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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 348 Documents
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Transformational Leadership and Lecturer Performance in Islamic Higher Education: The Mediating Role of Self-Efficacy Jumira Warlizasusi; Zulhimma Zulhimma; Elfridawati Mai Dhuhani; Eka Prasetiawati; Ruslina Dwi Wahyuni; Ifnaldi Ifnaldi
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2394

Abstract

This study examines the role of transformational leadership and self-efficacy in explaining lecturer performance in fulfilling the Tri Dharma of higher education, namely teaching, research, and community service. Using a quantitative survey design, data were collected from 112 lecturers at IAIN Curup through a structured questionnaire measuring transformational leadership, self-efficacy, and lecturer performance. The data were analysed using regression-based simple mediation analysis to test the direct effect of transformational leadership on lecturer performance and its indirect effect through self-efficacy. The findings show that transformational leadership had a small positive direct effect on lecturer performance (β = 0.150, p = 0.037), and self-efficacy had a small positive effect on lecturer performance (β = 0.198, p = 0.042). Transformational leadership had a weak positive effect on self-efficacy (β = 0.154, p = 0.039). The indirect effect through self-efficacy was very small (β = 0.030), although the bootstrapped 95% confidence interval did not include zero. These results indicate that self-efficacy functions as a statistically supported but practically limited mediator. The study contributes to Islamic education management by showing that transformational leadership and self-efficacy remain relevant in Indonesian Islamic higher education. Still, their explanatory power is limited without broader institutional variables such as workload, governance, research support, and professional development. However, the study is limited by its single-institution cross-sectional design and reliance on self-reported data. Future research should implement longitudinal or mixed-method designs across multiple institutions, using structural equation modelling to test comprehensive moderated-mediation frameworks that explicitly integrate macro-organisational variables such as workload distribution, institutional governance, publication support, and administrative constraints.
Value-Oriented Model of Human Capital Development in Islamic Schools: Integrating Islamic Ethics and Total Quality Management Nurfuadi Nurfuadi; Nurkholis; Slamet Yahya; Asdlori Asdlori; Rahman Afandi; Sofia Nur; Asnee Doloh
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2579

Abstract

Strategic human capital development (HCD) in Islamic schools must align with national education policies and Islamic ethical principles, yet this integration remains underexplored in the literature. This study employs a qualitative case study design at SMA IT Nurul Ihsan Boarding School, Cilacap, Indonesia, to examine how Islamic ethics are systematically integrated with Total Quality Management (TQM) in human capital development practices. Data were collected through in-depth interviews, observation, and institutional documentation, and analyzed using triangulation techniques to ensure credibility and validity. The findings reveal a value-oriented HCD model grounded in three interrelated dimensions: ethical-spiritual foundation (amanah, ihsan, and hisbah), participatory-transformative leadership, and systematic quality control mechanisms. The integration of Islamic ethical values with TQM principles is operationalized through structured evaluation systems, technology-assisted supervision (including geolocation-based attendance), incentive policies, and spiritual mentoring programs. This model differs from conventional HCD frameworks by explicitly embedding Islamic moral accountability within strategic quality management processes. Despite challenges such as limited qualified staff, time constraints, and alignment issues with policies, the model enhances institutional effectiveness, competitiveness, and sustainability. The study contributes a conceptual framework for value-oriented human capital development in Islamic education and offers practical insights for leadership reform and future research in faith-based educational management.
Managing Eco-Theological Integration in Polytechnic Islamic Religious Education: Pedagogical Practices and Institutionalization Gaps Waway Qodratulloh S; Sumiyati; Satria Kharimul Qolbi; Muhamad Arif Nugraha; Mochammad Arif Budiman; Suherman; Neneng Nuryati
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2707

Abstract

This study examines how Islamic eco-theological values are articulated, enacted, experienced, and institutionally supported within Islamic Religious Education (PAI) learning in Indonesian polytechnics. Using an exploratory, qualitative, multisite design, the study was conducted at three state polytechnics through semi-structured interviews with nine PAI lecturers and 15 students who had completed PAI courses, non-participant observations of classroom and off-class learning activities, and analysis of semester learning plans, instructional materials, and assessment instruments. Data were analyzed thematically through a hybrid deductive–inductive approach, followed by within-site and cross-site comparison. The findings show that concepts such as khalifah, amanah, mizan, and the prohibition of fasad provided a shared normative foundation across the three institutions, but their pedagogical enactment varied. Conceptual transmission corresponded mainly with affective and reflective responses, habit-oriented learning with observable everyday practices, and contextual-experiential learning with more dialogical and participatory engagement. These patterns do not establish a causal sequence. Across all sites, ecological integration remained weakly embedded in learning outcomes, instructional guidance, assessment, and institutional policy, leaving implementation dependent on individual lecturers. The study positions Eco-Theo-Pedagogy as an analytical framework linking theological meaning, pedagogical practice, student engagement, vocational relevance, and institutional support. It identifies preliminary requirements for future development, including curricular articulation, contextual and experiential learning, vocational relevance, ecological action, assessment alignment, and lecturer and institutional support.
Leadership as an Institutional Mechanism: Academic Quality Formation in State Islamic Higher Education Institutions Riyuzen Riyuzen; Zainal Arifin; Nurul Hidayati Murtafiah
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2890

