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Muhammad Anas Maarif
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Munaddhomah: Jurnal Manajemen Pendidikan Islam
Published by Institut Pesantren KH Abdul Chalim
ISSN : -     EISSN : 27752933     DOI : https://doi.org/10.31538/munaddhomah
Core Subject : Religion, Education,
Religion Education Other
Munaddhomah Journal is an Islamic Education Postgraduate Journal of the Islamic Institute of Islamic Education KH. Abdul Chalim Mojokerto, published periodically every six months as a vehicle for scientific communication of academic people in the study of Islamic Education. Editors invite academics to contribute their thoughts, whether in the form of research results, in-depth studies, book reviews in accordance with the disciplines they have. The manuscript is original, not yet published in other journals.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 301 Documents
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Teacher Identity and Agency Development of an Indonesian Islamic Junior High School: Bourdieu’s Lens Ma’mun, Nadiah; Hartono, Rudi; Mujiyanto, Januarius; Pratama, Hendi
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 3 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i3.1851

Abstract

The construction of professional identity among English teachers in private Islamic junior high schools in Indonesia is a multifaceted process influenced by cultural, religious, and institutional factors. Utilizing Bourdieu’s Social Practice theory, which encompasses the concepts of habitus, capital, and field, this study aims to explore how these elements shape teacher agency and professional identity in this unique educational context. Through a qualitative research approach, involving in-depth interviews, data were collected from an English teacher at a private Islamic Junior high school. The participant was selected from among English teachers to represent them at an Islamic private school. The participant is considered to have qualified as a professional English teacher. He has participated in the in-service teacher certification program and has passed, receiving certification benefits. The findings reveal that teachers’ professional identities are shaped not only by their pedagogical skills and knowledge (capital) but also by their alignment with the religious and cultural values of the Islamic school environment (habitus). This alignment influences his sense of agency, affecting how he navigates his roles within the institutional structure (field). This research is particularly valuable for educators, school administrators, and policymakers involved in teacher education and professional development. It suggests that teacher education programs should incorporate strategies that address the cultural context of Islamic education while promoting teacher agency, ultimately benefiting those seeking to enhance the quality and effectiveness of English language teaching in similar educational settings.
Management of Remuneration System Based on Performance for Lecturers and Employees at Islamic Higher Education as Public Service Agency Huriyah, Lilik; Hsucheng Chiang, Tosti
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.1894

Abstract

Performance-based compensation or remuneration for lecturers and staff is crucial for realizing the higher education institution's vision and mission. However, many universities still compensate their lecturers and employees predominantly based on rank, position, and length of service. This study investigates the management aspects, including planning, implementation, and evaluation of a performance-based remuneration system for lecturers and staff at Islamic higher education institutions operating under a Public Service Agency, as well as the supporting and inhibiting factors. The research employs a descriptive qualitative approach. Data were collected through interviews, documentation, and observation. The study was conducted at the State Islamic University Sunan Ampel Surabaya, an Islamic university with Public Service Agency status. The findings indicate that the planning phase for the performance-based remuneration system at the State Islamic University Sunan Ampel Surabaya has been effectively executed. This planning includes issuing decrees from the Minister of Finance, the Rector's decree, establishing a remuneration team, formulating grading and position valuation, and socializing the performance-based remuneration system. Moreover, the implementation phase of this performance-based remuneration system has been carried out successfully, with payments made in subsequent periods. The Internal Audit Unit manages the evaluation of the performance-based remuneration system. The theoretical implication of this study is that it supports the theory and strengthens several findings from previous research on performance-based remuneration system management in higher education. Meanwhile, the practical implication of this study is that it can serve as a guideline in determining the grading of a remuneration system.
Institutionalizing OBE through Transformative Curriculum Management: Insights from an Indonesian Islamic University Siti Romlah, Listiyani; Pahrudin, Agus; Fauzan, Ahmad; Kesuma, Guntur Cahya; Purnama, Rahmad
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.2319

