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INDONESIA
Cendekia: Jurnal Kependidikan dan Kemasyarakatan
Published by Institut Agama Islam Negeri Ponorogo
ISSN : 16931505     EISSN : 2477796X     DOI : http://dx.doi.org/10.21154/cendekia
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Cendekia: Jurnal Kependidikan dan Kemasyarakatan is a reputable journal published by the Faculty of Tarbiyah and Teacher Training, The State Islamic Institute of Ponorogo (IAIN Ponorogo), Indonesia. The focus of this journal deals with a broad range of topics related to education in Islamic civilization. Cendekia invites scientists, scholars, researchers, as well as professionals to publish their research in our journal. This journal publishes high quality empirical and theoretical research articles reviewed by the leading experts in the fields. The incoming papers will be selected based on great scientific studies, valuable new insights, and captivating the community in education in Islamic civilization.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 254 Documents
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The Role of Malaysian Islamic Educational Institutions in Promoting Psychological Wellbeing: A Maqasid-Based Approach Muneer Ali Abdul Rab; Hamidin Bin Awang; Abdul Manan Ismail; Ahmad Syukran Baharuddin; Syaryanti Hussin; Baidar Mohammed Mohammed Hasan
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 2 (2026): (In Press)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i2.14547

Abstract

This paper addresses a conceptual and operational gap in Malaysian Islamic educational institutions, where administrative practices tend to prioritize narrow academic performance over psychological resilience and support. The study grounds student wellbeing within Maqasid al-Shariah, specifically the preservation of life (hifdh al-nafs) and intellect (hifdh al-aql). It proposes a Structural Maqasidic Wellbeing Framework for institutional application. Using a qualitative descriptive-analytical design, the study combines document analysis of educational policies with thematic interpretation of Shariah principles. The findings indicate that sustainable student wellbeing requires an integrated system comprising regulatory policies, educational empowerment, and preventive psychological support. The framework helps educational institutions move beyond purely academic measures toward a broader conception of human flourishing, positioning Islamic educational institutions as preventive environments that support student resilience and align with United Nations Sustainable Development Goal 3.
Sustainable Value-Based Internationalization in Pesantren-Based Secondary Education Moh Arif; Hawwin Muzakki; Muh Ibnu Sholeh; Habulloh Nadaraining
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 2 (2026): (In Press)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i2.14630

Abstract

Educational internationalization in pesantren-based secondary schools requires institutional strategies that address global educational demands while maintaining Islamic identity, organizational culture, and educational values. This study examines strategies for educational internationalization, quality-assurance mechanisms, pesantren-value integration, and sustainability practices at SMA Trensains Tebuireng and SMA Darul Ulum 2 Jombang, East Java, Indonesia. The study employed a qualitative multiple-case design, with the institutional process of planning, implementing, monitoring, and sustaining internationalization as the primary unit of analysis. The findings demonstrate that the two institutions develop internationalization through distinctive but complementary pathways. SMA Trensains Tebuireng emphasizes integrating Qur’anic epistemology, scientific inquiry, and international curricula within its Semesta Curriculum. In contrast, SMA Darul Ulum 2 emphasizes international curricula, bilingual learning, international certification, scientific programs, and ISO 9001-based quality management. Four interconnected dimensions emerged from the comparative analysis: internationalization orientation, quality-system institutionalization, pesantren-value integration, and sustainability capacity. These dimensions provide the conceptual foundation for the Sustainable Value-Based Internationalization (SVI) Model, which positions global competence, Islamic identity, institutional quality, teacher capacity, international networking, and continuous improvement as interconnected components of sustainable internationalization in pesantren-based education.
Beyond Doctrinal Transmission through Muslim Converts’ Lived Experience for Transformative Spiritual Education M. Nadhif Anwar; Abdul Malik Karim Amrullah; Imron Rossidy; Bakri Muhammad Bakhiet
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 2 (2026): (In Press)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i2.14766

Abstract

Islamic education for adult converts often emphasizes the accurate transmission of religious doctrine, while giving limited attention to how converts’ lived experiences shape their spiritual development. This study explores how Muslim converts in Malang Raya, Indonesia, turn lived post-conversion experiences into religious meaning and embodied piety, and what pedagogical implications follow. It reports an Interpretative Phenomenological Analysis (IPA) of interviews with ten converts and one convert mentor, supported by participant observation and documents collected from February to June 2026. Five themes emerged: becoming Muslim as a process that begins before and continues after the shahada; lived encounters with Muslim practice that often, though not always, preceded theological explanation; reflective meaning-making through which Islam became an existential orientation; embodied piety, moral change, and identity negotiation within families; and relational safety within pedagogical accompaniment. The themes are synthesized in an experience-to-piety framework of four recursive movements sustained by accompaniment, from which four pedagogical propositions are derived for further testing. The article argues that Islamic spiritual education becomes more formative when authoritative knowledge is connected to learners’ biography, relational safety, reflective practice, and moral action. The findings are limited by a small sample drawn from a single region and institutional network, retrospective accounts, and a single-mentor perspective.
Blue Ocean Strategy in the Development of Excellent Madrasahs in Indonesia Syafiq Humaisi; Muhammad Thoyib; Ahmad Bashori; Fata Asyrofi Yahya; Zainal Mustafidin; Mohamad Azrien Mohamed Adnan
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 2 (2026): (In Press)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i2.14806

Abstract

This study examines how leading madrasahs formulate, implement, and experience the implications of Blue Ocean Strategy (BOS) for developing institutional quality, recognition, and human resource character. Previous studies have mainly discussed BOS as a strategy for institutional differentiation, while giving limited attention to how value creation is configured across these three dimensions in madrasah contexts. This study employed a qualitative multiple-case study at MIN 1 Malang and MI Unggulan Sabilillah Lamongan. Data were collected through interviews, non-participant observation, and documentation involving 21 informants and were analyzed using single-case and cross-case analysis. The findings show that BOS was formulated through stakeholder participation and implemented through external partnerships, differentiated student and human resource development, and integrated educational services. These practices created distinctive educational value by combining institutional resources, external networks, human potential, and stakeholder-oriented services. The study contributes to BOS research by proposing a value-creation configuration comprising three interconnected mechanisms: reconfiguring institutional resources and networks, differentiating human resources and student development, and integrating educational services based on stakeholder needs. The findings suggest that BOS can be interpreted as a context-dependent approach to value creation in madrasah development.

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