Abstract

Leadership studies in higher education remain largely dominated by perspectives that treat leadership as a set of individual styles, traits, or behavioural attributes. Such approaches often assume a relatively direct relationship between leadership and academic quality, while giving less attention to the institutional processes through which leadership is organised and sustained. This study examines how leadership operates as an institutional mechanism in shaping academic quality in State Islamic Higher Education Institutions in Indonesia. Using an explanatory mixed-methods design with a comparative case study orientation, the research was conducted at UIN Raden Intan Lampung and UIN Sunan Kalijaga Yogyakarta. Quantitative survey data were used to map perceived leadership orientations. In contrast, qualitative interviews, observations, and document analysis were used to explain how leadership was enacted through governance, policy coordination, and quality assurance practices. The findings show that democratic, transformational, servant, and transactional orientations appear in hybrid and context-dependent forms, whereas authoritarian and laissez-faire orientations remain marginal. These patterns are better understood as institutional responses to organisational history, developmental phase, governance configuration, and strategic priorities than as expressions of leaders’ personal preferences. Academic quality emerges not directly from particular leadership styles, but from leadership translated into governance arrangements, academic policies, internal quality assurance systems, and coordinated institutional routines. The comparison further indicates that leadership mediation takes different forms across the two institutions. The study thus shifts attention from personalistic and linear explanations toward a more contextual understanding of leadership in complex academic settings.
ACTFL-Based Computerised Adaptive Testing for Quality Management in Arabic Instruction at an Islamic University Ihwan Mahmudi; Moh Ismail; Taufik Rizki Sista; Ahmad Saifulloh; Syarifah
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2908

Abstract

This research examines the implementation of Computerized Adaptive Testing based on ACTFL standards at Universitas Darussalam Gontor (UNIDA). In the midst of the increasing adoption of global language assessment standards. This research employs a qualitative approach, utilizing thematic analysis. Data were obtained through in-depth interviews with university leaders, quality assurance units, lecturers, system developers, and students. The results show that CAT-ACTFL not only functions as an instrument for measuring language proficiency, but also becomes an important part of academic governance, curriculum management, and the strengthening of data-based quality assurance systems. Its implementation reflects a strategic alignment between global assessment standards and UNIDA's institutional vision framework, positioning Arabic as a pillar of academic policy and learning planning. This study introduces a new model of Pesantren-Aligned Language Assessment Governance as a key novelty, demonstrating that the global CAT-ACTFL standards can integrate harmoniously with the local values of pesantren. This research makes a significant contribution to educational management by transforming static quality assurance into a dynamic, data-driven system for differentiating Arabic language instruction in higher education. Nevertheless, this research also indicates the importance of further evaluation of the quality of the ACTFL instruments used. Therefore, further research is recommended to conduct validity and reliability testing and to analyze the item characteristics of the CAT-ACTFL instruments using psychometric approaches, such as Item Response Theory (IRT) and the Rasch Model, to ensure more precise and scientific measurement of language proficiency.
Integrating a Love-Based Curriculum and Pedagogical Deep Learning for Character Transformation in Indonesian Islamic Senior High Schools Guntur Cahaya Kesuma; Muhammad Aridan; Mohammed H. Al Aqad; Umi Hijriyah
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2915

