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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 328 Documents
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The Insertion of Religious Moderation as an Effort Build Multicultural Awareness among University Students in the Digital Era Kurniawan, Syamsul; Fitriyanto, Andry; Hidayat, Samsul; Suratman, Bayu; Miftah, Muhammad; Suhaimi, Suhaimi
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (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.v7i2.2307

Abstract

The rapid development of digital technology underscores the need to strengthen religious moderation in Indonesian Islamic higher education institutions. In this context, universities have a strategic role in teaching students to be tolerant, open-minded, and aware of other cultures. This study aims to analyze the model of implementing religious moderation policies at IAIN Pontianak and to examine its contribution to enhancing students’ multicultural awareness. Using a qualitative research design with a descriptive approach, this study collects data through document analysis, participant observation, and in-depth interviews with institutional leaders, lecturers, and students at IAIN Pontianak. The findings show that the religious moderation policy is implemented through several institutional strategies, including strengthening the Center for Religious Moderation, integrating moderation values into the curriculum, and developing human resources through training and academic programs. These initiatives have fostered inclusive, tolerant, and non-violent attitudes among students, particularly in responding to the challenges of the digital era. The study concludes that systematic and institutionalized policy implementation is crucial for instilling religious moderation in Islamic higher education. The implications of this research highlight the importance of policy-driven educational transformation to reinforce multicultural values and social cohesion. However, this study is limited to a single institutional case; further research can conduct comparative studies across various Islamic universities in Indonesia.
The Evaluation on Character Education in Indonesia in the Last Ten Years: Policy, Pedagogy, Management, and Assessment Perspectives Wahyuningsih, Retno; Muharom, Fauzi; Annur, Fauzi
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (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.v7i2.2497

Abstract

This study aims to evaluate the implementation of character education in Indonesia from 2011 to 2022, focusing on its focus, scope, and achievements. Library research, in which articles are examined, was used as the method of this study. A semi-systematic literature review was conducted using predefined keywords on Google Scholar. Articles were screened with structured inclusion criteria based on citation counts and topic relevance to improve transparency and reduce selection bias. The review examines four analytical dimensions: policy implementation, pedagogical models, management strategies, and assessment practices. Findings indicate strong regulatory commitment, particularly through Curriculum-13 and subsequent policy reinforcement. However, operational implementation varies across institutions due to differences in teacher capacity, leadership, and organizational readiness. Pedagogically, character education is integrated through thematic instruction, habit-building practices, and project-based learning, yet often lacks prioritization of constructs and alignment with developmental stages. Management capacity significantly influences sustainability, while assessment remains the most methodologically fragile dimension due to the difficulty of measuring affective and virtue-based constructs. Overall, although character values are widely emphasized, structural coherence, standardized evaluative constructs, and developmental-stage alignment remain limited. This study provides an evaluative framework to strengthen policy relevance and operational consistency in future character education reforms in Indonesia.
Principal Leadership and Organizational Culture on Teacher Performance in Public High School Banda Aceh Musdiani, Musdiani; Helminsyah, Helminsyah; Kasmini, Lili; Mukhlisuddin, Mukhlisuddin; Pranajaya, Syatria Adymas
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (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.v7i2.2561

Abstract

This study examines the influence of principal leadership and organizational culture on teacher performance in public high schools in Banda Aceh, Indonesia, where Islamic values are embedded within educational governance and daily school practices. Employing a qualitative multiple-case study design, data were collected from sixteen public high schools through semi-structured interviews with principals and teachers, direct observations, and document analysis. To enhance the validity and trustworthiness of the findings, methodological and source triangulation were applied by systematically comparing evidence across data sources and participant groups. The findings reveal that principal leadership significantly influences teacher performance, particularly when leadership practices are participative, instructional, and grounded in Islamic ethical principles such as musyawarah (consultative decision-making), amanah (trust), and collective responsibility. Organizational culture was found to mediate this relationship by fostering collaboration, professional commitment, and instructional innovation. Schools characterized by a strong collaborative culture and consistent integration of Islamic values demonstrated higher teacher motivation, discipline, and engagement than schools with more hierarchical organizational structures. This study contributes to contemporary educational leadership literature by providing empirical evidence from a Sharia-based public education context, demonstrating that Islamic values can function as ethical and motivational resources that strengthen leadership effectiveness and organizational culture. The findings offer practical implications for educational leaders and policymakers in Aceh by highlighting the importance of integrating faith-based values with participative leadership practices to enhance teacher performance and school effectiveness.
Spiritual and Value-Based Islamic Educational Leadership in Indonesia: A Hermeneutic Inquiry into Love, Moderation, and Institutional Management Novita, Mona; Hayat, Teten Jalaludin; Najiburrohman, Najiburrohman; Agus R, Abu Hasan; Hefniy, Hefniy
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (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.v7i2.2571

