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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 312 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.

Page 32 of 32 | Total Record : 312

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