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Assyfa Journal of Islamic Studies
Published by CV Bimbingan Belajar Assyfa
ISSN : 29887399     EISSN : 29887399     DOI : https://doi.org/10.61650/ajis
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
he main purpose of the AJIS: Assyfa Journal of Islamic Studies is to publish the empirical original and primary research pertaining to Islamic education across all ages and educational levels both qualitative and quantitative research. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to Islamic educational. The scope of Assyfa Journal of Islamic Studies tells us the areas of application of educational combined with an Islamic perspective.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 159 Documents
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The Influence of Principal Leadership and Teacher Performance on the Quality of Education in Islamic Junior High Schools in Pematangsawa District Hulaifah Hulaifah; Eka Fitria Ningsih; Wawan Wawan
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1039

Abstract

This study aims to analyze the influence of principal leadership and teacher performance on educational quality in junior high schools (SMP/MTs) throughout Pematangsawa District, Tanggamus Regency. The method used was quantitative, with a sample of 54 respondents and multiple linear regression analysis. The results of the assumption test showed that the data were normally distributed, linear, and free from multicollinearity, autocorrelation, and heteroscedasticity. The results showed that principal leadership and teacher performance simultaneously had a significant effect on educational quality (F = 88.913; sig. 0.000 < 0.05). Partially, principal leadership had no significant effect (t = 1.232; sig. 0.224 > 0.05), while teacher performance had a positive and significant effect (t = 6.220; sig. 0.000 < 0.05). The Adjusted R Square value of 0.768 indicates a contribution of 76.8% between the two variables. Based on the research results, it can be concluded that teacher performance is the dominant factor in improving educational quality, while principal leadership has not yet had a significant direct impact. However, both variables together still contribute significantly to improving educational quality. Therefore, improving educational quality needs to focus on strengthening teacher performance supported by effective principal leadership.
Implementation of YouTube and TikTok-Based Digital Literacy in Islamic Education Learning at SMKN 2 Tanjung Raya Mawadatul Af&#039;idati; Siti Roudhotul Jannah; Choirudin Choirudin; Subandi Subandi
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1040

Abstract

This research is motivated by the challenges of Islamic Education (PAI) learning in the digital era, where conventional methods are considered less effective in reaching Generation Z students who are familiar with digital platforms. The study aims to analyze the implementation of YouTube and TikTok-based digital literacy in PAI learning at SMKN 2 Tanjung Raya, covering planning, implementation, and evaluation. A qualitative method with a case study approach was employed. Informants were determined through purposive sampling, consisting of PAI teachers, students, and the vice principal of curriculum. Data collection used observation, in-depth interviews, and documentation. Data analysis followed the Miles and Huberman model (reduction, display, conclusion), with validity checks through source triangulation, technique triangulation, and member checking. The results showed: (1) Planning includes selecting relevant, accurate, and morally valuable video content; (2) Implementation is conducted interactively and multimodally by showing videos as initial stimuli, followed by discussion and reflection; (3) Evaluation covers cognitive, affective, and psychomotor aspects, including social media ethics. This implementation increased learning motivation, made abstract material more contextual, and made students more selective and responsible in consuming digital content. In conclusion, systematically managed use of YouTube and TikTok is proven effective as an adaptive pedagogical strategy in the digital era. This study recommends strengthening digital infrastructure and digital literacy training for teachers.
Implementation of Maqāṣid al-Sharī’ah Values in the Family Hope Program (PKH) as an Effort to Realize a Maslahah Family Ahmad Zaenudin; Agus Setiawan; Habib Sulthon Asnawi; Ahmad Muslimin
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1041

Abstract

This study aims to analyze the implementation of Maqāṣid al-Sharī’ah values in the Family Hope Program (PKH) as an effort to realize a maslahah family in Bandar Surabaya District, Central Lampung Regency. The research focuses on PKH implementation, reflected maqasid values, level of alignment, and implications for maslahah families. A qualitative case study approach was employed. Data were collected through in-depth interviews, participatory observation, and documentation involving the PKH District Team Leader, facilitators, beneficiary families (KPM), Social Service officers, and community leaders. Data analysis used the Miles & Huberman interactive model with validity ensured through source, technique, and time triangulation, member checking, audit trail, and reflexivity. The findings reveal: (1) PKH implementation has followed procedural mechanisms, yet variations exist in KPM understanding and participation; (2) Ḥifẓ al-nafs (protection of life) and ḥifẓ al-’aql (protection of intellect) are relatively stronger than ḥifẓ al-dīn (protection of religion), ḥifẓ al-nasl (protection of lineage), and ḥifẓ al-māl (protection of property); (3) The alignment of PKH implementation with Maqāṣid al-Sharī’ah is partial; (4) PKH contributes to basic needs fulfillment but has not fully fostered self-reliance or holistic maslahah families. This study recommends strengthening empowerment approaches and integrating religious values into social protection policies.
Organizational Culture Management in Forming Student Character Based on Qur'anic Values in Madrasah Ibtidaiyah Sofia Nisa Ulyantika; Reyhana Nur Azizah; Wijaya Putri; Bambang Sri Anggoro; Sovia Mas Ayu
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1049

