cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Anas Maarif
Contact Email
anasdt16@gmail.com
Phone
+6287763301998
Journal Mail Official
munaddomah.ikhac@gmail.com
Editorial Address
Kampus Pascasarjana Lt. 1 Jl. Tirtowening Bendungan Jati Pacet Mojokerto,
Location
Kota mojokerto,
Jawa timur
INDONESIA
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 339 Documents
 30   31   32   33   34 
Challenges in Competency Development of Islamic Religious Education Teachers in the Context of Education in Underdeveloped Regions: A Study on Senior High Schools in Papua Marwan Sileuw; Nining Puji Lestari; Iqbal Saujan
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.v7i2.2558

Abstract

Research on the development of professional competencies among Islamic Religious Education (IRE) teachers is still largely dominated by studies from regions with relatively adequate access to education. In contrast, peripheral regions such as Papua, which present geographical and social complexities, have not yet received much in-depth attention. The main purpose of this study is to identify and analyze the key structural, infrastructural, and cultural challenges that influence the competency development process of IRE teachers. This study employed a descriptive qualitative approach using a phenomenological method, through field observations and in-depth interviews with IRE teachers at three senior high schools in the City of Jayapura. Study results show that IRE teachers face structural challenges in the form of education policy that does not align and less accommodating to local conditions; infrastructural challenges in the form of limited facilities, technology, and financial support; as well as cultural challenges that include the low level of appreciation to the role of religious education teachers and dominance of local values that do not support education innovation The main finding of this study indicates that the development of professional competency among Islamic Religious Education teachers in Papua is hindered by interconnected structural, infrastructural, and cultural challenges, thereby necessitating a holistic and contextually grounded approach to teacher capacity building.
Strengthening Students' Religious Nationalism through Religious Moderation Programs in Islamic Higher Education Suryati Suryati; Ahmad Suradi; Adisel Adisel; Nazarmanto Nazarmanto
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.v7i2.2600

Abstract

This study addresses a gap in research on religious moderation and nationalism, which has largely remained descriptive and has insufficiently examined how religious nationalism develops through educational processes or influences students’ commitment to the nation. In particular, limited attention has been given to the interaction of cognitive, affective, and behavioral dimensions within religious moderation programs in Islamic higher education. This research employs a qualitative case study approach conducted at an Islamic higher education institution. Data were collected through in-depth interviews with lecturers, program coordinators, and students, as well as participant observation of learning activities and campus programs related to religious moderation. Purposive sampling was used to select informants directly involved in the program. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, with triangulation applied to ensure validity. The findings indicate that religious moderation programs significantly strengthen students’ religious nationalism through a multidimensional process of value internalization, attitude transformation, and behavioral actualization. Students develop an integrative understanding of religion and nationalism that fosters inclusive, tolerant attitudes, active civic engagement, and participation in national and social activities. Religious nationalism also enhances ideological resilience against radicalism and reinforces commitment to national unity. This study contributes to the literature by offering an integrative framework that explains how cognitive, affective, and behavioral dimensions interact in shaping religious nationalism among students. Its novelty lies in conceptualizing religious nationalism as a multidimensional outcome of religious moderation programs. The findings further suggest that policymakers and higher education institutions should strengthen dialogical, contextual, and experiential learning strategies to promote social cohesion, civic responsibility, and resilience against extremist ideologies.
Reimagining Value-Based Special School Leadership in the Digital Era: An Exploratory Study Rendy Wikrama Wardana; Fitri April Yanti; Afrizal Mayub; Noorzana Khamis; M. Anas Thohir; Elza Heryensi; Rinda Fitri Handayani
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.v7i2.2620

