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Ahmad Andry Budianto
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INDONESIA
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 303 Documents
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RECONSTRUCTING MULTICULTURAL EDUCATION FOR ISLAMIC EDUCATION: A CRITICAL CONCEPTUAL ANALYSIS OF JAMES A. BANKS’ FIVE DIMENSIONS IN INDONESIA Mufiqur Rahman
Jurnal Konseling Pendidikan Islam Vol. 6 No. 2 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i2.2200

Abstract

Multicultural education is increasingly expected to address cultural, religious, linguistic, and social diversity without reducing difference to a problem of classroom management. In Islamic education, however, importing a Western multicultural framework without examining its epistemological assumptions risks producing a superficial form of compatibility. This article critically reconstructs James A. Banks’ five dimensions of multicultural education—content integration, the knowledge construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure—through the normative and pedagogical resources of Islamic education in Indonesia. The study uses a critical conceptual literature review based on Banks’ primary theoretical writings and selected peer-reviewed scholarship on multicultural education, Islamic education, interculturality, social justice, and religious moderation. The analysis treats the relationship between the two traditions as one of selective consonance and productive tension rather than equivalence. The synthesis identifies five functional correspondences: content integration can be oriented toward taʿāruf and the recognition of diversity; knowledge construction can be connected to ijtihād, tafakkur, and contextual interpretation; prejudice reduction can be supported by tasāmuḥ and ukhūwah insāniyyah; equity pedagogy can be grounded in al-ʿadl and educational fairness; and an empowering school culture can be strengthened through shūrā, karāmah al-insān, and rahmah. The article’s central contribution is a reconstruction model that moves beyond value matching toward pedagogical translation: each Banksian dimension is reformulated as a set of educational practices while remaining accountable to Islamic epistemological commitments. The model provides a theoretically bounded framework for developing inclusive Islamic education in Indonesia and identifies propositions that require empirical testing in madrasahs, Islamic schools, and pesantren.
NEGOTIATING MOTIVATION AND STRESS IN ACADEMIC WORK: A PHENOMENOLOGICAL STUDY OF LECTURER PERFORMANCE IN AN INDONESIAN PRIVATE UNIVERSITY Slamet Riyadi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2213

Abstract

Lecturer performance is central to higher education quality, yet performance cannot be adequately understood through productivity indicators alone. This study explored how lecturers experience work motivation and work stress and how these experiences shape teaching, research, community engagement, and student mentorship. An interpretive phenomenological design was used with 15 full-time lecturers at a medium-sized private university in Jakarta, Indonesia. Participants were purposively selected using maximum variation criteria and completed semi-structured interviews lasting 45–75 minutes. Data were analyzed through Braun and Clarke’s six-phase thematic analysis, supported by reflexive attention to participants’ meaning-making and contextual accounts. Four motivational resources emerged: intrinsic passion, extrinsic rewards, collegial support, and institutional recognition. Five recurring demands shaped experiences of stress: excessive workload, role ambiguity, resource insufficiency, work–life imbalance, and bureaucratic pressure. Across accounts, motivation and stress were experienced as dynamically interconnected rather than as independent predictors of performance. Intrinsic motivation enabled lecturers to sustain teaching and research effort under demanding conditions, while collegial support functioned as an important social resource. However, persistent workload, ambiguity, and inadequate resources progressively weakened these protective capacities and were associated with exhaustion and reduced performance. Participants also identified student mentorship as a meaningful but comparatively under-recognized dimension of academic work. The findings extend motivation and job-demands perspectives by showing how individual motivational resources depend on relational and institutional conditions. The study suggests that sustainable lecturer performance requires workload redesign, clearer institutional priorities, protected autonomy, stronger collegial structures, and recognition of mentoring and other forms of academic labor.
THE URGENCY OF CURRICULUM IN THE MANAGEMENT SYSTEM OF NON-FORMAL EDUCATIONAL INSTITUTIONS: A CASE STUDY AT PESMA AN NAJAH PURWOKERTO Atabik Atabik; Khafifatul Fian
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2220

