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Ahmad Andry Budianto
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Jurnal Konseling Pendidikan Islam
Published by Institut Agama Islam Al-Khairat Pamekasan
ISSN : 26559692     EISSN : 27465977     DOI : https://doi.org/10.32806/jkpi.v2i2
Core Subject : Education,
Education Other
Al Khairat Journal of Islamic Education Counseling (JKPI-Al Khairat) is a scientific journal in the field of Guidance and Counseling in Islamic Education and Education in general which is published regularly twice a year. This journal was published by departmen Islamic Guidance and Counseling at the Tarbiyah Faculty of the Islamic Institute Al-Khairat Pamekasan. Manuscripts published in the form of scientific papers relating to: a. Scientific research in the field of guidance and counseling, psychology, and the world of education. b. Problem Solving, conceptual and methodological fields related to guidance and counseling, education psychology and general education, c. Media Guidance and Counseling, d. Guidance and Counseling Management, e. Cyber ​​Counseling, f. Multicultural Counseling, and/ or, g. Study of theories about guidance and counseling, educational psychology and the world of education.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 279 Documents
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INTEGRATING ETHICS, REASON, AND SOCIETY: A COMPARATIVE LITERATURE REVIEW OF EDUCATIONAL THOUGHT IN AL-GHAZALI, AL-FARABI, AND IBN KHALDUN Fiksi Juita; Zuhdiyah Zuhdiyah; Maryamah Maryamah; Nyayu Soraya
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1618

Abstract

This study examines the educational thought of classical Islamic scholars—Al-Ghazali, Al-Farabi, and Ibn Khaldun—and its relevance to contemporary Islamic education. The research employs a literature review approach by analyzing scholarly articles published between 2020 and 2025 retrieved from Google Scholar with active DOI references. The analysis focuses on identifying the key educational concepts proposed by these thinkers and exploring how their ideas contribute to the philosophical foundations of Islamic education. The findings reveal that classical Islamic educational thought emphasizes a holistic approach to human development that integrates moral, intellectual, and social dimensions. Al-Ghazali highlights the importance of moral and spiritual education through the cultivation of character and ethical values. Al-Farabi emphasizes rational inquiry and philosophical understanding as the foundation for building virtuous citizens and a harmonious society. Meanwhile, Ibn Khaldun introduces a sociological perspective that links education with cultural transmission and the development of civilization. The synthesis of these perspectives demonstrates that classical Islamic educational philosophy offers an integrative framework that remains relevant for addressing contemporary educational challenges. Therefore, revisiting the educational ideas of these scholars can provide valuable insights for developing a balanced and holistic model of Islamic education in modern contexts.
FROM REFORM TO RECONSTRUCTION: EDUCATIONAL PHILOSOPHY OF MUHAMMAD ABDUH AND MUHAMMAD IQBAL IN CONTEMPORARY ISLAMIC EDUCATION Hamzah, Tajuddin; Zuhdiyah, Zuhdiyah; Maryamah, Maryamah; Soraya, Nyayu
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1619

Abstract

This study aims to analyze the reform and reconstruction of Islamic education through the educational thought of Muhammad Abduh and Muhammad Iqbal in the context of contemporary Islamic education. This research employs a qualitative approach using a literature review method. The data were collected from scholarly journal articles accessed through the Google Scholar database with a publication range from 2020 to 2025. Data analysis was conducted using content analysis and comparative analysis to identify the main concepts within the educational thought of both thinkers and examine their relevance to contemporary challenges in Islamic education. The findings indicate that Muhammad Abduh emphasized educational reform through rationality, the rejection of taqlid, and the integration of religious and modern sciences within the Islamic educational curriculum. Meanwhile, Muhammad Iqbal emphasized the reconstruction of Islamic educational philosophy through the concept of khudi, which focuses on the development of self-awareness, creativity, and moral responsibility. The comparative analysis shows that both perspectives offer complementary approaches in constructing a more holistic paradigm of Islamic education. The integration of Abduh’s educational reform and Iqbal’s philosophical reconstruction provides a relevant conceptual framework for developing Islamic education capable of responding to modern challenges while preserving its spiritual and moral foundations.
RECONSTRUCTING CONTEMPORARY ISLAMIC INTELLECTUAL THOUGHT: A CRITICAL LITERATURE REVIEW Firiyanto, Firiyanto; Zuhdiyah, Zuhdiyah; Maryamah, Maryamah; Soraya, Nyayu
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1628

