Jurnal Pendidikan Islam
The journal focuses its scope on the issues of Islamic Education in Southeast Asia. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education in Southeast Asia to publish their researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education in Southeast Asia. Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Articles
303 Documents
<![CDATA[Walisongo’s Educational Leadership through Modelling and Fulfilment of Human Basic Needs ]]>
<![CDATA[Susanto, Nanang Hasan]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 6 No. 2 (2017): Leadership of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2017.62.311-330
<![CDATA[This study aims to trace the Walisongo’s (the Nine Saints) leadership model that is often considered successful in Islamizing the Javanese community in a relatively short time and almost without conflict. Through the literature search using analytic descriptive, this study brings the conclusion that based on the conventional leadership model division, the Walisongo’s leadership can be categorized into transformational leadership with characteristics capable of fostering trust, pride, loyalty, and respect of Javanese society. In addition, the Walisongo's leadership also conforms to the characteristics proposed by Tobroni, which include spiritual leadership, with characteristics based on the divine aspect, done with honesty and sincerely, drawing public sympathy and mobilizing them to follow the Walisongo’s teachings. This research also produces a finding that the success of Walisongo in educating the people of Java is due to their concern on the efforts to meet the basic needs of the society and provide models to follow.]]>
<![CDATA[Educational Leadership Based on Social Capital for Improving Quality of Private Secondary School ]]>
<![CDATA[Suwadi]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 6 No. 2 (2017): Leadership of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2017.62.449-478
<![CDATA[This study aims to explain the leadership pattern of social capital based education for the quality improvement of private schools. The research is conducted at a private Junior Secondary Level with a qualitative naturalistic approach. This location is in Sleman District. The subject consists of selected cases purposively. The research procedure is carried out by four steps and methods of obtaining the data through observation, in-depth interviews, and documentation. Data analysis was carried out by the inductive model while the level of trust result of the research was undertaken by fulfilling criteria of credibility, transferability, dependability, and conformability. The research findings are as follows. First, the concept of leadership of social capital based education rests on the ability of principals to influence school resources to achieve goals through an integrated pattern of trust dimensions, reciprocal relationships, and networking. Second, school quality can be improved through a) school leadership in recognizing social capital, b) school leadership in utilizing social capital, c) school leadership in functioning social capital. Third, the utilization of social capital based on leadership in private schools in the form of a) bridging stakeholder aspirations both initiated by schools and stakeholders; b) bonding stakeholder relations with schools; c) following up or responding to stakeholder resources in-school programs as a perspective new leadership at school.]]>
<![CDATA[Authentic Leadership: Strategy of the Implementation of Madrasah Management of Change ]]>
<![CDATA[Komariah, Aan]]>;
<![CDATA[Kurniady, Dedy Achmad]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 6 No. 2 (2017): Leadership of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2017.62.293-310
<![CDATA[Implementing the management of madrasah change starts from an authentic leadership. Authentic leadership is the identity of ahead of madrasah in developing a value-based educational system. His identity is seen from his sincerity in working, his kindness in treating people, and the sharpness of his mind in determining the future of the organization. The authentic leadership of madrasah should represent the identity of Muslim morality with work orientation on the sincerity of being a STAF+B (Siddiq, Tablig, Amanah, Fathonah + Brave) leader. Leading the madrasah in the context of implementing management of change is not enough to be pious but it requires courage to take strategic and innovative decisions in realizing a qualified madrasah. This research aims to find an authentic leadership strategy model for the management of change by the head of the madrasah. The research was conducted on the head of the madrasah in Pangandaran Regency. The results show that the application of authentic leadership can build madrasah changes by empowering the Professional Learning Community (PLC) in which 4CS strategy is implemented in a reciprocal (cumsuis-Casing, Communicating, Competencies, Contribution, Sample). The followers can identify who the authentic leader is by finding the integrity of identity that represents in: his mind is vision; his heart is good and his legs work hard.]]>