Abstract

Pondok Pesantren Mahasiswa (Pesma) An-Najah Purwokerto represents a distinctive model of Islamic boarding school that combines the classical salaf tradition of kitab kuning study with the academic demands of university life. This article examines how salaf-based education is managed at Pesma An-Najah, focusing on the functions of planning, organizing, actuating, and controlling as applied to curriculum, teaching methods, human resources, and supporting economic units. Drawing on institutional documentation, prior academic studies conducted at the pesantren, and the broader scholarly literature on pesantren management, the article argues that An-Najah has developed a hybrid management model that preserves the substance of salaf learning sorogan, bandongan, and kitab kuning mastery while embedding it within a more structured, goal-oriented, and technologically supported management system than is typical of conventional salafiyah pesantren. The article concludes that this integrative management approach enables the pesantren to produce santri who are simultaneously grounded in classical Islamic scholarship and competitive in contemporary academic and professional life.
DIFFERENTIATED LEARNING IN FIQH INSTRUCTION: A QUALITATIVE STUDY OF ADAPTIVE CLASSROOM PRACTICES AND STUDENT LEARNING EXPERIENCES IN AN INDONESIAN MADRASAH Lilis Permata Sari; Sumiati Sumiati; Rahmi Dewanti
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.1587

Abstract

This study examines how differentiated learning is implemented in Fiqh instruction and how teachers and students experience its contribution to classroom participation and learning outcomes in Grade VIII at MTs Negeri Gowa, Indonesia. A descriptive qualitative design was used. Data were obtained through classroom observation, interviews, learning-outcome tests, and documentation of instructional planning and supporting records. The analysis followed data reduction, data display, and conclusion drawing, with source and method triangulation used to strengthen credibility. The findings indicate that differentiation was enacted through three main dimensions: content, process, and product. Content was adjusted to students’ readiness through core concepts, enrichment activities, textual analysis, and case-based tasks. Process differentiation involved discussion, questioning, worship practice, collaborative tasks, and other varied learning activities. Product differentiation provided students with alternatives such as summaries, presentations, posters, and simple projects. The reported classroom evidence also indicated increased participation, motivation, confidence, and learning achievement during the implementation period. Teacher readiness, learning-needs mapping, and a supportive classroom climate facilitated implementation, whereas limited instructional time and heterogeneous student abilities constrained it. The study contributes contextual evidence that differentiated learning can support responsive Fiqh instruction, while the qualitative design does not permit a causal estimate of its effect on achievement.
STATISTICAL ASSUMPTION TESTING IN MULTIPLE LINEAR REGRESSION FOR EDUCATIONAL RESEARCH: EVIDENCE FROM A SECONDARY SCHOOL SURVEY IN INDONESIA Fitriyanti Fitriyanti; Meli Puspita; Fajri Ismail; Muhammad Win Afghani
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.1716

Abstract

Multiple linear regression is widely used in educational research to examine the statistical association of several predictors with an outcome. Its interpretation, however, depends on appropriate model specification and diagnostic evaluation. This study examined a two-predictor regression model of students’ learning outcomes and evaluated the statistical assumptions preceding model interpretation. A quantitative survey design was conducted at SMA Negeri 1 Rantau Bayur. The sample comprised 40 students selected purposively. Data were collected using Likert-scale questionnaires whose validity and reliability had been assessed and were analyzed using IBM SPSS Statistics. The analysis included descriptive statistics, distributional diagnostics, homoscedasticity, multicollinearity, heteroskedasticity diagnostics, and multiple linear regression. The reported results showed Shapiro–Wilk p values above .05 for X1, X2, and Y; a Levene statistic of 1.244 (p = .272); tolerance of .712 and VIF of 1.404 for both predictors; and no apparent heteroskedastic pattern in the residual scatterplot. The regression model yielded positive coefficients for X1 (B = 0.413, SE = 0.098, p < .001) and X2 (B = 0.287, SE = 0.081, p = .001), with R = .742, R² = .551, and adjusted R² = .526. Thus, the two predictors jointly accounted for 55.1% of the observed variance in learning outcomes in this sample. The study highlights the importance of regression diagnostics while emphasizing that purposive sampling and a single-school sample constrain generalizability and that the observed associations should not be interpreted causally.
MANAGING TEACHER PROFESSIONAL DEVELOPMENT IN A RESOURCE-CONSTRAINED SCHOOL: A QUALITATIVE CASE STUDY FROM CENTRAL MALUKU, INDONESIA Wandi Yusuf Bugis; Rudolf Kempa; Paul Arjanto
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.1781

