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Leny Ferayanti
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Jalan Lingkok Pandan No 208 Kwang Datuk, Desa Selebung Ketangga, Kec. Keruak, kab. Lombok Timur, Prov. Nusa Tenggara Barat, Indonesia
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ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Published by Lembaga Yasin Alsys
ISSN : 28087119     EISSN : 2808540X     DOI : -
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
This journal was published by Lembaga Yasin alSys which was published six times a year, January, March, May, July, September, and November with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with Islamic studies and education topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, and scientific reviews in education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 378 Documents
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The Leadership Concept of Kyai in Pesantren: A Literature Analysis Based on Modern Educational Management Perspectives Bustari, Bustari; Samad, Duski; Mamat, Firdaus ST.
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6570

Abstract

This study examines the leadership of kyai within the pesantren education system through a literature review grounded in modern educational leadership theories. While the role of the kyai has traditionally been analyzed from religious and normative standpoints, academic engagement with this leadership role through the lens of contemporary educational management remains limited. This article specifically explores the relevance of three modern leadership models, transformational leadership, servant leadership, and instructional leadership in understanding the multifaceted role of the kyai as both spiritual and educational leaders in pesantren. The findings indicate that the leadership characteristics of the kyai align closely with these models: as agents of change (transformational), as community servants (servant leadership), and as key drivers of educational quality (instructional leadership). This alignment suggests that integrating modern leadership theories can enhance the management and educational outcomes of pesantren without undermining their traditional values. The study concludes by recommending further empirical research to investigate the practical implementation of these leadership concepts in addressing contemporary challenges within Islamic boarding schools.
Pengaruh Model Pembelajaran Think Pair Share (TPS) terhadap Kemampuan Berpikir Kritis Peserta Didik dalam Konsep Al-Qur’an Hadits di Kelas VII Pondok Pesantren Diniyah Limo Jurai Huda, Ahmad Nurul; Hasibuan, Pendi; Wati, Salmi; Mustafa, Mustafa
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6572

Abstract

The low level of critical thinking skills among students at Ponpes Diniyah Limo Jurai serves as the background for this study, which is attributed to the predominance of conventional teaching methods such as lectures and passive discussions. This study aims to examine the effectiveness of the cooperative learning model Think Pair Share (TPS) in improving students’ critical thinking abilities. A quasi-experimental method was employed using a posttest-only with nonequivalent groups design. A total of 52 seventh-grade students were randomly divided into two groups: experimental and control, each consisting of 26 students. Data were collected through questionnaires and documentation, and analyzed using normality and homogeneity tests, as well as hypothesis testing with the assistance of SPSS version 30. The results show a significance value (sig-2 tailed) of 0.038 < 0.05, indicating that the application of the TPS model has a significant effect on enhancing students’ critical thinking skills. This finding is supported by observation results showing noticeable improvement in critical thinking during the learning process. Thus, the TPS model is proven to be effective in improving students' critical thinking in Qur’an Hadits instruction. The study implies the need to adopt active learning models such as TPS in the context of Islamic boarding school education.
Organizational Management of the Arabic Language Program at Pondok Pesantren Darussalam Sumani: Implementation, Constraints, and Solutions Srirehani, Melinda Dewi; Ramadhani, Nida Husnia; Habib, Ikhwanul; Arifa, Zakiyah; Ifawati, Nur Ilah; Rizqi, Hafizh
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6585

Abstract

This study addresses the limited scholarly attention given to the organizing function in the management of Arabic language programs at Islamic boarding schools, despite its critical role in enhancing students’ language proficiency. Focusing on Darussalam Sumani Solok Islamic Boarding School, the research aims to examine how organizational structures and practices contribute to the effectiveness of its Arabic language program. Employing a qualitative case study approach, the study involves purposively selected program organizers and students as participants. Data were gathered through in-depth interviews, direct observations, and document analysis, and were subsequently analyzed thematically. The findings indicate that the program is systematically organized through OSPPD, featuring structured task delegation and scheduled activities such as ilqā’ mufradāt, muḥādathah, muḥāḍarah, kitāb kuning, and art performances that collectively foster a bi’ah lughawīyah (Arabic-speaking environment). Despite these strengths, the program faces persistent challenges, including low student motivation, limited vocabulary acquisition, an unconducive learning environment, and the absence of exemplary teaching models. The study concludes that while the organizing function is moderately effective, it requires reinforcement through cultural strategies, intensive coaching, and broader stakeholder engagement to ensure program sustainability. These findings underscore the significance of structured management and a coherent curriculum in advancing Arabic language acquisition within Islamic boarding school contexts. Further research should expand to multiple institutions and incorporate mixed-methods designs to enhance generalizability and depth of understanding.
Manajemen Pendidikan Islam di Madrasah Ibtidaiyah untuk Peningkatan Mutu Pembelajaran di Nganjuk Yuniasari, Fenni
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6597