<![CDATA[Prophetic Leadership in Pesantren Education: Study at Pondok Pesantren Universitas Islam Indonesia ]]>
<![CDATA[Hamid, Noor]]>;
<![CDATA[Juliansyahzen, Muhammad Iqbal]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 6 No. 2 (2017): Leadership of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2017.62.349-369
<![CDATA[This paper discusses prophetic leadership in Islamic educational institutions of Pondok Pesantren Islamic University of Indonesia (PP UII). Prophetic leadership is a strategic offer in the discourse of Islamic leadership. There are three basic principles of prophetic leadership: humanization, liberation, and transcendence. These three principles are internalized in the leadership patterns applied by the leaders at Pondok Pesantren Islamic University of Indonesia (PP UII). Leadership in PP UII is different from pesantren in general. If the pesantren generally put forward the leadership of charismatic, while the leadership in PP UII put forward the style of legal leadership. The legal authorities make it more necessary to work together systemically in realizing the vision and mission of the establishment of pesantren. Leadership in pesantren with a periodization system allows for a different concept of understanding of the vision and mission of pesantren between one leader and his successor. Thus, the system and the blueprint of leadership must be clear and mature so that whoever leads the establishment of pesantren remains well done]]>
<![CDATA[Prophetic Leadership: The Leadership Model of Prophet Muhammad in Political Relation of Social – Ummah ]]>
<![CDATA[El Syam, Robingun Suyud]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 6 No. 2 (2017): Leadership of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2017.62.371-396
<![CDATA[The leadership practiced by the Prophet Muhammad in the early days of Islam's birth in Madinah was a prototype of the next Muslim leadership. Therefore, it is not excessive to say that leadership in Muhammad as the bearer of Islamic mission is the masterpiece of Muhammad the founder of the foundations of Islamic leadership, which can make Madinah labeled al-Qur'an as, "Baldatun thayyibatun wa rabbun ghafūr" a good country in the pleasure of Allah. The order of the Medina state is described as "the best, just and civilized society," later termed, "civil society." The Madani community-building proved ahīh unravels the political and social problems-the the current state of affairs. Thus, it is necessary to reflect on the prophetic leadership, in order to become a role model for Islamic leadership in the present context, to solve the problems of disintegration national and disintegration.]]>
<![CDATA[Living Hadis of Tolerance in Multicultural Education: A Leadership Study in Pesantren Al Mukmin Ngruki Sukoharjo Surakarta ]]>
<![CDATA[bin Salman, Abdul Matin]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 6 No. 2 (2017): Leadership of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2017.62.397-425
<![CDATA[Pesantren (Islamic Boarding School) Al-Mukmin Ngruki is underestimated by some of the Indonesian people. It is considered as the center of radical teachings that have no tolerance to others. But in fact, the values of tolerance can be found in the teaching materials. With Bayani and Burhani approaches in understanding the religious source, pesantren Al-Mukmin persists to implant the values of tolerance to the students in the learning process, such as behave positively toward differences and plurality. The leaders of pesantren make those values as the starting point to strengthen multicultural education in pesantren with role modeling, habituation, attention, and advice in living those values.]]>
<![CDATA[The Leadership of Revivalist Kiai: Kiai’s Leadership Behaviours in Pesantren Shuffah Hizbullah Al-Fattah Cileungsi Bogor ]]>
<![CDATA[Asy'ari, Hasyim]]>;
<![CDATA[Marsela, Ades]]>;
<![CDATA[Pardini, Agung]]>;
<![CDATA[Amelia, Firda]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 6 No. 2 (2017): Leadership of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2017.62.427-447