Abstract

This study explores how Outcome-Based Education (OBE) is institutionalized. In the era of global educational reform and Industry 4.0, higher education institutions are required to adopt learning models that emphasize measurable competencies and graduate relevance to societal and industry needs. Outcome-Based Education (OBE) has emerged as a strategic response to these demands, particularly in Islamic higher education, where integration with spiritual and ethical values remains essential. This study aims to explore how OBE is institutionalized through transformative curriculum management at UIN Raden Intan Lampung, Indonesia, by analyzing its planning, implementation, and evaluation stages within the framework of Hunger and Wheelen’s strategic management theory. Using a qualitative approach with a case study method, data were collected through in-depth interviews, participant observation, and documentation review involving university leaders, curriculum developers, and lecturers. The findings reveal that the institutionalization of OBE at UIN RIL is characterized by a systematic and participatory process, including the formulation of learning outcomes aligned with the Indonesian National Qualifications Framework (KKNI), capacity building for lecturers, and the establishment of continuous quality improvement (CQI) mechanisms through internal audits and tracer studies. The study concludes that transformational leadership, adaptive governance, and integrated quality assurance systems are critical factors in sustaining OBE-based reforms. The implications of this research extend to other Islamic higher education institutions, offering a contextualized model of OBE integration that balances global educational standards with Islamic values and institutional identity. mative curriculum management at UIN Raden Intan Lampung. It examines the planning, implementation, and evaluation stages of curriculum management using Hunger and Wheelen’s strategic management theory. The qualitative approach and case study method were employed, involving curriculum developers, lecturers, and policymakers. Findings reveal a systematic transformation process involving stakeholder engagement, competency-based curriculum restructuring, and dynamic evaluation aligned with OBE principles. The study highlights the centrality of leadership, vision alignment, and adaptive governance in sustaining OBE-based reforms. These insights offer practical guidance for Islamic higher education institutions undergoing curriculum transformation.
Work-Integrated Learning to Improve Work Readiness of Vocational Education in School and Madrasah Wahyuningsih, Rintatik; Joyoatmojo, Soetarno; Wardani, Dewi Kusuma; Noviani, Leny
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.1928

Abstract

Work readiness is a crucial competency for Vocational Education (VE) students in both schools and madrasahs to be competitive in the job market. Although VE institutions are expected to provide a balanced mix of theoretical and practical training, many graduates still fall short of industry expectations, both during internships and after graduation. A lack of curriculum alignment with industry needs and the suboptimal use of production units as practical learning media causes this gap. This study examines teachers' efforts to enhance students' work readiness through a Work-Integrated Learning (WIL) approach. A mixed-methods design with a sequential exploratory strategy was employed. In the quantitative phase, questionnaires were distributed to 120 respondents (students, teachers, and industry workers) to measure work readiness indicators such as technical skills, communication, work ethic, and problem-solving. The qualitative phase included classroom observations, in-depth interviews, and literature reviews to enrich the analysis. The results show that WIL significantly improves work readiness: technical skills increased by 23%, communication by 18%, and problem-solving by 15%, with statistical significance (p-value = 0.000) based on the Wilcoxon test. The consistency of these improvements across regions indicates that WIL has practical relevance and high scalability potential. The novelty of this research lies in its dual focus on vocational schools and madrasahs, which are still rarely explored in previous literature. By combining quantitative and qualitative approaches, this study confirms that WIL can be systematically integrated into the VE curriculum to enhance graduates' competitiveness in a dynamic labor market.
Fostering Tolerance Through the Hidden Curriculum: An Ethnographic Study of Inclusive Education in an Indonesian Islamic Boarding School Syarifah; Maskuri; Mistar, Junaidi; Anwar, Saiful; Azizah, Nurul
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.1960

