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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 317 Documents
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The Influence of Learning Management System Management on Islamic Character Development in Madrasahs Rohid, Nabrisi; Masitoh, Siti; Arianto, Fajar; Badiah, Lutfi Isni; Rohid, Nibrosu
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.v7i1.2372

Abstract

This study examines the influence of Learning Management System (LMS) management on learning outcomes and Islamic character development among students of Madrasah Aliyah through an explanatory quantitative research design. The study conceptualises Islamic character development not as a subject-specific religious outcome, but as an institutional and managerial outcome of systematically managed digital learning environments. LMS management is operationalised as the structured use of digital platforms to support planning, implementation, monitoring, and evaluation of learning processes within madrasahs. The research analyses the relationship between LMS usage and two key dependent variables: cognitive learning outcomes and Islamic character development, encompassing honesty, discipline, responsibility, digital ethics, and empathy. Data were collected using a structured Likert-scale questionnaire administered to 120 students who had been actively using the LMS for at least 1 academic semester. The collected data were analysed using multiple regression techniques to examine the magnitude and significance of the relationships between variables. The results indicate that LMS management has a statistically significant and positive influence on both learning outcomes and Islamic character development. The effect of LMS management on learning outcomes was found to be stronger (β = 0.562, p < 0.01) than its effect on Islamic character development (β = 0.494, p < 0.01), suggesting that LMS is more effective in supporting cognitive achievement than in fostering character development. Further analysis shows that LMS usage explains 41.6% of the variance in students’ learning outcomes and 36.5% of the variance in Islamic character development. Despite these positive findings, the study reveals that the integration of Islamic values into LMS platforms remains limited, with only 50% of the surveyed madrasahs reporting the effective implementation of Islamic value-based digital learning content. This limitation indicates that character development through LMS has not yet been systematically planned or institutionally governed, but remains largely incidental. The findings highlight the need for stronger pedagogical planning, institutional coordination, and strategic content development to optimise the LMS's role in supporting holistic student development.
Bridging Religiosity and Digital Competence: The Mediating Role of Digital Ethics in Higher Education Naufalin, Lina Rifda; Indrawati, Cicilia Dyah Sulistyaningrum; Indriayu, Mintasih; Noviani, Leny
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.v7i1.2455

Abstract

Digital competence is essential to teacher professionalism in the 21st century, yet few have examined how religiosity shapes it through digital ethics, particularly in Islamic higher education. To fill this gap, the research uses a quantitative survey approach to investigate the mediating role of digital ethics between religiosity and digital competence among pre-service teachers. The sample of 164 students of the social and humanities field education study program at Islamic universities in Java Island, Indonesia was obtained by purposive sampling method. Data analysis was conducted using the PLS-SEM method to test the direct and indirect effects between variables. The results shows that religiosity positively and significantly influenced digital ethics (t = 11.351; f² = 1.232) and digital competence (t = 2.066; f² = 0.035). Digital ethics also strongly predicted digital competence (t = 12.543; f² = 0.958). The indirect test confirmed that religiosity influenced digital competence through digital ethics (t = 7.832), with an overall R² = 0.738, indicating a strong predictive model.  This finding confirms that internalizing religious values through digital ethics learning can strengthen students’ digital competence. Theoretically, this study extends digital competence theory by incorporating moral and spiritual dimensions through the lens of Bandura’s social cognitive theory. The study urges Islamic higher education institutions to integrate these values into practice-based curricula, such as microteaching, to develop digital competencies that are both technically proficient and ethically grounded.
Evaluating the Effectiveness of the Santripreneur Program in Islamic Boarding School: A CIPP-Based Qualitative Assessment of Screenprinting Training Mof, Yahya; Ramadan, Willy; Mizani, Hilmi
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.v6i4.2435

