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Wildan Saugi
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Jalan H.A.M. Rifaddin Kampus II UINSI Samarinda, Samarinda, Kalimantan Timur Fakultas Tarbiyah dan Ilmu Keguruan, Lembaga Penelitian dan Pengembangan Masyarakat, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
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Southeast Asian Journal of Islamic Education
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : 26215845     EISSN : 26215861     DOI : https://doi.org/10.21093/sajie
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Southeast Asian Journal of Islamic Education accepts unpublished, high quality, and original research manuscripts in English and Arabic related Islamic Education. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education. These issues include: Islamic Education Management, Madrasah Education, Islamic Early Childhood Education, Islamic Higher Education, Issues of Islamic Education, Science and Technology in Islamic Education, Curriculum of Islamic Education, Innovation of Islamic Education, Pesantren Education, Philosophy of Islamic Education, Islamic Education Policy, Figure of Islamic Education, and Comparison of Islamic Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 138 Documents
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Digital Leadership and Quality Culture in Islamic Educational Institutions: A Multi-Level Empirical Study Wildan Saugi; Purwoko Purwoko; Azainil Azainil; Dwi Nugroho; Muhammad Ramli Buhari
Southeast Asian Journal of Islamic Education Vol. 8 No. 2 (2025): Southeast Asian Journal of Islamic Education, December 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i2.12023

Abstract

This study investigates the role of digital leadership in strengthening quality culture across Islamic educational institutions at various levels, from early childhood to higher education. Employing a qualitative multi-site case study approach, this research collected data through interviews, observations, and document analysis to explore how technological adoption and value-based practices shape institutional effectiveness. The findings reveal that digital leadership significantly enhances decision-making, coordination, instructional innovation, and the use of data-driven tools for quality monitoring. Leaders actively utilize digital platforms to support participatory, evidence-based governance and quality monitoring. The integration of Islamic values, including trustworthiness, discipline, and ethical digital conduct, further reinforces the consistency and depth of quality culture implementation, creating a leadership model that is both technologically adaptive and morally grounded. Higher education and senior secondary institutions show the highest level of maturity in integrating digital leadership with quality culture. In contrast, early childhood and elementary levels exhibit foundational digital adoption supported by strong value formation. The study concludes that successful digital transformation in Islamic education requires visionary leaders who can integrate technological competence, continuous quality improvement, and spiritual values. Practical implications highlight the need for structured digital capacity-building, leadership training, and strategic policy support. Future research is recommended to examine broader comparative contexts and the potential scalability of the proposed model.
Learning Organization Leadership and Competitive Advantage in Madrasahs: A Conceptual Business Strategy Approach Mukhamad Ilyasin; Akhmad Muadin
Southeast Asian Journal of Islamic Education Vol. 8 No. 2 (2025): Southeast Asian Journal of Islamic Education, December 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i2.12897

Abstract

This study examines the role of learning organization leadership in creating the competitive advantage of madrasahs through a business strategy approach. The study is grounded in the assumption that madrasahs, as Islamic educational institutions, are required to respond to globalization, intensifying competition, and increasing public expectations by strengthening both organizational learning and strategic management. A qualitative design with an exploratory case study approach was employed to investigate madrasahs that had implemented learning organization leadership and demonstrated competitive advantage. Data were collected through interviews, observations, and document analysis and were analyzed using qualitative data analysis supported by triangulation to ensure trustworthiness. The findings reveal that learning organization leadership is characterized by a clear and measurable vision, a strong commitment to continuous learning and professional development, the cultivation of a collaborative learning culture, effective teamwork, openness to change, and encouragement of innovation. These leadership characteristics enable madrasahs to formulate adaptive business strategies aimed at improving learning quality, strengthening service quality, enhancing institutional competitiveness, attracting prospective students, and increasing public trust. The study also shows a functional relationship in which learning organization leadership serves as the enabling force, business strategy acts as the value-creation mechanism, and competitive advantage emerges as the organizational outcome. In conclusion, the study highlights that visionary, adaptive, and stakeholder-oriented leadership is essential for sustaining the relevance, legitimacy, and competitiveness of madrasahs in a rapidly changing educational environment.
Developing the Wonderful Digital Machine (WDM) Android Application for Local Wisdom-Based Islamic Learning in Banten Mohamad Maulidin Alif Utama; Dahari Dahari; Wafa'un Lathifah
Southeast Asian Journal of Islamic Education Vol. 9 No. 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.12369