Abstract

In the digital age, schools must rethink their leadership approaches to address student diversity, particularly for learners with Special Educational Needs (SEN), to build inclusive learning environments. This qualitative exploratory study examines how junior high school leaders in special schools interpret and implement inclusive digital leadership to support SEN students’ learning experiences. Data were collected through semi-structured interviews with school leaders, including principals, vice principals (curriculum/academic affairs), ICT coordinators, special education teachers, and subject teachers involved in inclusive classrooms. Additional data were obtained through non-participant observations at three special junior high schools and through analysis of policy documents on digital inclusion. Trustworthiness was ensured through source triangulation, member checking, and Braun and Clarke’s thematic analysis. Findings reveal that inclusive digital leadership is characterized by three main practices: values-based leadership emphasizing fairness and equity; strategic development of digital capacity for all stakeholders through continuous professional learning and collaboration; and adaptive governance supported by technology, data-informed decision-making, and personalized accommodations for SEN learners. Despite progress, leaders face challenges such as limited teacher digital competence, inadequate infrastructure, and inconsistent policy implementation. This study highlights the importance of strengthening inclusive digital leadership capacity to ensure equitable and meaningful learning for SEN students. Practical implications include designing targeted leadership development programs, fostering collaboration among stakeholders, and establishing flexible, sustainable governance models. Future research should focus on developing and testing structured frameworks for values-based digital leadership in special schools, emphasizing measurable improvements in ethical decision-making, inclusive data practices, and technology-supported professional learning systems.
Examining the Effects of Kiai Leadership, Institutional Support, and Educational Technology on Student Satisfaction in Indone-sian Pesantren Sofwan Manaf; Ade Sofyan Mulazid; Hadiyanto Arief; Much Hasan Darojat; Duna Izfanna; Miftah Hur Rahman Zh; Musthofa Musthofa
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.v7i2.2698

Abstract

Indonesian pesantren faces a dual mandate: preserving spiritual and moral foundations while adapting to digital-age expectations. However, empirical evidence on which institutional drivers shape student satisfaction in this hybrid setting remains thin. This study examines the direct effects of Kiai leadership, institutional support, educational technology, and student involvement on student satisfaction across Indonesian pesantren. A quantitative cross-sectional design involving 480 stakeholders (active students, educators, alums, and institutional management) was used. Data were collected via a closed-ended Likert-scale questionnaire adapted from validated instruments and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) on SmartPLS 3.0, with bootstrapping (5,000 resamples), f² effect size, Q² predictive relevance, and inner VIF assessment. Results show that Kiai leadership (β = 0.420, p < 0.05) and institutional support (β = 0.374, p < 0.05) are the strongest predictors of student satisfaction. Educational technology exerts a smaller yet significant positive effect (β = 0.253, p < 0.05). Student involvement, contrary to the engagement-satisfaction canon, shows no significant direct effect (β = -0.541, p > 0.05), suggesting its meaning in pesantren departs from Western engagement constructs. The findings reposition spiritual-transformational leadership and ethically framed institutional support as the foundational determinants of satisfaction in faith-based education, with technology functioning as an enabler rather than a primary driver. Practical implications underscore the need to invest in Kiai leadership development and student-centred support systems, while future research is invited to develop culturally grounded engagement scales for pesantren contexts.
Comparative STEAM Competency Profiles of Secondary School Teachers in Riau, Indonesia Abu Anwar; Decky Saputra; Rian Vebrianto
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.v7i2.2744

Abstract

This study addresses the need to strengthen teachers' competencies in implementing the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach to support 21st-century skills in secondary education. The main problem is that STEAM implementation remains uneven across school types and teacher competency dimensions, especially in interdisciplinary planning, digital literacy, and project-based assessment. This study aims to analyze the comparative STEAM competency profile of secondary school teachers in Riau Province and to identify priority areas for professional development. A cross-sectional explanatory survey involved 42 teachers from SMA, MA, and SMK selected through proportional sampling. Data were collected using a 35-item Likert-scale questionnaire covering seven competency dimensions. The instrument was validated through expert judgment and construct testing, with a Cronbach's Alpha coefficient of 0.87. Data were analyzed using descriptive statistics and one-way ANOVA. The findings show that overall STEAM implementation is in the high category, with mean scores ranging from 3.31 to 3.54. Collaboration (3.54) and project-based assessment with 4C (3.52) scored highest, while digital literacy and technology (3.31) scored lowest. Comparative analysis indicates significant differences among school types, with SMA and MA generally scoring higher than SMK (p < 0.05). Theoretically, this study constructs a regional STEAM teacher competency profile that links 21st-century skills, ethno-STEAM, and project-based pedagogy. Practically, it identifies training priorities in digital pedagogy, interdisciplinary planning, and authentic assessment. In policy terms, it supports differentiated STEAM capacity building for SMA, MA, and SMK teachers.
Institutionalizing Quality Culture in Non-Formal Islamic Education: Evidence from Qiroati-Based Qur’anic Schools in Indonesia Mukhamad Saekan; Saim Kayadibi
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.v7i2.2958