Abstract

Pesantren (Islamic boarding schools) are not only centers for the transmission of religious education but also social institutions oriented towards community development. Globalization and the creative economy encourage Islamic boarding schools to develop entrepreneurship training as a relevant skill to equip their students. Several studies have shown that such training enhances creativity and character development, reduces the risk of unemployment, and provides social and economic value to the community. However, the majority of research continues to prioritize the implementation and impact of entrepreneurship training programs in pesantren. Empirical evaluation of these programs, particularly utilizing systematic evaluation models, remains underdeveloped. This study presents a comprehensive evaluation of a screen-printing training program within the Santripreneur program. These findings were obtained from a qualitative field study using the CIPP model to assess the screen printing training program at Almujahidin Marabahan. Data were collected through interviews, non-participant observation, and document analysis, and then analyzed descriptively using qualitative methods and source and method triangulation. These findings indicate that institutional alignment, openness to change, supportive resources, and practice-based training processes influence the successful and effective implementation of programs. In addition to producing tangible products, this program fosters entrepreneurial skills, positive attitudes, and entrepreneurial orientation among students. Empirically, this study demonstrates how the CIPP evaluation model can be used to understand and assess the integration of entrepreneurship training in the context of pesantren, thus expanding the literature on entrepreneurship education or training programs in religious educational institutions. Furthermore, this study provides practical recommendations for administrators and policymakers on designing programs that are needs-based, adequately resourced, and practice-based.
Exploring the Role of Fathers in the Qur'an for Management Curriculum Based on Qur'anic Values at Islamic Elementary School Imam Najmudin, Muhammad; Chirzhin, Muhammad; Syukur Rahmatullah, Azam; M. Suud, Fitriah
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.v7i1.2153

Abstract

This study aims to investigate the role of the father in the management curriculum, grounded in the values of the Qur’an, at Amanah Ummah Islamic Elementary School, Surakarta. Focus on the main study. This is the father’s contribution to implementing the core values of Islamic education, such as monotheism, morals, wisdom, and tarbiyah, which form the foundation for the development of character in students. The method used is a qualitative descriptive study, with data collection techniques including in-depth interviews, participatory observation, and documentation. The results of the study show that fathers’ participation is still classified as low and not yet well organized, especially in supporting continuity education between school and home. Some factors affecting matter, among other things, are busy work, limited knowledge of literacy in Islam, and the lack of an existing system for effective communication between teachers and guardians, especially fathers. Research recommends strengthening collaboration between schools and families through fathers’ forums, parenting training grounded in the values of the Qur’an, and the development of an integrated monitoring system to support and optimize the role of fathers as strategic partners in school management of the curriculum. Implications from the study. This emphasizes the importance of integrating the role of parents into planning and implementing the curriculum as part of comprehensive, value-oriented Islamic education.
Culturally Rooted Leadership and Its Role in Shaping School Climate and Teacher Competence: The Case of Ing Ngarso Sung Tulodo Dacholfany, Muhammad Ihsan; Wibowo, Agus; Handoko, Cipto; Sururi, M.; Fadli, Muhammad Rijal; Awang, Mohd Mahzan
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.v7i1.2247

Abstract

This study investigates the influence of school principals’ leadership, grounded in the Javanese philosophy of Ing Ngarso Sung Tulodo, which, in English, at the front gives an example, and the school climate on the professional competence of elementary school teachers in Indonesia. The Ing Ngarso Sung Tulodo philosophy emphasizes the role of leaders as role models who inspire and guide their subordinates. A positive and supportive school climate is likewise considered essential for fostering teacher development. Adopting a quantitative research design, this study involved 122 elementary school teachers selected through cluster sampling in Lampung Province, Indonesia. Data were collected using a structured questionnaire and analyzed using Structural Equation Modeling (SEM) with SmartPLS 3.0. The results of the study indicate that leadership grounded in Ing Ngarso Sung Tulodo and a conducive school climate have a positive, statistically significant effect on improving teacher competency (p < 0.001). This result differs from most studies of educational leadership at the global level, which still focus on the dominance of Western leadership models and rarely integrate local cultural values as the primary basis for analysis. This study explicitly fills this gap by presenting a leadership model rooted in local wisdom. This study provides a new space for empirical testing of culture-based leadership to improve teacher competency. This area has so far been under-researched in the international literature. Theoretically, this study enriches the study of educational leadership by broadening the perspective of leadership models through the integration of non-Western cultural values. Practically and internationally, this study can provide important implications for policymakers and school administrators, especially in multicultural and developing countries, in designing leadership development programs and school governance that are contextual, globally relevant, and sensitive to local culture.  
Quantum Learning in a Sufism Perspective: Integration of Tajalli Concepts and Holistic Learning Theory Hamzah, Hamzah; Firdaus, Firdaus; Robiah, Siti; Hamzah, Muhammad Luthfi; Mere, Klemens
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.v7i1.2301