Abstract

This study aimed to develop the Wonderful Digital Machine (WDM) Android application as a local-wisdom-based Islamic learning medium for students at Islamic Higher Education Institutions (PTKI) in Banten Province. It was motivated by the limited relevance of conventional learning media to the characteristics of digital-native learners. The study employed a Research and Development (R&D) approach based on the Hannafin and Peck model, which comprises needs analysis, design, development, and implementation stages. Data were collected through observations, interviews, questionnaires, and tests, and analyzed qualitatively and quantitatively, with validity, reliability, practicality, and effectiveness assessed. The findings indicate that the WDM application is highly feasible, as shown by strong validation scores from subject-matter, language, and media experts. The effectiveness test involving 86 students showed a significant improvement in learning outcomes, with the mean pretest score increasing from 63.02 to 91.86 on the posttest. Wilcoxon analysis yielded Z = −8.113, p < .001, confirming a statistically significant difference after implementation. This study also proposes the Local Wisdom-Based Digital Learning Media Model (MPDKL), which emphasizes the integration of local wisdom, online and offline flexibility, interactive features aligned with digital-native characteristics, and contextual transformation of religious behavior. Thus, the WDM application is effective in improving students’ learning outcomes while strengthening local wisdom values in Islamic higher education within a culturally relevant and technologically responsive learning environment for PTKI students.
Grounding Islamic Education Transformation in Religious Moderation: Bridging the Policy-Practice Gap in Indonesia's Merdeka Curriculum Nursani Awal Artha Nugraha; Agus Fakhruddin; Aldam Shaka Pradipta; Helmy Abdullah Helmy; Pitra Gosha Patriasya
Southeast Asian Journal of Islamic Education Vol. 9 No. 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.12560

Abstract

The policy-practice gap constitutes a persistent challenge in Indonesia's Islamic education transformation as two landmark policy reforms converge: the Merdeka Curriculum (2022) and Presidential Regulation on Religious Moderation (2023). Despite evident institutional commitments, implementation frequently remains superficial, constraining the effectiveness of digital technology integration. Religious moderation values internalization, pedagogical innovation, and curriculum reform across diverse Islamic educational institutions. This systematic review synthesizes empirical evidence from 55 peer-reviewed, Scopus-indexed studies (2020-2025) and uses the PRISMA 2020 protocol to identify strategic pathways to bridge this gap. Findings reveal that sustainable transformation requires cross-dimensional integration of digital technology, religious moderation, pedagogical innovation, and curriculum reform, with religious moderation operationalized through wasatiyyah values and dialogical methods, which emerge as a foundational anchor of the entire transformation framework. Teacher digital competency gaps and structural policy-practice misalignment constitute the most critical implementation barriers. The integrative conceptual model constructed demonstrates that transformative success depends on three strategic pillars: strong institutional leadership, sustained teacher capacity development, and coherent alignment between policy design and field implementation capacity. These findings offer evidence-based pathways for policymakers, practitioners, and researchers committed to designing sustainable, equitable, and empirically grounded Islamic education transformation within Indonesia's Merdeka Curriculum era.
Tabayyun Resilience: Wikipedia Intervention in Reducing Digital Blind Trust Among Students of SMK UNITOMO Surabaya Faqih Abdul Aziz; Evi Fatimatur Rusydiyah; Ghazali Mohamed Fadzil
Southeast Asian Journal of Islamic Education Vol. 9 No. 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.13277

Abstract

The pervasive penetration of digital technology in the digital era has led to digital blind trust among students of Vocational High Schools (Sekolah Menengah Kejuruan/SMK), whereby open encyclopedia platforms are often treated as absolute truth without verification. This quasi-experimental study aims to examine the effectiveness of a forensic investigation intervention targeting Wikipedia's open-editing architecture in reducing digital blind trust and enhancing students' Tabayyun resilience. Employing a nonequivalent control group design, the study involved 44 Grade X students at SMK UNITOMO Surabaya, divided into experimental and control classes. Data were collected through Likert-scale questionnaires administered at the pre-test and post-test phases. Subsequently, they analyzed using N-Gain, Shapiro-Wilk, Levene's Test, Welch's Independent Sample t-test, and Cohen's d. Statistical computations confirmed the statistically significant rejection of the null hypothesis (p < 0.001). The experimental class showed substantial cognitive improvement, with a mean N-Gain of 0.6166, in stark contrast to the control class, which exhibited a regression in competency (N-Gain = −0.0617). Effect size analysis yielded a Cohen's d value of 4.925, confirming a large intervention effect. In conclusion, direct deconstruction of vulnerabilities in digital information architecture demonstrates strong empirical potential to facilitate the transformation of Tabayyun from a moral recommendation into a measurable self-regulating behavior. These findings underscore the urgency of integrating critical digital literacy into the Islamic Religious Education curriculum as a vocational epistemological safeguard in the twenty-first century.
Implementation of the Merdeka Curriculum in the Teaching of the Qur’an and Hadith Aisyah Zahratunnisa; A. Markama; Andi Anirah; Putri Salsabila; Melviana Melviana
Southeast Asian Journal of Islamic Education Vol. 9 No. 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.13345