Abstract

This study examines the institutionalization of quality management in non-formal Islamic education at Qiroati-based Qur’anic schools in Indonesia, focusing on quality planning, implementation, evaluation, and institutional sustainability in community-based Islamic education. Recent discussions on educational quality assurance have highlighted the limited attention given to how quality management is culturally constructed and institutionally sustained within non-formal Islamic educational settings. Previous studies have primarily emphasized pedagogical effectiveness and Qur’anic learning outcomes, while the managerial and socio-cultural dimensions of quality management remain underexplored. Employing a qualitative ethnographic case study approach, data were collected through participant observation, in-depth interviews, and documentation involving institutional leaders, administrators, ustadz/ustadzah, and community stakeholders. Data were analyzed using Spradley’s ethnographic analytical framework, including domain, taxonomic, componential, and cultural theme analyses. The findings reveal that quality management is institutionalized through structured competency-based planning, standardized teacher development, participatory leadership, continuous evaluation, and value-based organizational culture rooted in Islamic ethics. Institutional sustainability is further strengthened by community trust, managerial commitment, and adaptive organizational practices, although challenges related to infrastructure limitations, time constraints for learning, and diverse student backgrounds persist. This study contributes theoretically by extending discussions on educational quality management beyond formal schooling frameworks into culturally grounded non-formal Islamic education contexts. Methodologically, it demonstrates the relevance of ethnographic analysis for understanding institutional culture and quality practices. In practical terms, the findings offer an adaptive framework for strengthening sustainable community-based Islamic educational institutions across broader Muslim societies.
Eco-Theological Pedagogy in Islamic Education: the Transformation of Teacher Professionalism at Madrasah Schools Munawir Munawir; Achmad Yani; Imam Syafi'i
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.v7i2.3131

Abstract

The environmental awareness crisis has caused an imbalance in the relationship between humans and nature. Increasing pollution, waste, and the loss of biodiversity are contributing to global warming. Islamic educational institutions must respond through eco-theological strategies. This study aims to describe strategies to develop the pedagogical competencies of Islamic education teachers in environmental stewardship at MAN 7 Jombang. Building on this development, the next objective is to describe the patterns of integrating eco-theology into the curriculum. This qualitative case study examines strategies for developing teachers’ competencies in environmental management and integrating these competencies into the curriculum. Primary data were collected from the school principal, the curriculum, and teachers at MAN 7 Jombang. The research findings indicate that the development of teachers’ pedagogical competencies is carried out in three stages: 1) teachers are tasked with creating eco-theology modules and converting them into lesson plans; 2) teaching eco-theology by integrating it into classroom instruction and projects that provide long-term contributions; 3) the pinnacle of competency is the “green madrasah,” involving institutions and the community to protect the environment. This pattern represents a paradigm shift in eco-theology, leading to the subjective analysis that eco-theology can be realized in character, behavior, and social and religious projects.
Probability and Causality Models of QA Success in Indonesian Distance Learning Moh Ali; Alwy Husein Prawironegoro; Neila Najmi Aulia; Julinda Siregar; Erni Murniarti; Al Ghazali; Rhini Fatmasari
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.v7i2.2428