Abstract

This study aims to explore the design of inclusive education and the strategies for fostering tolerance at Pondok Modern Darussalam Gontor. This Islamic boarding school integrates religious education and social morality. Using a qualitative approach with ethnographic methods, the research involves field observations, in-depth interviews with students, teachers, and caregivers, and documentation of relevant activities. The main theoretical argument of this study is grounded in inclusive education theory, which views education as a tool for creating a more just and inclusive society. It also considers the concept of the hidden curriculum, which posits that social and moral values can be instilled through social activities beyond the formal curriculum. The findings indicate that Pondok Modern Darussalam Gontor has successfully integrated inclusive education across various dimensions of the curriculum, including intracurricular, co-curricular, and extracurricular activities, which emphasize collaboration, respect for differences, and unity. Additionally, the hidden curriculum, applied through social activities such as community service and scouting, plays a crucial role in shaping tolerance among students. This research contributes to the literature on inclusive religious-based education, particularly in the context of Islamic boarding schools, by demonstrating how inclusive and moderate-based education can address social challenges in Indonesia. The limitations of this study lie in its focus on only one pesantren and the perspectives of students and caregivers. Future research is recommended to include other pesantren and perspectives from parents and the surrounding community to provide a more comprehensive understanding of the impact of inclusive education on attitudes of tolerance.
Moral Education in Malaysian Islamic Boarding Schools: Challenges Faced by Educators in Nurturing Ethical Imitation Fahmi Irfani; Makbula, Muhamad Hajan; Fariduddin, Ecep Ishak; Aly, Fahmi
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.1967

Abstract

Moral education constitutes a cornerstone of holistic student development within Islamic boarding schools in Malaysia, where the cultivation of values and character is viewed as integral to academic achievement. Among the pedagogical strategies employed, ethical imitation, encouraging students to emulate the behavior and values of their teachers, emerges as a central approach. Despite its significance, the consistent implementation of this method presents a series of challenges for educators. The present study aims to examine these obstacles by focusing on both structural and personal dimensions that influence moral pedagogy. Using a qualitative design, data were collected through semi-structured interviews with teachers and direct classroom observations across several selected boarding schools. The findings reveal four prominent barriers: inconsistency in student behavior, insufficient parental engagement, the influence of broader socio-cultural dynamics, and teachers’ own difficulties in maintaining exemplary moral conduct under demanding circumstances. These challenges not only undermine the effectiveness of moral imitation but also highlight the complexity of cultivating moral integrity in contemporary educational settings. The study emphasizes the need for continuous professional development, stronger institutional frameworks, and a collaborative moral ecosystem that actively involves parents, teachers, and the wider school community. By situating these insights within the broader discourse on Islamic education, the research offers practical recommendations for enhancing character-building initiatives and advancing sustainable models of moral pedagogy in Malaysian boarding schools.
Social Practices of Students with Disabilities in Inclusive School: A Bourdieusian Analysis of Habitus, Capital, and Field Supriyanto, Supriyanto; Imron, Ali; Maisyaroh, Maisyaroh; Muslihati, Muslihati; Syarif, Izuddin; Puspitasari, Fantika Febry; Sulaiman, Ahmad
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.2055

Abstract

Establishing inclusive education is essential to achieving equality and fairness, particularly for students with disabilities. The emergence of discrimination has challenged the implementation of social practices in an inclusive school to guarantee the participation of students with disabilities academically and socially. This study empirically examines the social practices of these students within an inclusive school setting through the lens of Pierre Bourdieu’s theory of social practice, focusing on the interplay of habitus, capital, and field. Qualitative methods, employing a case study approach, were utilized. The case study was conducted at Muhammadiyah 2 Junior High School in Malang, an inclusive school that has developed various innovative programs to optimize the education of students with disabilities. Data were gathered through in-depth interviews, participatory observation, and documentary analysis. The findings indicate that: (1) The unique habitus of students with disabilities shaped by family background and life experiences significantly influences their adaptation and self-perception; (2) Students strategically utilize various forms of capital (social, cultural, and symbolic) to navigate and integrate into the school environment; and (3) The school as a field through policies, teacher and principal roles, and social structures plays a critical role in enabling or constraining participation and inclusion. The study concludes that the dynamic interaction between habitus, capital, and field profoundly shapes the ability of students with disabilities to form relationships and construct their identities in inclusive educational contexts. These findings underscore the need for comprehensive policy interventions, teacher professional development, and ongoing institutional support to create truly inclusive environments. Recommendations for future research include exploring the long-term sustainability of such models and their applicability across diverse socio-cultural settings.
Education Management for Islamic Teacher in the Digital Era: Integrating Innovation and Child Development Needs Cholid, Nur; Usman, Fadly; Indri, Dwi Bhakti; Kassim, Azman Haji; Masrukhin, Nuur Halimatus Saadiah; Rahmat, Rahmat; Sholihah, Maidatus
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i1.2090