Abstract

This study examines the implementation of the Merdeka Curriculum in Al-Qur’an Hadith instruction at MTsN 1 Palu City. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with one Al-Qur'an Hadith teacher and three Grade VII students, and documentation review. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Findings reveal that while teachers have adopted the required instructional frameworks, the practical application of differentiated instruction is significantly hindered by large class sizes (40 students per class) and disparities in students' Qur'anic literacy. Teachers address these challenges by conducting remedial sessions outside of school hours, maintaining strict instructional control over digital devices, and fostering mentor-like personal relationships with students. The study concludes that the effectiveness of the Merdeka Curriculum in a madrasa setting depends not only on administrative adherence but also on the teacher’s ability to balance firm classroom management with a humanistic, responsive approach to student needs. These findings offer practical implications for teacher professional development in managing diverse classroom environments.
The Role of Ruangguru Online Tutoring in Islamic Religious Education (PAI) Learning for Madrasah Ibtidaiyah Students Susanto Susanto; Misbahul Khairani; Noor Malihah; Ferli Septi Irwansyah
Southeast Asian Journal of Islamic Education Vol. 9 No. 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.13569

Abstract

This study examines the role of Ruangguru online tutoring in supporting Islamic Religious Education (PAI) learning among students at MI Al-Azhar Samarinda. Using a qualitative field research design, data were collected through observation, in-depth interviews, and documentation. Participants consisted of seven students who actively used Ruangguru for PAI learning, seven parents, one Ruangguru branch manager, and one marketing officer, selected purposively to represent student, family, and platform perspectives. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings show that Ruangguru in Samarinda operates through an e-learning model centered on the Ruangngaji feature. This feature provides animated PAI learning videos, infographic summaries, Ruang Uji practice exercises, and learning progress reports. Ruangguru supports PAI learning by improving students’ understanding and learning outcomes, providing accessible learning facilities, increasing motivation and enthusiasm, helping students overcome difficulties in Qur’anic recitation and related materials, and enabling students to access learning resources anytime and anywhere. The study indicates that online tutoring platforms can serve as complementary learning resources for PAI at the madrasah ibtidaiyah level. However, broader studies involving different schools, platforms, and learning contexts are needed to strengthen the generalizability of these findings.
Early Detection of Student Dropout Risk in State Islamic Higher Education Using a Support Vector Machine Model Fathur Rahman; Ahmad Maulana Syafi&#039;i
Southeast Asian Journal of Islamic Education Vol. 9 No. 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.13598

Abstract

Student dropout remains a persistent challenge in State Islamic Higher Education because it is shaped by the interaction of academic performance, socio-economic conditions, psychological factors, and student engagement. Traditional approaches that rely only on static academic indicators such as Grade Point Average (GPA) often fail to capture early signals of dropout risk. This study aims to develop an early detection model for student dropout risk using the Support Vector Machine (SVM) algorithm by integrating academic, behavioral, socio-economic, and psychological indicators. This research employed a quantitative approach within an Educational Data Mining framework and followed the Knowledge Discovery in Databases (KDD) process. The dataset consisted of 467 undergraduate students with at least two semesters of academic records. Variables included GPA, GPA trend, attendance, Learning Management System (LMS) engagement, parental income, part-time work hours, financial support, motivation, and stress indicators. The results show that the optimized class-weighted SVM model using the Radial Basis Function (RBF) kernel achieved an accuracy of 81.9%, specificity of 88.1%, precision of 23.1%, and recall of 30.0% for the at-risk class. These findings indicate that the model is useful as an initial screening tool, especially for reducing false alarms among active students. However, its limited recall suggests that it should be combined with academic advisor verification and institutional follow-up. The study highlights that dropout risk is multidimensional and requires data-informed, timely, and human-supported intervention.

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