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Fardan Abdillah M
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Transformasi : Jurnal Kepemimpinan dan Pendidikan Islam
Published by Institut Agama Islam Negeri Sorong
ISSN : 26148463     EISSN : 26153734     DOI : 10.47945
Core Subject : Religion, Education,
Religion Education Other
Jurnal Transformasi (P-ISSN : 2614-8463 E-ISSN :2615-3734 ) merupakan jurnal yang berfokus pada kajian Kepemimpinan dan Pendidikan Islam, meliputi model-model, gaya, sistem, perilaku dan budaya kepemimpinan dan pendidikan Islam, serta keterkaitan kepemimpinan pendidikan Islam, berupa hasil field research maupun library research.
Arjuna Subject : Umum - Umum
Articles 102 Documents
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REORIENTASI STRATEGI PEMBELAJARAN PENDIDIKAN ISLAM BERBASIS REKONSTRUKSIONALISME DI ERA DISRUPSI DIGITAL abdul hayyi; Noor Malihah; Ferli Septi Irwansyah; Hamsir; Yosi Huzna Nidia Ningrum
Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol. 9 No. 2 (2026): Transformasi : Jurnal Kepemimpinan & Pendidikan islam
Publisher : Pascasarjana IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/transformasi.v9i2.3028

Abstract

The rapid development of digital technology has changed the orientation, methods, and learning culture of Islamic education. This article aims to analyze the reorientation of Islamic education learning strategies based on reconstructionism in the era of digital disruption. This study uses a library research method by examining books, journal articles, and relevant academic documents related to reconstructionism, Islamic education, digital transformation, and learning strategies. The data were analyzed through thematic identification, conceptual interpretation, and critical synthesis. The findings indicate that reconstructionism offers an important perspective because it views education as an instrument for rebuilding social, moral, and cultural life. In the context of digital disruption, Islamic education learning strategies need to move from conventional, teacher-centered, and memorization-oriented approaches toward reflective, dialogical, contextual, collaborative, and value-based digital learning. This article emphasizes that Islamic education should integrate Islamic values, digital literacy, critical thinking, social awareness, and ethical use of technology. Therefore, reconstructionism can serve as a conceptual foundation for developing Islamic education that is adaptive, transformative, and relevant to contemporary educational challenges.
STRATEGI KEPEMIMPINAN KEPALA MADRASAH DALAM MEMPENGARUHI PENDIDIKAN KARAKTER ISLAM DI KABUPATEN SORONG, PAPUA BARAT DAYA Muhammad Arsyad Ambo Tuo; Jumrana B
Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol. 9 No. 2 (2026): Transformasi : Jurnal Kepemimpinan & Pendidikan islam
Publisher : Pascasarjana IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/transformasi.v9i2.3203

Abstract

Islamic character education is a strategic priority in Indonesian madrasahs, particularly in multicultural regions facing ethnic diversity, religious pluralism, modernization, and limited educational resources. This qualitative study explores the leadership strategies of Madrasah Tsanawiyah (MTs) principals in Sorong Regency, Southwest Papua, focusing on leadership practices, influencing factors, and educational outcomes. Fifteen participants, including principals, teachers, students, and community members, were selected purposively. Data were collected through semi-structured interviews, observations, and document analysis and were analyzed using thematic analysis. The findings reveal that principals employ transformational, spiritual, participative, and exemplary leadership by integrating Islamic values into school culture, curriculum, religious activities, and community partnerships. Effective implementation is supported by teacher commitment, parental involvement, and community collaboration but constrained by limited facilities, technological distractions, multicultural challenges, and inconsistent parental supervision. These leadership strategies significantly strengthen students’ religious commitment, discipline, honesty, responsibility, and social engagement, fostering sustainable Islamic character education in multicultural madrasahs.

Page 11 of 11 | Total Record : 102

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