Abstract

This article aims to analyze the development of the reconstruction of contemporary Islamic intellectual thought through a literature review approach. The study employs a qualitative method by examining various academic journal articles, scholarly books, and relevant scientific publications discussing the reform of modern Islamic thought. The selected sources include publications from 2020 to 2025 as well as seminal works of influential Muslim thinkers such as Muhammad Abduh, Muhammad Iqbal, and Fazlur Rahman as theoretical foundations. The findings indicate that the reconstruction of contemporary Islamic intellectual thought revolves around several major themes, including the reform of Islamic epistemology and ijtihad methodology, the transformation of Islamic education, modern Islamic political and civilizational discourse, the reconstruction of hermeneutics and theology, and the development of gender and Islamic economic perspectives. The literature further reveals that contemporary Islamic thought increasingly adopts contextual approaches aimed at bridging classical Islamic intellectual traditions with the demands of global modernity. Therefore, the reconstruction of Islamic intellectual thought extends beyond theoretical discourse and contributes to institutional reform, socio-political governance, and the advancement of Islamic civilization in response to contemporary challenges.
AN ANALYSIS OF SCHOOL PRINCIPALS' PERCEPTIONS OF TEACHER COMPETENCE AND THE ATTRIBUTION OF LOW LEARNING QUALITY Nopriani, Winda; Idi, Abdullah; Handayani, Tutut; Afriantoni, Afriantoni
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1630

Abstract

This study aimed to analyze the principal’s perceptions of teacher competence and the principal’s attribution of the low quality of learning at SMA Negeri 1 Talang Ubi, Penukal Abab Lematang Ilir Regency. The study focused on the principal’s perceptions of four teacher competencies, namely pedagogical, professional, personal, and social competencies, as well as how the principal attributed the factors causing the low quality of learning originating from both internal and external school factors. This research employed a qualitative approach using a case study method. Data were collected through in-depth interviews with the principal as the main informant, classroom observations, and documentation studies of learning devices and relevant school documents. Data analysis was conducted using the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing and verification. Data trustworthiness was ensured through credibility, transferability, dependability, and confirmability tests by applying triangulation and member checking. The results showed that the principal generally had a positive perception of teacher competence in pedagogical, professional, personal, and social aspects. However, improvements were still required in terms of learning innovation and adaptation to evolving educational policies. The principal also attributed the low quality of learning relatively evenly to internal and external factors. Internal factors were related to teachers’ readiness and adaptability in implementing learning processes, while external factors included student characteristics, parental involvement, and limitations in school facilities and educational regulations. These findings indicate that the principal has an objective and constructive perspective in addressing issues related to learning quality and in formulating improvement efforts.
THE EFFECT OF TEACHER COMPETENCY DEVELOPMENT MANAGEMENT AND WORK ATTITUDE ON TEACHER PERFORMANCE AT PUBLIC JUNIOR HIGH SCHOOLS IN THE PENUKAL UTARA DISTRICT Imani, Naila Putri; Karoma, Karoma; Karolina, Asri
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1641

Abstract

This study aims to determine the effect of professional competency development management and work attitude on teacher performance at public junior high schools in North Penukal District, both partially and simultaneously. This research uses a quantitative approach with a survey method. The research sample used a saturated sampling technique, in which the entire population of teachers was used as the research sample. Data collection was carried out through questionnaires prepared based on indicators of the research variables and supported by documentation. The data analysis techniques used included validity tests, reliability tests, classical assumption tests, multiple linear regression analysis, coefficient of determination, and hypothesis testing using the t-test and F-test with a significance level of 5%. The results showed that partially the management of professional competency development had a positive but not significant effect on teacher performance. Meanwhile, work attitude had a positive and significant effect on teacher performance. Simultaneously, the management of professional competency development and work attitude had a significant effect on teacher performance. This indicates that improving work attitudes and managing professional competency development effectively can enhance teacher performance optimally.
THE STUDENT-CENTERED LEARNING APPROACH AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS Septiana, Yelna; Nugraha, Hafizh Maulana; Sirozi, Muhammad
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1702

Abstract

This study aims to analyze the urgency of appropriate learning approaches, the relevance of the Student-Centered Learning (SCL) approach, and its advantages in developing 21st-century skills. The transformation of 21st-century education requires a shift from teacher-centered learning to student-centered learning, emphasizing the 4C skills (critical thinking, creativity, collaboration, and communication). This research employs a qualitative approach using a literature review method by examining 23 relevant scientific sources, including national journals, books, and proceedings. Data analysis was conducted through content analysis involving data reduction, categorization, synthesis, and conclusion drawing. The findings indicate that appropriate learning approaches play a fundamental role in improving the quality of learning processes and outcomes. The SCL approach demonstrates strong theoretical and practical alignment with the 21st-century skills framework by promoting active engagement, independence, and critical and collaborative thinking. Furthermore, SCL offers advantages in creating meaningful, contextual, and flexible learning while supporting authentic assessment practices. Therefore, SCL is an effective approach for developing adaptive competencies aligned with global demands.
STUDENTS' READINESS TO MASTER 21ST-CENTURY SKILLS Wulandari, Siska; Damayanti, Anna; Sirozi, Muhammad
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1705