Abstract

The rapid growth of digital technology has intensified moral challenges in Islamic education, including bullying, cyberbullying, and declining reflective and ethical reasoning among students. Although previous studies have established relationships between religiosity, character education, and student behavior, they have largely remained correlational or conceptual, providing limited evidence on how value-based curricula can be pedagogically operationalized to achieve observable character transformation. This study analyzes the integration of the Love-Based Curriculum (KBC) and deep learning in Islamic Religious Education (PAI) to foster character transformation among Madrasah Aliyah students. A qualitative multi-case study was conducted across three Madrasah Aliyah using participatory observations, semi-structured interviews, and curriculum document analysis. The findings indicate that integrating KBC values through deep learning pedagogies positively transformed the school climate by increasing student engagement, reflective understanding of religious teachings, and meaningful participation in collaborative learning. The study also documented substantial reductions in bullying behaviors alongside increased student social participation and empathy. These changes were associated with the alignment of compassion-based curriculum values and deep learning strategies that promote critical reflection, ethical dialogue, contextual problem-solving, and prosocial behavior. The study contributes theoretically by demonstrating how value-based education can be operationalized through deep learning pedagogy, providing empirical evidence of value internalization and proposing an integrative model explaining the relationship between pedagogical processes and character transformation. The findings further highlight that the successful implementation of the Love-Based Curriculum depends not only on curriculum policy but also on teacher readiness and sustained institutional support for reflective and dialogical learning.
Bridging the Employability Gap: Rethinking Curriculum Relevance at IAIN Sultan Amai Gorontalo Mujahid Damopolii; Yowan Tamu; Herson Anwar; Asyifa Nadia Jasmine; Kusumawati Daeng Matara
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (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.v7i3.3001

Abstract

A persistent global gap exists between higher education curricula and the evolving competency demands of the digital workforce, particularly in Islamic universities in developing countries, where curriculum transformation lags. While extant employability and outcome-based education (OBE) literature has extensively examined graduate competencies as predictors of work readiness, limited attention has been given to how institutional curriculum inertia functions as a mediating mechanism that perpetuates employability mismatches, especially within Islamic higher education contexts where epistemological orientations integrate disciplinary knowledge with moral and spiritual values. This study addresses this gap by investigating the misalignment between curricular structures and labor market needs at IAIN Sultan Amai Gorontalo, Indonesia. Using a qualitative case study approach, data were collected through document analysis and in-depth interviews with 15 stakeholders, including deans, department heads, alums, and employers. The findings reveal that curriculum inertia operates through three interconnected mechanisms: (1) cognitive dominance in curriculum design that allocates 70-80% of credit hours to theoretical content; (2) pedagogical path dependency that perpetuates lecture-based instruction at the expense of experiential learning; and (3) institutional decoupling between curriculum review processes and evolving digital industry demands. These mechanisms collectively produce graduates' insufficient work readiness and high employment mismatch, evidenced by over 50% of alums working outside their academic disciplines. This study contributes to employability and OBE literature by proposing the Curriculum Inertia-Employability Mismatch Model, which theorizes curriculum inertia as an institutional mediating mechanism between curriculum design and graduate work readiness. The model advances OBE frameworks by demonstrating that competency-based curriculum principles alone are insufficient without addressing institutional inertia that constrains their implementation. Practically, the study recommends adaptive curriculum redesign, structured industry partnerships, and enhanced internship and soft skills programs to disrupt curriculum inertia and enhance graduate competitiveness in the digital era.
Pancasila Leadership: The Contribution of Pancasila-Profiled Leadership Through Team Collaboration to Improve Lecturer Performance in Higher Education Yusaini Yusaini; Tabrani ZA; Dedisyahputra Dedisyahputra; Indis Ferizal
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (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.v7i3.3096

Abstract

Negative phenomena in leadership have increasingly emerged, reflected in various cases indicating a crisis of morality and character. In recent times, leaders have been involved in cases of corruption, sexual harassment, drug abuse, infidelity, and other misconduct, largely due to noncompliance with governmental regulations and religious principles. Such forms of leadership can undermine teamwork and organizational performance across various institutions. This article examines the influence of Pancasila-profiled leadership behavior on teamwork and lecturer performance within State Islamic Religious Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Negeri, PTKIN). To date, research has been limited in addressing the importance of leaders embodying Pancasila-based characteristics in their leadership practices. Therefore, this study differs from previous research, which generally focuses on managerial success without examining leadership behavior in depth. The research data were collected using a questionnaire that had previously undergone validity and reliability testing with 30 respondents. The data analysis employed a quantitative approach using Path Analysis statistical techniques, involving 90 respondents who are Heads of Study Programs within PTKIN. The findings reveal three key factors influencing lecturer performance in higher education. First, Pancasila-profiled leadership directly affects lecturer performance. Second, teamwork significantly influences lecturer performance. Third, Pancasila-profiled leadership also indirectly affects lecturer performance through teamwork. These findings are expected to serve as an important reference for leaders in Indonesia, particularly within PTKIN, to prioritize Pancasila-based leadership behavior. Such leadership is essential for fostering leaders and lecturers who adhere to state regulations and religious values, uphold noble character, embrace diversity, promote cooperation, and demonstrate creativity and independence to enhance higher education performance.

Page 35 of 35 | Total Record : 348

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