Abstract

Teacher professional development (TPD) is widely regarded as a key mechanism for strengthening instructional quality, yet the availability of professional learning opportunities does not necessarily translate into sustained teacher participation or organizational learning. This study examined how TPD was managed at SMA Negeri 18 Maluku Tengah, with particular attention to program availability, implementation, teacher participation, institutional constraints, and perceived effects. A qualitative descriptive case-study approach was used. Data were generated through in-depth interviews and document analysis involving six purposively selected informants: the principal, two vice principals, and three senior teachers. Data were analyzed through data condensation, data display, and conclusion drawing, with credibility, dependability, and confirmability considered throughout the analytic process. The findings show a substantial gap between awareness of TPD opportunities and their institutionalization at school level. Four of the fourteen identified development programs were implemented within the school—teacher certification/equivalency, educational supervision, MGMP empowerment, and peer collaboration—while three were accessed externally with limited participation and seven had not been implemented. Teacher participation was constrained less by expressed unwillingness than by limited funding, transportation, information, workload, and school-level planning. The study therefore conceptualizes the central problem as a management and enabling-conditions gap rather than simply a motivation deficit. The case contributes context-sensitive evidence that school-based TPD in geographically constrained settings requires an integrated cycle of needs identification, planning, implementation, monitoring, evaluation, and follow-up.
SOCIAL COGNITIVE PROCESSES IN THE FORMATION OF RELIGIOUS MODERATION AMONG ELEMENTARY SCHOOL STUDENTS: A QUALITATIVE CASE STUDY FROM MADURA, INDONESIA Ach. Sayyi; Ahmad Hanif Fahruddin; Afandi Afandi; Nur Syarifuddin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.1782

Abstract

Religious moderation is often presented in Indonesian Islamic education as a normative ideal, but less is known about how elementary-school children actually acquire moderation-oriented dispositions through everyday social experience. This study examines how social-cognitive processes within Islamic learning contribute to the formation of religious moderation among elementary-school students in Madura, East Java, Indonesia. A qualitative case-study design was used across selected elementary schools and Madrasah Ibtidaiyah representing public, private Islamic, and pesantren-based settings. Data were generated through semi-structured interviews, participant observation, and document analysis involving Islamic Religious Education teachers, homeroom teachers, school principals, students in Grades 4–6, and parents. The data were analysed thematically, with attention to observational learning, reciprocal interaction, social reinforcement, self-regulation, and contextual cultural meaning. Four interrelated mechanisms emerged: teacher exemplification, peer reinforcement, an inclusive school culture with religious habituation, and culturally grounded meaning-making. The findings indicate that children did not primarily articulate moderation as an abstract ideological concept; rather, they recognised it through observable practices such as respectful communication, helping peers, avoiding ridicule, accepting differences, and resolving disagreement without humiliation or violence. On this basis, the study develops the Social Cognitive Religious Moderation Internalization (SCRMI) framework, which conceptualises moderation as a socially learned and contextually reinforced disposition rather than a product of cognitive transmission alone. The contribution of the study lies in linking Social Cognitive Theory with culturally situated Islamic pedagogy and in specifying mechanisms through which moderation may become embedded in everyday school life.
INTEGRATING ISLAMIC EDUCATION INTO FULL-DAY SCHOOLING: CHARACTER FORMATION AT AN ISLAMIC SENIOR HIGH SCHOOL IN MAKASSAR, INDONESIA Abdul Chaliq Nurdin; Dahlan Lamabawa; Abdul Azis Muslimin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.1961

Abstract

This study examines how Islamic education is integrated into a full-day school program and how this integration is experienced as contributing to character formation among students at SMA IT As-Sunnah Makassar, Indonesia. Although extended school time creates additional opportunities for educational intervention, the duration of schooling alone does not guarantee character development; the pedagogical quality, consistency of modelling, habituation, school culture, and family support remain consequential. A qualitative field study was conducted at one integrated Islamic senior high school. Data were generated through observation, semi-structured interviews, and document analysis involving the principal, curriculum leadership, teachers, homeroom teachers, and students. Data were analyzed through the interactive processes of data condensation, data display, and conclusion drawing/verification, with source and method triangulation used to strengthen credibility. The findings indicate four interrelated implementation mechanisms: (1) integration of national and Islamic curricula, (2) routine religious habituation, (3) an Islamic school culture reinforced through teacher modelling and institutional rules, and (4) religious and character-oriented extracurricular activities. Participants and observations associated these practices with the development of religiosity, discipline, responsibility, honesty, social concern, and independence. However, the findings also show that character formation is not attributable to full-day schooling alone; peer environments, family practices, prior experiences, individual differences, and students’ digital environments may facilitate or constrain internalization. The study contributes a context-sensitive account of how extended school time can function as a character-education ecology when learning, habituation, modelling, and school–family collaboration are aligned.
EVALUATING THE IMPLEMENTATION OF THE MERDEKA CURRICULUM IN ISLAMIC RELIGIOUS EDUCATION AT A PESANTREN-BASED JUNIOR HIGH SCHOOL: A CIPP CASE STUDY Ahmad Yaim; Ahmad Zainuri; Fitri Ofiyanti; Indah Wigati; Maryamah Maryamah
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.1972