Abstract

The development of information technology, globalization, and the industrial revolution 4.0 requires the education system to prepare students with relevant 21st century skills. These skills are in line with the four pillars of UNESCO education, namely learning to know, learning to do, learning to be, and learning to live together, which includes critical thinking skills, problem solving, creativity, communication, collaboration, information literacy, and metacognition. This article aims to examine the readiness of students to master 21st century skills and the factors that influence them. The method used is a literature study by analyzing various relevant scientific sources. The results of the study show that students' readiness is influenced by four main factors: relevant curriculum, innovative learning strategies, integration of technology in the teaching and learning process, and a conducive learning environment. The achievement of 21st century skills can be realized through project- or problem-based learning, personalization of learning, strengthening collaboration and communication, empowerment of metacognition, and design of learning activities that are contextual and relevant to the real world. The main principle of 21st century learning emphasizes that learning must be student-centered, collaborative, contextual, and integrated with people's lives. These various skills need to be taught explicitly and planned. The role of teachers is crucial in implementing learning that is able to facilitate the development of these skills. In conclusion, educational institutions need to develop adaptive and innovative learning models so that students are able to face global challenges in the future and become competent, creative, and highly competitive individuals.
AN ANALYSIS OF QIRA’AH INSTRUCTION IN THE DIGITAL AGE TO ENHANCE UNDERSTANDING OF QUR’ANIC TEXTS AMONG SECOND-SEMESTER ARABIC LANGUAGE EDUCATION STUDENTS AT UIN RADEN INTAN LAMPUNG Noviyanti, Roliyah; Nasiruddin, Muhammad; Mizan, Ahmad Nur
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1723

Abstract

This research is motivated by the low ability of students to understand the text of the Qur'an despite having the ability to read Arabic. In the digital era, Arabic language learning has developed through the use of various technological media that can support the learning process of qira'ah. This study aims to analyze the implementation of qira'ah learning in the digital era and its contribution to improving the understanding of the text of the Qur'an among Arabic Language Education students at Raden Intan State Islamic University, Lampung. This study uses a qualitative approach with a case study type. The research subjects consisted of 20 students and 1 lecturer teaching the qira'ah course. Data collection techniques were carried out through interviews, observation, and documentation. Data analysis used the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results show that qira'ah learning in the digital era has utilized various media such as YouTube, Google Classroom, and digital dictionary applications. The use of digital media can increase student motivation and engagement in learning and help understanding the comprehension and structure of the text. However, there are still obstacles such as limited digital literacy and difficulties in understanding the meaning of the text in depth. Thus, digital-based qira'ah learning has the potential to improve understanding of the Quranic text, but requires more effective learning development strategies to achieve optimal results.
THE APPLICATION OF SPIRITUAL VALUES IN A COGNITIVE FRAMEWORK FOR COPING WITH STUDENTS' ACADEMIC STRESS Fithriyah, Imaniyatul
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1590

Abstract

Academic stress is a significant challenge faced by students in Islamic boarding schools, considering the pressures from high academic demands and strict discipline. This study aims to analyze the role of integrating spiritual values into students' coping thoughts as a strategy to manage academic stress. Through a qualitative approach, data were collected via in-depth interviews, observations of students, and document studies at the Al-Majidiyah boarding school. The collected data were then analyzed using thematic analysis, which includes: a) initial coding, marking data segments relevant to spirituality-based coping; b) theme grouping, organizing emerging codes into main themes; and c) theme interpretation. The research results indicate that spiritual values, such as sincerity, trust in God (tawakkul), patience, and gratitude, play a crucial role in helping students manage academic stress. Students who apply these values in their thoughts and behavior report lower stress levels, better emotional calmness, and higher resilience in facing academic pressures. Religious guidance and mentorship from boarding school advisors also have a significant influence in directing students to use spiritual values as an effective coping strategy. The integration of spiritual values into coping thoughts has been shown not only to help alleviate academic stress but also to enhance students' learning motivation and discipline. This study concludes that spiritual values can be an effective approach to supporting the mental and spiritual well-being of students in the Al-Majidiyah boarding school environment in Pamekasan.

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