Abstract

The limited comprehensive studies on the application of modern management functions in the context of Madrasah Ibtidaiyah (MI), particularly in regional areas, contribute to the persistent quality gap between madrasahs and public schools. This study aims to provide an in-depth description of the implementation of Islamic education management, encompassing planning, organizing, implementation, and supervision, across several MIs in Nganjuk Regency. A qualitative approach was employed using a multi-case design involving three MIs selected based on variations in accreditation status and institutional reputation. Data collection techniques included interviews, participatory observations, and document analysis, while data were analyzed using the interactive model developed by Miles, Huberman, and Saldana. The findings indicate that planning remains reactive and lacks a strategic orientation; organizing is suboptimal, particularly in role distribution and teacher professional development; implementation relies heavily on individual teacher initiative, unsupported by a robust managerial system; and supervision tends to be formalistic, with minimal impact on quality improvement. The study concludes that enhancing learning quality in MI is highly dependent on the transformation of madrasah principals into visionary instructional leaders. These findings underscore the importance of leadership training, strengthened academic supervision, and the adoption of data-driven management as a foundation for effective decision-making within madrasahs.
Membangun Akhlak Anak melalui Pendidikan Keislaman di PAUD Maryam, Siti; Utama, Ferdian
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6599

Abstract

The limited in-depth research on the internalization of moral values through Islamic education at the Early Childhood Education (PAUD) level underpins this study, given the critical importance of character formation from an early age. This research aims to analyze the strategies, implementation, as well as supporting and inhibiting factors in the development of children's moral character at PAUD Al-Ikhlas. A qualitative approach with a case study design was employed, and data were collected through interviews, observations, and document analysis involving the school principal, teachers, and parents. The findings reveal that the internalization of moral values is integrated across all school activities. Three main strategies are applied: modeling by all school members, habituation of Islamic values in daily routines, and value reinforcement through emotional media such as storytelling and nasyid. Key supporting factors include visionary leadership and strong partnerships between the school and parents, while the main obstacles involve inconsistencies between home and school values and fluctuations in teacher motivation. This study contributes to the reinforcement of social learning theory and the concept of tarbiyah, and has practical implications for the development of a holistic curriculum and stronger synergy between schools and families in fostering children's character development.
Reconsidering Al-Ghazali's Educational Thoughts in the Millennial Era Munjahid, Munjahid
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6600

Abstract

Al-Ghazali, through his seminal work Iḥyā’ ‘Ulūm al-Dīn, has made enduring contributions to Islamic educational thought. However, certain aspects of his philosophy, such as the dichotomy of knowledge and the authoritative role of the teacher have sparked debate when examined in light of contemporary educational challenges. This study seeks to reassess the relevance of Al-Ghazali's educational philosophy within the context of the millennial generation, focusing on academic objectives, pedagogical approaches, epistemology, and the ethics governing educators and learners. Employing a qualitative, descriptive literature review method, the research analyzes Al-Ghazali’s primary texts alongside relevant secondary sources. Findings indicate that while Al-Ghazali’s educational paradigm shaped by his Sufi orientation, emphasizes character formation and spiritual development, several of his more traditional views warrant critical reevaluation. Specifically, the rigid classification of knowledge and the absolute authority of teachers may hinder adaptation to 21st-century educational demands, which prioritize creativity, collaboration, and technological integration. Nevertheless, core elements of his thought, such as the integration of moral values, the principle of gradual learning, and the emphasis on self-purification, remain pertinent to contemporary character education. Accordingly, Al-Ghazali’s educational philosophy continues to offer both inspiration and a critical framework for shaping a progressive and contextually grounded model of Islamic education in the millennial era.
Manajemen Berbasis Sekolah (MBS) dalam Konteks Pendidikan Islam Suryadi, Toto; Yunita, Ita
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6606

Abstract

The limited research on the application of School-Based Management (SBM) within the context of Islamic education at the regional level forms the basis of this study, despite SBM’s strategic role in enhancing the quality and autonomy of madrasahs. This study aims to examine the implementation, supporting and inhibiting factors, and the forms of SBM models that emerge within the cultural and Islamic value framework at Madrasah Tsanawiyah. A qualitative method with a multisite case study approach was employed, involving three madrasahs (one public and two private) purposively selected. Data collection techniques included in-depth interviews, participatory observation, and document analysis of the Madrasah Work and Budget Plans (RKAM), followed by thematic analysis. The findings indicate that SBM is implemented adaptively through three main pillars: transformational leadership by the madrasah head, synergy between the school committee and foundation, and the internalization of Islamic values such as musyawarah (deliberation) and amanah (trustworthiness) in decision-making and management practices. Key challenges include limited human resource competencies, fluctuating community participation, and policy misalignment between the Ministry of Religious Affairs and private foundations. The study concludes that the success of SBM in Islamic schools is highly dependent on the integration of its principles into the institutional culture of the madrasah. The implications suggest the need to develop a context-sensitive SBM theory and design training programs tailored to the unique characteristics of madrasahs through collaborative efforts between the Ministry of Religious Affairs and private foundations.
Manajemen Pengembangan Karakter Siswa dalam Konteks Pendidikan Islam Nuruddin, Nuruddin; Fauzi, M Asif Nur
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6609

