthetic learning style, while the remaining variance is influenced by other factors. Future research is recommended to involve broader samples, additional influencing variables, and mixed-methods approaches to provide a more comprehensive understanding of learning outcomes in vocational education contexts.
Model Pendidikan Moderasi Beragama Berbasis Transformative Learning di MAN 1 Yogyakarta: Strategi Adaptif dalam Konteks Era Post-truth Salsabila Nur Imatul Adzillah; Achadi, Muh. Wasith
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 8 No. 2 (2024)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.82.06

Abstract

This study aims to examine the implementation model of religious moderation at MAN 1 Yogyakarta in responding to the challenges of the post-truth era, marked by widespread disinformation and shifts in religious values. Using a qualitative case study approach, the research focuses on strategic design, institutional support, and the impact of the program on students’ character development. The values of moderation are integrated into the curriculum, extracurricular activities, and school culture to shape students who are critical, tolerant, and inclusive. The findings indicate that MAN 1 Yogyakarta has successfully internalized moderation through innovative programs such as SANDI MAS, the Islamic History Tour, and interfaith dialogue. These programs have had a positive impact on improving students’ cognitive understanding, affective attitudes, and social behavior. The model reflects a transformative learning approach that strengthens critical religious literacy and pluralistic values in addressing contemporary ideological challenges. This study recommends that other Islamic educational institutions adopt an integrative approach that combines pedagogical, cultural, and personal dimensions to foster a moderate, tolerant, and diversity-oriented generation.
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.

Page 14 of 14 | Total Record : 135

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