Abstract

This study critically addresses the persistent gap in Islamic Religious Education (IRE) between cognitive-oriented instructional practices and the need for transformative learning that meaningfully integrates spiritual experience. Existing applications of Quantum Learning (QL) within religious education largely remain technical and methodological. At the same time, Sufi epistemology, particularly the concept of tajalli, has rarely been theorized as a foundational learning paradigm. This theoretical disjunction limits IRE’s capacity to foster holistic transformation encompassing intellectual, emotional, and spiritual dimensions. Employing a philosophical-analytical approach, this study conducts a hermeneutic analysis of classical Sufi texts, systematically deconstructs the core principles of QL, and synthesizes them with transformative learning theory to formulate an integrative conceptual framework, Quantum Sufic Learning (QSL). The findings argue that learning can be reconceptualized as a process of tajalli, in which meaning is unveiled through the dynamic interaction of rational cognition (‘aql), spiritual-emotional awareness (qalb), and transcendental consciousness (ruh). The study’s primary theoretical contribution lies in advancing a spiritually grounded extension of holistic and transformative learning theory by embedding Sufi epistemology into contemporary educational discourse. Conceptually, QSL offers a transferable pedagogical model that transcends specific cultural or institutional settings, providing a new framework for integrating spirituality and modern learning theory without dichotomizing tradition and innovation. This study contributes to the theoretical development of Islamic education and transformative pedagogy, while inviting future empirical research to examine the effectiveness of QSL across diverse educational contexts.
Quality Assurance in Islamic Higher Education: Global Trends, Challenges, and Future Directions Yuliana, Lia; Hamdi, Syukrul; Perdana, Riki
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.v7i1.2547

Abstract

This study conducts a systematic review of 32 articles on Quality Assurance (QA) in Islamic higher education, focusing on geographical contexts, methodological approaches, QA models used, QA dimensions studied, and supporting factors and challenges in QA implementation. The analysis reveals a dominance of research conducted in Indonesia (87%) with qualitative methods as the primary approach (75%), while quantitative and mixed-method studies remain limited. Popular QA models include Total Quality Management (TQM), the PDCA cycle, and the Internal Quality Assurance System (SPMI) with the PPEPP framework, supported by national and international accreditation such as BAN-PT, AUN-QA, and FIBAA. A key analytical finding of this review is that Islamic values are not merely presented as normative foundations but are operationalized within QA practices. Core values such as amanah (accountability), itqan (professional excellence), ihsan (continuous improvement), adl (fairness), and shura (participatory governance) are embedded in leadership decision-making, academic governance, curriculum quality control, and the development of internal quality culture. These values function as internal drivers that strengthen institutional commitment, ethical compliance, and sustainability of QA cycles. The most studied QA dimensions are institutional leadership, human resource development, teaching, and curriculum. Key findings indicate that systematic implementation of QA cycles and accreditation significantly improves accreditation status, institutional reputation, and graduate competitiveness. Main supporting factors include leadership commitment, internal QA regulations, HR training, and cross-institutional collaboration, whereas challenges include limited human resources, funding, organizational culture resistance, and readiness for international standards. The impact of QA is evident in improved academic quality, academic services, and research collaboration. This study recommends enhancing strategic leadership, strengthening HR capacity, digitalizing QA, and promoting global benchmarking as pivotal steps to sustain quality improvement in Islamic higher education towards achieving global reputation and international competitiveness.

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