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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 385 Documents
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STUDENTS’ PERCEPTIONS OF ELECTRONIC STUDENT WORKSHEETS, LEARNING MOTIVATION, AND ACADEMIC ACHIEVEMENT IN ISLAMIC CULTURAL HISTORY: EVIDENCE FROM AN INDONESIAN MADRASAH Aldy Efrial Sony; Fitri Oviyanti; Febrianti Febrianti; Nyayu Soraya; Saipul Annur
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.v7i3.1960

Abstract

Digital learning resources are increasingly embedded in secondary education, yet their educational value depends on how learners engage with the activities that digital tools make possible. Electronic student worksheets (E-LKPD) are potentially useful because they combine structured learning tasks with digital access, interactivity, and opportunities for independent work. This study examines the relationship between students’ perceived use of E-LKPD, learning motivation, and academic achievement in Islamic Cultural History (Sejarah Kebudayaan Islam; SKI) at an Indonesian madrasah. A quantitative cross-sectional survey was conducted with 65 students at MA Rabiatul Adawiyah Baturaja during the 2025/2026 academic year. Data were collected using a 28-item Likert-scale measure of perceived E-LKPD use, a 25-item measure of learning motivation, and documented end-of-semester achievement scores. The manuscript’s original descriptive analysis reported a mean E-LKPD score of 111.52 (SD = 5.356), a mean motivation score of 97.78 (SD = 5.293), and a mean achievement score of 86.03 (SD = 2.437). The original multivariate analysis reported a significant association between E-LKPD and the two outcomes (Wilks’ Λ = .013, F = 16.528, p < .001). However, statistical auditing identified a critical model-specification problem: the reported multivariate test assigns 40 hypothesis degrees of freedom to E-LKPD, indicating that the predictor was entered as a categorical factor rather than as the continuous scale score described in the methods. Because this coding decision is not theoretically justified and is incompatible with the stated research design, the reported effect size (partial η² = .885) should not be interpreted as a valid causal effect until the raw data are reanalyzed using an appropriate multivariate regression model. The study therefore provides a useful empirical basis for examining E-LKPD in SKI while also illustrating the importance of aligning measurement, coding, and multivariate analysis in educational technology research.
FROM PREPARATION TO PERFORMANCE: MAPPING HOW PRE-SERVICE TEACHER EDUCATION SHAPES TEACHER PERFORMANCE Moesarofah Moesarofah; Aniek Wirastania; Maghfirotul Lathifah
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.v7i3.2099

Abstract

Pre-service teacher education is expected to translate academic knowledge into the professional capabilities required for effective classroom practice, yet evidence concerning how specific programme components contribute to teacher performance remains fragmented across practicum, pedagogical competence, self-efficacy, mentoring, assessment, data use, digital competence, and emerging artificial intelligence (AI) capabilities. This systematic literature review synthesised and mapped evidence on how pre-service teacher education contributes to teacher performance. The review followed the PRISMA 2020 reporting framework. The source manuscript reports 385 records identified through academic database searching, 50 records retained after initial screening, 31 considered highly relevant after title, abstract, keyword, and thematic assessment, and 25 studies included in the final synthesis. The included literature, published between 2019 and 2025, represented diverse national and methodological contexts. Thematic synthesis identified six interrelated contribution domains: (1) practicum and authentic teaching practice; (2) pedagogical competence and instructional efficiency; (3) preparedness, self-efficacy, and professional engagement; (4) mentoring, feedback, assessment, and data literacy; (5) digital and AI competence; and (6) professional identity and subject-specific competence. Across the evidence base, programme inputs alone were insufficient to explain performance development. Contribution was more consistently associated with the quality of the learning process connecting coursework and clinical experience through modelling, feedback, reflection, assessment, and professional reasoning. The review therefore proposes an input–process–performance framework in which programme components function through structured professional learning processes to shape observable and perceived performance capabilities. The synthesis also identifies important boundary conditions, including the authenticity of classroom experience, mentoring quality, assessment design, technological support, and the continued reliance on self-report measures. The findings support a shift from viewing teacher preparation as a collection of courses toward viewing it as an integrated professional learning system.
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.

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