Abstract

The digital era has transformed the way children interact with the world, including in the context of early childhood education (ECE). This study examines the principles of sound early childhood education in the digital era, including the role of technology, social interaction, and the roles of educators and parents in supporting children's learning. Emphasis is placed on the importance of balancing technology use with the development of children's socio-emotional, cognitive, and motor skills. This study uses a quantitative descriptive approach utilizing the SAMR (Substitution, Augmentation, Modification, Redefinition) framework to evaluate technology integration in ECE learning in Mojokerto. Data were collected through a Likert-scale questionnaire from 55 ECE teachers and analyzed to determine the extent to which the implementation of technology supports learning transformation. This study also employed SEM-PLS to examine the respondents' answers and the relationships between variables. More respondents were needed for the SEM-PLS analysis because the study included more than three constructs. For the SEM PLS analysis, the sample consisted of 158 ECE teachers. The results indicate that, although challenges remain in the initial stages of substituting and redesigning learning, most teachers demonstrate a high acceptance of the use of innovative technology that supports child engagement. This study provides practical and conceptual insights for educators and policymakers in designing learning strategies that align with digital development and children’s developmental needs.
Awakening Environmental Responsibility in Youth Through Islamic Values in Green Governance Education Andriana, Isni; Zamroni, M. Afif; Thamrin, Kemas M Husni; Kalsum, Umi; Fuadah, Luk Luk; Rifanka, Namira Salsa; Khalisah Chaidir, Kiara Shafah; Usman, Fadly
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.2263

Abstract

This study investigates how Islamic values can foster environmental responsibility and influence youth behavior within the context of green governance education. Despite the expansion of global and national environmental policies, their effectiveness is often limited by weak ethical engagement and a lack of value-based education at the grassroots level. Existing research typically focuses on policy frameworks or institutional reforms, neglecting the potential of faith-based education to transform student awareness. To address this gap, the present study employs a qualitative case study design rooted in Social Justice Theory in Islam (Choudhury, 2020), which views humans as khalifah (stewards) responsible for upholding adl (justice) and tawazun (balance) in all aspects of life. Data were gathered through three Focus Group Discussions (FGDs) with 28 university students from South Sumatra, Indonesia, representing two universities that actively participate in the UI GreenMetric program. Thematic analysis revealed that students' comprehension of Islamic environmental ethics transcended mere conceptual understanding, translating into responsible consumption, community engagement, and peer-led sustainability initiatives. These findings demonstrate that participatory Islamic pedagogy can cultivate moral leadership and ecological consciousness, positioning students as active advocates for environmental justice. The novelty of this study lies in its comprehensive analysis of how Islamic ethical principles are applied within green governance education, an area seldom explored in higher education. The results emphasize the need for Islamic education policy to incorporate faith-based environmental ethics into curricula, promoting spiritually grounded and sustainability-oriented youth leadership.
Islamic Values and Gen Z's Investment Behavior in the Sharia Stock Market: Beyond Rationality Priyono, Achmad Agus; Saraswati, Ety; Widarko, Agus
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i1.2298

Abstract

This study explores how financial literacy and risk perception impact Sharia stock investment decisions among Generation Z students, with Islamic values as a moderator variable. The urgency of this research arises from the relatively slow growth of Sharia investors in Indonesia, which only accounted for 2.6% of total stock market investors in November 2023, even though Generation Z represents the majority of new investors. The quantitative explanatory research design was applied by surveying 130 students from the Faculty of Economics and Business, Islamic University of Malang, active in the Sharia Investment Gallery. The data were analyzed using Partial Least Squares–Structural Equation Modeling with WarpPLS software. The findings revealed that financial literacy and Islamic values significantly influenced Sharia stock investment decisions, while risk perception did not show a significant effect. Moreover, moderation analysis shows that Islamic values do not strengthen the relationship between independent variables and investment decisions but serve as direct determinants. The novelty of this study shows that, in a context with high religious homogeneity, Islamic values operate as internalized standards that shape investment behavior. These insights advance Islamic Behavioral Finance and inform policies on Islamic financial literacy and sustainable capital market development.

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