<![CDATA[This study is aimed at describing kiai’s leadership behaviors and identifying the educational system organized by Pesantren Shuffah Hizbullah Al-Fatah in Cileungsi Bogor. This is a qualitative study with three techniques of data collection that are observation, interview, and document study. The results of the study show that revivalist Kiai can be generally defined as a model of pesantren leadership which is not only to foster students’ personality but also to form the cadres of new Islamic generation who have the commitment to upholding Islamic values in daily life. The leadership conception of revivalist Kiai is in line with the role model implemented by Rasulullah SAW during his leadership in Madinah. The existence of Pesantren Shuffah Hizbullah Al-Fatah is the transformation of the pesantren model which has been developed for centuries on Java Island. The educational model in Shuffah Hizbullah Al-Fatah is a combination of formal, nonformal, and informal educational models that is community-based with the mosque as the central. This pesantren has a special characteristic that is successful in involving various components of Muslim communities to become the students.]]>
<![CDATA[Visionary Leadership of the Principal of Senior High School (SMAN) 1 Pabuaran and Senior High School (SMAN) 1 Kalijati Subang West Java ]]>
<![CDATA[Badrudin]]>;
<![CDATA[Jakariya, Guntur]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 6 No. 2 (2017): Leadership of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2017.62.479-498
<![CDATA[The visionary principal takes part in determining the quality of educational institutions. The problem is that not all principals are able to apply optimal visionary leadership. This study examines the strategy and characteristics of the visionary principal of SMAN 1 Pabuaran and SMAN 1 Kalijati. This is a qualitative study with the method of collecting the data is through observation, interview, and documentation study. The results of the study conclude that (1) the visionary strategy of the principal of SMAN 1 Pabuaran and SMAN 1 Kalijati is by formulating, transforming, and implementing the vision and missions so that they become a commitment of all stakeholders and emerging the sense of belonging and sense of ownership attitudes. (2) The characteristics of the visionary leadership of the principal of SMAN 1 Pabuaran and SMAN 1 Kalijati can be seen in their foresight, their ability to transform the vision into action, encourage their subordinates to work hard, motivate, and build a good relationship with the employees so that the concept of the vision is clearly accepted by the subordinate. The principal of SMAN 1 Pabuaran has a strong vision that affects the commitment of the subordinates to implement the vision, while the principal of SMAN 1 Kalijati could stimulate the self-leadership of the teachers so they are able to design work performance by using their own authority in making decisions.]]>
<![CDATA[Abdullah Nashih ‘Ulwan’s Technological Contribution toward the Development of Islamic Early Childhood Education ]]>
<![CDATA[Purnama, Sigit]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 7 No. 1 (2018): Figure of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2018.71.47-77
<![CDATA[The development of science and technology has an impact on the use of technology in education. The application of educational technology in learning is aimed at creating more effective, efficient, and meaningful learning for children. Meanwhile, Islam, which is revealed as a paradigm, explains that education is the best way in developing human nature as well as human resources towards the formation of ‘Insan Kamil’. One of the notable Moslem thinkers worthen to be discussed in this case study is Abdullah Nashih 'Ulwan who has written a monumental work in education entitled ‘Tarbiyatul Aulad fil Islam’. This study sought answers to Ulwan's contributions to the development of early childhood education. The results of this study show that Ulwan's thought cannot be separated from a particular movement namely ‘Ikhwanul Muslimin’. The critical foundation of Ulwan's thinking on child education is essentially derived from his thinking about fitrah. Fitrah, according to ‘Ulwan, is a nature in which humans have a tendency of innate good and evil. Therefore, children at their early age require particular forms of conditioning to develop learners’ type of personality through three approaches namely: the formulation of appropriate child education methods, the establishment of educator readiness and attachment to children, and the conditioning of early childhood education environments.]]>
<![CDATA[Al-Tikrār and Al-Tadrīj: Pesantren Learning Method TGH Bagu Lombok NTB ]]>
<![CDATA[Fadli, Adi]]>
<![CDATA[ Jurnal Pendidikan Islam Vol. 7 No. 1 (2018): Figure of Islamic Education ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpi.2018.71.209-223
<![CDATA[TGH Bagu is known as a charismatic figure and agent of change in Islamic education in Lombok NTB. He is an Islamic education reformer. The huge honors TGH Bagu is a manifestation of thought that must be appreciated in pesantren education. The masterpiece acts TGH. Bagu is developing the foundation of Qomarul Huda School. The School foundation uses curriculum methods for improving learning models. This paper talks about a curriculum In Qomarul Huda school in pesantren with the Teaching-learning repetitions method (al-Tikrār) and logic method (al-Tadrīj).]]>