Abstract

This study proposes a conceptual framework that articulates the philosophical resonance between the spiritual-ethical teachings of Tanbih by Sheik Abdullah Mubarok a foundational text of the Qadiriyyah–Naqshabandiyyah Suryalaya tradition and Indonesia’s Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC), a recent policy initiative of the Ministry of Religious Affairs, in shaping spiritual and value-based Islamic educational leadership. Drawing on philosophical hermeneutics (Gadamer), the research conducts a comparative interpretive analysis of these two texts to examine how the values of divine love (maḥabbah) and moderation (wasaṭiyyah/tawāzun) inform leadership orientation, ethical authority, and institutional direction within Islamic educational settings. The analysis identifies four interrelated dimensions of educational leadership: (1) an ontological foundation of leadership grounded in relational unity through divine love; (2) an ethical framework that reconciles spiritual integrity and civic responsibility through balance and moderation; (3) a compassionate pedagogical leadership approach that deepens the KBC’s “connection before correction” principle through the Sufi discipline of adab; and (4) a service-oriented leadership orientation rooted in rendah babarengan (humility in togetherness), re-envisioned as institutional khidmah. This study contributes to the field of Islamic Educational Leadership and Management by reframing leadership not merely as administrative control, but as a spiritually grounded, value-based practice that integrates ethical governance, compassionate pedagogy, and institutional responsibility. While the framework is conceptual and untested empirically, it offers a hermeneutically grounded theoretical foundation for future action research and case studies in madrasahs and other Islamic educational institutions. The study further invites scholarly inquiry into how locally rooted spiritual epistemologies can inform contemporary educational leadership and policy without being reduced to instrumental or bureaucratic functions.
Islamic Value-Based Conflict Management in Pesantren: Strengthening Dormitory Culture and Multicultural Character Formation Fadlilah, Fadlilah; Chaniago, Fransisko; Farwati, Sizka; Fitriani, Suci; Takriyanti, Rizky
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (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.v7i2.2589

Abstract

Life within the Pesantren environment, which brings together students from diverse social, cultural, and educational backgrounds, often generates dynamics and potential conflicts that require effective management. This study analyzes the application of Islamic values-based conflict management in Islamic boarding schools, focusing on strengthening dormitory culture and developing multicultural character. The study employed a qualitative descriptive method, collecting data through observation, in-depth interviews, and documentation. The study was conducted at the Pesantren PKP Al-Hidayah, one of the Pesantren in Jambi, Indonesia. The research results show that dormitory culture is built through a planned and ongoing habituation process, including congregational worship activities, studying, practicing Arabic and English, and participating in social and extracurricular activities. Conflicts between students arise in intrapersonal, interpersonal, intragroup, and intergroup forms, caused by differences in personality, academic and language abilities, rule violations, external factors, and social and cultural diversity. Conflict management is implemented through a tiered, collaborative model that encompasses planning, implementation, and evaluation. This system emphasizes educational guidance, deliberation, and a restorative approach rather than punishment. Evaluation is conducted through documentation and coordination between caregivers, Orsada, and parents to ensure continuous improvement and alignment with the Pesantren’s educational mission. These findings provide practical implications for Pesantren in developing effective dormitory management by integrating Islamic values into daily practices, as well as contributing theoretically to understanding Pesantren as social laboratories for value-based education and conflict transformation.
Digital Work Training in Islamic Boarding Schools: A Strategic Model for Enhancing Santri Employability and Reducing Youth Unemployment in Urban Indonesia Widodo, Wahyudi; Chalim, Saifuddin; Masrukhin, Nuur Halimatus Saadiah; Susanto, Yandri; Usman, Fadly; Rofiq, Muhammad Husnur
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (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.v7i2.2646

