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Muhammad Anas Maarif
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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 352 Documents
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Islamic Education Management and Character Building in Pesantren: A Gender-Based Rasch Analysis of Santri Forgiveness Khairul Bariyyah; Restu Dwi Ariyanto; Laily Tiarani Soejanto; Santy Andrianie; Idat Muqodas; Agung Nugraha; Julianne Kamelia Riza
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.v7i3.3056

Abstract

Islamic boarding schools (pesantren) contribute significantly to the development of students' morality, social skills, and emotional characteristics through institutional leadership, educational policies, religious practices, and character development programs. Forgiveness, as a character trait, is often viewed as an individual psychological characteristic. This cross-sectional quantitative study not only explored patterns of forgiveness with respect to participants' gender among the santri but also assessed the quality of a measurement tool, an Indonesian version of the Enright Forgiveness Inventory, using the Rasch model. The participants were 303 santri from pesantren in Java, Indonesia, comprising 87 males and 216 females, with a mean age of 15.18 years. The Enright Forgiveness Inventory was first translated from English into Indonesian and then back-translated into English. In addition, the process of cultural adaptation was carried out to ensure the inventory would be well suited to the Indonesian culture. Finally, pilot testing was also conducted. The data were analysed using Winsteps version 5.1.5. The results showed a person reliability coefficient of 0.83, item reliability of 0.99, Cronbach’s alpha of 0.84, and a person separation index of 2.22. The Rasch measures explained 47.5% of the raw variance. Item difficulty ranged from +4.67 logits for the most difficult item to −1.33 logits for the easiest item, indicating that the inventory covered different levels of the forgiveness construct. The patterns of the person measures were descriptive. Female santri tended to demonstrate higher levels of forgiveness than male santri. These findings support the use of the Indonesian Enright Forgiveness Inventory within a Rasch measurement framework for evaluating character education outcomes. They also give insights into the development of gender-sensitive character education management in the Islamic pesantren system.
Cultural Constraints in Shaping the Spiritual Commitment of Students in Faith-Based Primary Schools Abd. Amri Siregar; Salwa Alfina Siregar; Qodariah Barkah
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.v7i3.3086

Abstract

The formation of spiritual commitment among students in faith-based primary schools is often influenced by cultural dynamics embedded in everyday educational practices. However, existing studies have predominantly examined spiritual commitment through curricular or behavioral perspectives, leaving the influence of institutional culture relatively underexplored. This study aims to investigate how cultural factors shape the development of students’ spiritual commitment in religious educational settings in Palembang City. Drawing on Bourdieu’s concept of habitus and Foucault’s theory of disciplinary power, this study employs a descriptive qualitative case study design. The participants were purposively selected based on their direct involvement in everyday school practices. They included classroom teachers and assistant teachers as the primary implementers of daily educational activities, students as the direct recipients of the formative process, and the school principal as the key actor shaping institutional policies and school culture. Data were collected through observations and semi-structured interviews and analyzed using the Miles and Huberman framework. The findings identify three major cultural barriers. First, religious activities implemented as administrative obligations tend to be perceived as routine requirements rather than meaningful spiritual experiences. Second, an institutional emphasis on the regularity of religious practices encourages evaluation based on attendance and procedural compliance, thereby limiting deeper value internalization. Third, inconsistencies in educators’ role modelling create a gap between normative discourse and everyday practice, ultimately undermining the credibility of the values being promoted. Theoretically, this study extends perspectives on spiritual education by demonstrating how institutional habitus and disciplinary mechanisms can simultaneously encourage religious participation while constraining the development of authentic spiritual commitment among students.

Page 36 of 36 | Total Record : 352

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