Abstract

The limited research on comprehensive character development management models in Islamic educational institutions at the district level forms the background of this study, particularly in the context of a moral crisis among youth that poses significant implications for the nation's future and the relevance of Islamic education. This study aims to analyze and describe the management of student character development encompassing the aspects of planning, organizing, implementation, and evaluation at Madrasah Aliyah. A qualitative method with a multi-case study approach was employed involving three purposively selected madrasahs. Data were collected through in-depth interviews with school leaders, teachers, and students, observation of school activities, and document analysis, including curricula and school regulations. Data analysis followed the model of Miles, Huberman, and Saldana. The findings reveal that the madrasahs apply an integrated character development model combining modern management principles (POAC: Planning, Organizing, Actuating, Controlling) with Islamic values, where exemplary conduct (uswah hasanah) serves as the foundational approach. Planning is reflected in the vision, mission, and curriculum documents; organizing involves role delegation among teachers and collaboration with parents; implementation is carried out through habituation of Islamic values, moral guidance, and enforcement of discipline; while evaluation is conducted through both formal and informal means. This study contributes to the theory of leadership and Islamic character education and recommends strengthening the managerial and spiritual capacities of teachers to enhance the effectiveness of character development. Further research is suggested to evaluate the long-term impact of this model on madrasah alumni outcomes.
Gender dalam Perspektif Islam dan Ilmu Pendidikan Hadi, Mochammad Sabiq Al; Nazila, Intan Putri
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6610

Abstract

This study is grounded in the limited comprehensive research that integrates Islamic theological perspectives with modern educational theory in addressing gender education, despite the fact that gender inequality and stereotypes in Islamic educational institutions significantly influence character formation, social justice, and students' learning opportunities. The aim of this research is to formulate a conceptual framework for gender education rooted in Islamic values of justice such as ‘adalah (justice) and musawah (equality), integrated with critical and constructivist pedagogical approaches. A qualitative method with a library research approach was employed, utilizing primary sources such as the Qur’an and Hadith, as well as secondary references including classical and contemporary tafsir, literature on Islamic gender thought, academic journals, and educational theory. Data analysis was conducted through thematic content analysis to identify key patterns in the texts. The findings reveal that Islam, in its essence, rejects gender subordination and emphasizes justice and equitable partnership between men and women. However, in practice, Islamic education remains influenced by patriarchal cultures and gender-biased normative interpretations. Modern educational theory, particularly critical pedagogy offers a methodological framework to reconstruct Islamic understandings toward more just and transformative outcomes. The study concludes that synthesizing Islamic gender justice principles with critical pedagogy is essential for building an Islamic educational system responsive to gender equity. The implications include the development of justice-based curricula, gender-sensitive teacher training, and the expansion of inclusive education research agendas in Islamic schools.
Sains Islam: Sebuah Refleksi Metodologis dan Implementasinya di Sekolah Alam Bukittinggi Annisa, Ana Citra; Yahya, Anandita
ALSYS Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i4.6614

Abstract

The divide between secular scientific approaches and Islamic spiritual values remains a persistent challenge within formal education systems, where full integration has yet to be realized. This study aims to reflect on the methodological approach to Islamic science and examine its implementation at Sekolah Alam Bukittinggi. Using a descriptive qualitative method, data were collected through field observations, in-depth interviews with teachers and school administrators, documentation of learning activities, and a literature review related to Islamic science. The findings indicate that: (1) Islamic science is a discipline integrated with religious values, based on a tripartite structure encompassing the microcosm (subject), macrocosm (object), and metacosm (spiritual realm). Epistemologically, Islamic science offers a broader scope than Western science by encompassing both physical and metaphysical dimensions, emphasizing the search for meaning behind natural phenomena as advocated by Muslim philosophers. (2) Sekolah Alam Bukittinggi applies a holistic approach that integrates modern science with the values of tawḥīd, ethics, and the concept of human stewardship (khilāfah) over nature. The learning process is contextual and application-oriented, utilizing the environment as a natural laboratory while emphasizing Islamic values such as gratitude, ecological responsibility, and viewing nature as a sign of God's greatness. This study concludes that the integration of Islamic science in education can be effectively realized through contextual, value-based pedagogical approaches.

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