Abstract

The purpose of this study is to analyze the extent to which digital training in Islamic boarding schools can improve students’ skills, expand job opportunities, and reduce unemployment in Malang City. This study uses a descriptive qualitative approach with a case study type. Primary data were obtained through in-depth interviews with students, Islamic boarding school administrators, and training instructors, as well as participant observation of digital training activities. Secondary data were obtained from Islamic boarding school documents, reports from the Malang City Manpower Office, and previous research related to unemployment and digital-based education. This study was conducted for four months, from February to May 2025. The research data were analyzed using several analytical methods, namely SWOT and Logic Model. The results show that job digitalization training in Islamic boarding schools can improve students’ technological literacy, particularly in digital marketing, basic graphic design, and online store management. Some students who participated in the training succeeded in developing digital-based micro-businesses or earning income through online freelancing. This study also found that infrastructure factors, instructor competence, and support from the local government, the business world, and alum networks greatly influenced the success of the training. Job digitalization training is one of the strategic and realistic solutions to address student unemployment in Malang City in the digital era.
Integrating Islamic Values and Individual Characteristics to Overcome Learning Difficulties in Islamic boarding schools Ratnawulan, Teti; Hidayati, Ashri; Badrudin, Baden; Ahmad, Aznan Che; Syam, Rifqi Zaeni Achmad; Achmad, Willya
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (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.v7i2.3084

Abstract

Learning difficulties in Islamic boarding schools remain a complex and persistent issue, particularly due to the integration of religious and general education systems, which create cognitive, emotional, and social challenges for students as they adapt to intensive learning environments. This study aims to examine the types of learning difficulties students experience, analyze the implementation of Islamic approaches to address these challenges, and evaluate the relationship between individual characteristics and the effectiveness of these interventions within the boarding school context. The research employed a qualitative case study design at Islamic Boarding School Syamsul’ulum, Sukabumi, Indonesia, using in-depth interviews, participant observation, and document analysis, with data analyzed through thematic analysis and triangulation to ensure credibility and contextual validity. The findings reveal that learning difficulties are multidimensional, including cognitive barriers in understanding classical Islamic texts, weak memorization and retention, low intrinsic motivation, and emotional instability such as homesickness, while Islamic approaches such as moral guidance (mau’izhah hasanah), spiritual reinforcement, Qur’an-based contextual teaching, and ukhuwah culture function as structured psycho-spiritual interventions that enhance emotional regulation, resilience, and learning engagement. These findings imply that educational institutions, particularly Islamic boarding schools, should adopt an integrative educational model that aligns spiritual practices with students’ individual characteristics and adaptive instructional strategies to effectively address learning difficulties and improve both academic and character development outcomes.
Leadership in Islamic Schools in Scientific Literature: A Bibliometric Analysis Hilmiatussadiah, Kinanti Geminastiti; Disman, Disman; Ahman, Eeng; Mulyani, Heni
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (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.v7i2.2551

Abstract

This study aims to map and conceptualise the development of research on school leadership in Islamic schools through a bibliometric approach. This study analyses 150 internationally indexed scientific articles using citation analysis, keyword co-occurrence, and thematic mapping to identify publication trends, research focus, scientific structure, and dominant geographical context in Islamic school leadership research. The analysis shows that studies on Islamic school leadership have increased significantly over the last two decades, with a strong emphasis on spiritual leadership, religious values, moral legitimacy, and character development. These findings indicate that Western educational leadership theories, such as instructional, transformational, and distributed leadership, have limitations in explaining Islamic school leadership practices rooted in belief systems and spiritual values. The theoretical contribution of this study lies in affirming Islamic school leadership as an integrative, contextual model that combines managerial, pedagogical, and spiritual dimensions. Conceptually, this study expands the discourse on educational leadership by presenting a non-Western perspective grounded in values and beliefs (faith-based leadership), while also closing a research gap by providing a comprehensive mapping of the scientific landscape of Islamic school leadership as a basis for further in-depth, contextual research. The conclusion of this study affirms that Islamic school leadership is an integrative model grounded in religious and spiritual values, distinct from the Western leadership paradigm. This leadership is not only oriented toward school effectiveness but also toward safeguarding the ethical and transcendent mission of Islamic education.

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