Abstract

Ensuring academic quality assurance (QA) in large-scale distance learning (PJJ) presents complex challenges influenced by technological, pedagogical, and social factors. Conventional analytical methods often fail to capture the probabilistic and causal relationships among these variables due to data uncertainty. This study aims to model and analyze the probabilistic and causal interactions that determine QA success in PJJ using an integrated approach that combines Structural Equation Modeling (SEM) and Bayesian Network (BN). Using a quantitative explanatory survey design, data were collected via questionnaires that covered variables such as technology availability, instructor support, student interaction, learning motivation, and administrative governance. Data analysis was performed using R software with the lavaan package for structural model evaluation and the bnlearn package for probabilistic network modeling.  The regression analysis results indicate that the availability of technology, the quality of instructor-student interaction, and learning motivation are the primary determinants of QA success ($R^2$ = 0.577). SEM evaluation confirmed an excellent model fit (CFI = 0.999; TLI = 0.999; RMSEA = 0.011), with technology availability providing the largest relative contribution at 33.3%. The developed BN model effectively estimates QA success probabilities, finding that high learning motivation levels increase the likelihood of QA success to 0.70. Conversely, administrative support was not significant, and isolated administrative interventions tend to be ineffective at increasing QA probability ($P$ = 0.45). The integration of BN-SEM offers a comprehensive predictive framework that enables policymakers to conduct scenario simulations for digital education quality management.
Integrating Islamic Podcasts to Enhance Student Engagement in Islamic Religious Education Learning M. Ramli; Cantik Tri Rahajeng; Hannan Wayeh
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.v7i2.2584

Abstract

The digital transformation of Islamic education has intensified the need for learning media that are not only technologically accessible but also pedagogically meaningful and aligned with Islamic values. At the Madrasah Aliyah level, sustaining students’ engagement in Islamic Religious Education (PAI) remains a persistent challenge, particularly within online and hybrid learning settings. Addressing this issue, the present study aims to examine the integration of Islamic podcasts into PAI learning and to explore their contribution to students’ learning interest, participation, conceptual understanding, and independent learning practices. This study employed a qualitative multiple-case study design in three State Madrasah Aliyah in Banjarmasin, involving students, PAI teachers, and madrasah administrators as research participants. Data were collected through participant observation, in-depth interviews, and document analysis over one academic semester and were analyzed thematically using the Miles, Huberman, and Saldaña framework. The findings demonstrate that integrating Islamic podcasts enhanced students’ engagement in learning by encouraging more active participation, deeper conceptual understanding, and more meaningful involvement in classroom discussions. Podcasts also improved access to learning, enabled flexible, repeated access to instructional materials, and fostered stronger independent learning habits among students. In addition, the narrative and contextual nature of podcast-based learning supported students’ emotional and spiritual connection with Islamic values. The originality of this study lies in its contextual and pedagogical contribution to Islamic education by positioning Islamic podcasts not merely as digital tools, but as integrative learning media that connect cognitive, affective, and spiritual dimensions within the madrasah context.

Page 34 of 34 | Total Record : 339

 30   31   32   33   34 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2026): Progressive Management of Islamic Education Vol. 7 No. 1 (2026): Progressive Management of Islamic Education Vol. 6 No. 4 (2025): Progressive Management of Islamic Education Vol. 6 No. 3 (2025): Progressive Management of Islamic Education Vol. 6 No. 2 (2025): Progressive Management of Islamic Education Vol. 6 No. 1 (2025): Progressive Management of Islamic Education Vol. 5 No. 4 (2024): Progressive Management of Islamic Education Vol. 5 No. 3 (2024): Progressive Management of Islamic Education Vol. 5 No. 2 (2024): Progressive Management of Islamic Education Vol. 5 No. 1 (2024): Progressive Management of Islamic Education Vol. 4 No. 4 (2023): Progressive Management of Islamic Education Vol. 4 No. 3 (2023): Management of Islamic Education Vol. 4 No. 2 (2023): Management of Islamic Education Vol. 4 No. 1 (2023): Management of Islamic Education Vol. 3 No. 4 (2022): Management of Islamic Education Vol. 3 No. 3 (2022): Management of Islamic Education Vol. 3 No. 2 (2022): Management of Islamic Education Vol. 3 No. 1 (2022): Management of Islamic Education Vol. 2 No. 2 (2021): Islamic Education Management Vol. 2 No. 1 (2021): Islamic Education Management Vol. 1 No. 2 (2020): Islamic Education Management Vol. 1 No. 1 (2020): Manajemen dan Sumber daya Pendidikan Islam More Issue