Abstract

The implementation of Indonesia’s Merdeka Curriculum requires schools to translate curricular flexibility into context-responsive teaching, assessment, and institutional support. This study evaluates the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) at a pesantren-based junior high school in Lempuing Jaya, South Sumatra, Indonesia, using the Context, Input, Process, and Product (CIPP) evaluation model. An evaluative qualitative case-study design was employed. Data were generated through participatory classroom and project observations, semi-structured interviews with school and curriculum leaders, PAI teachers, a supervising inspector, and students, and analysis of curriculum and assessment documents. Data were analyzed using an interactive qualitative analysis procedure involving condensation, display, and conclusion drawing, with source and method triangulation used to strengthen credibility. The findings reveal a marked implementation asymmetry. Contextually, the school’s religious ecology and institutional mission strongly support PAI and character development, but the school’s operational curriculum documents remain insufficiently contextualized. At the input level, digital infrastructure and learning resources are relatively strong, whereas teacher pedagogical readiness, diagnostic-assessment documentation, project guidance, and operational quality-assurance mechanisms remain limited. At the process level, teachers have adapted learning through digital tools, block scheduling, and contextual problem-based activities, but differentiated instruction, formative assessment, reflective practice, and the reflective phase of the Pancasila Student Profile Strengthening Project are inconsistently implemented. Product evidence suggests promising development of students’ religious character and digital participation, but the reported 85% achievement is an institutional estimate rather than an independently measured outcome, while documentation of learning attainment, stakeholder satisfaction, and differentiated student products remains incomplete. The study argues that the principal implementation challenge is not infrastructure but the alignment of teacher capability, assessment evidence, curriculum governance, and reflective improvement. A staged improvement strategy is proposed through peer coaching, contextualization of the school operational curriculum, diagnostic assessment capacity building, integration between school and boarding-school programs, and stronger evidence-based quality assurance.
DIGITAL COUNSELING IN INDONESIAN ISLAMIC BOARDING SCHOOLS IN THE SOCIETY 5.0 ERA: A CRITICAL INTEGRATIVE REVIEW OF OPPORTUNITIES, ETHICAL RISKS, AND CONTEXTUAL READINESS Ahmad Robhil Ma’shum
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.2083

Abstract

Digital transformation is reshaping how educational institutions provide psychosocial support, yet evidence concerning digital counseling in Indonesian Islamic boarding schools (pesantren) remains fragmented. This review critically examines how digital counseling can be positioned within traditional and modern pesantren under the human-centered vision of Society 5.0. Rather than treating digitalization as a linear process of technology adoption, the review analyzes four interrelated dimensions: contextual readiness, service modalities, ethical and relational safeguards, and compatibility with pesantren values. A critical integrative literature review was conducted using literature identified through academic databases and scholarly sources, with emphasis on publications from 2016 to September 2026 and additional foundational and professional guidance relevant to digital counseling, digital mental health, Society 5.0, and pesantren transformation. Thematic synthesis was used to compare evidence across the literature and to distinguish well-supported findings from contextual assumptions. The review indicates that digital counseling can improve flexibility, accessibility, and continuity of support, but these benefits depend on digital competence, infrastructure, governance, privacy protection, informed consent, risk management, and the preservation of therapeutic alliance. The literature also suggests that modern pesantren generally possess structural advantages for technology adoption, whereas traditional pesantren may possess relational and spiritual resources that can support culturally congruent counseling. These differences should be interpreted as contextual tendencies rather than universal characteristics. The review proposes a value-sensitive implementation framework consisting of readiness assessment, institutional governance, human-led service design, ethical safeguards, culturally responsive practice, and continuous evaluation. The central argument is that Society 5.0-oriented counseling in pesantren should not be technology-led; it should be human-centered, ethically governed, culturally grounded, and digitally enabled.

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