Abstract

This article examines the research aimed to analyze organizational culture management in shaping student character based on Qur'anic values ​​at MI Al Qur'an Trimurjo, Central Lampung. The method used was qualitative research with a case study approach. Data were collected through participatory observation, in-depth interviews with the principal, teachers, and students, and documentation analysis. The results showed that organizational culture management at MI Al Qur'an was implemented through three main stages: planning, implementation, and control. Internalized Qur'anic values ​​include honesty (shiddiq), trustworthiness, discipline, responsibility, and compassion. Featured programs such as the habit of reading the Qur'an, congregational prayer, and memorizing the Qur'an serve as key instruments in shaping student character. Supporting factors include the commitment of all members of the madrasah and parental support, while inhibiting factors include limited time and differences in student backgrounds. This study recommends strengthening ongoing evaluation and active parental involvement in character-building programs based on Qur'anic values.
Implementation of Halaqoh and Musyafahah Methods in Memorizing the Qur'an at Hidayatul Mubtadiin Islamic Boarding School Muhammad Riyadh; Imam Syafe&#039;i; Eka Prastiawati
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1057

Abstract

This study aims to analyze the implementation of the halaqoh and musyafahah methods in memorizing the Qur'an and their impact on the quality of students' memorization at Pondok Pesantren Hidayatul Mubtadiin, Tulang Bawang Barat. This research employs a qualitative approach with a case study design. The research subjects consisted of 5 tahfidz instructors and 27 students in the tahfidz program. Data collection techniques included participatory observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion. The results showed that the halaqoh method is implemented through a circular group system which effectively improves memorization fluency and a sense of togetherness. The musyafahah method is implemented through direct submission in two phases: bin-nadzor (reading from the mushaf) and bil-ghaib (submitting without the mushaf), which proved effective in improving reading accuracy and tajwid. The combination of both methods resulted in significant improvement, with 100% of students successfully memorizing the Qur'an in the fluent category (27 out of 27 students). The main supporting factors include the competence of teachers with sanad, a conducive environment, and students' internal motivation. This study offers an integrative model for the simultaneous implementation of halaqoh and musyafahah methods which has not been extensively studied in the context of Islamic boarding schools in the Tulang Bawang Barat region.
Parenting Styles and Academic Achievement of Rural Students at SMPN 23 Bengkulu Tengah: A Qualitative Descriptive Study Tias Siswanti; Adi Asmara
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1058

Abstract

This study examines the relationship between parenting styles and the academic achievement of students at SMPN 23 Bengkulu Tengah, Indonesia, using a descriptive qualitative approach. The research aims to understand how parenting dynamics in rural settings contribute to student academic outcomes and to identify key inhibiting factors. Data were collected through participatory observation, in-depth interviews with parents and teachers, and systematic documentation of student academic records. Thematic analysis following the Miles, Huberman, and Saldaña (2020) framework revealed that parental involvement remains predominantly passive, limited to fulfilling tangible needs such as uniforms and stationery, while emotional and educational support—homework accompaniment, motivation, and self-confidence building—is critically lacking. Three primary inhibiting factors were identified: severe economic pressure that exhausts parental time and energy, low parental education literacy leading to academic self-doubt and abdication of responsibility to schools, and deep-rooted institutional misconceptions about the sole responsibility of schools for children's character and academic development. Despite these constraints, when present, emotional involvement showed a significant positive effect on student motivation. The study concludes that academic success in rural areas is more determined by the quality of parenting and intensity of parental involvement than by economic conditions alone. Sustainable parenting programs and consistent school budget transparency are recommended as key strategies to build trust and foster a synergistic school-family partnership that supports holistic student development.
Principal Strategies for Enhancing Teacher Professional Competence: A Systematic Literature Review on Instructional Leadership, Academic Supervision, and Continuous Professional Development Nurani Nurani; Trian Hermawan; Muhammad Akmansyah; Zulhanan Zulhanan; Fachrul Ghazi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies (August) In Press
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1062

Abstract

Teacher professional competence is a prerequisite for instructional quality, as it relates to mastery of subject matter, the ability to develop knowledge, the use of technology, professional reflection, and the capacity to translate curriculum goals into meaningful learning experiences. This article aims to synthesize principal strategies for enhancing teacher professional competence through a Systematic Literature Review (SLR). The review adapts the PRISMA 2020 guidelines and searches literature across SINTA/Garuda, Google Scholar, DOAJ, ERIC, ScienceDirect, SAGE, Emerald, SpringerOpen, and reputable international journal platforms. Inclusion criteria cover articles published between 2016 and 2026 that focus on principal leadership, teacher professional competence, academic supervision, professional learning communities, and continuous professional development. Exclusion criteria include articles without adequate bibliographic access, those irrelevant to school-level contexts, and those lacking strategic implications for teacher competence improvement. The synthesis identifies six clusters of principal strategies: vision-based instructional leadership; clinical-collaborative academic supervision; needs-based continuous professional development; teacher learning communities; data-driven and digital technology utilization; and the internalization of Islamic values such as amanah (trustworthiness), ihsan (excellence), itqan (precision), syura (consultation), and taawun (mutual cooperation). This article offers the DASA-PKB strategic cycle model comprising competence diagnosis, learning vision, supervision and coaching, learning community action, digital resource strengthening, quality control, and sustainable professional culture. The article’s contribution lies in integrating SINTA 1-3 and Scopus Q1-Q3 literature with Islamic normative foundations, thereby serving as a conceptual basis for school policy development and further research.
The Principal's Leadership Style in Driving a School Ecosystem and Community that Cares About Education at SDN 02 Andaleh Dwi Suryani Alfa; Sri Wiyanti; Kamal Ruzzaman; Suswati Hendriani
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1063

Abstract

The school’s initial conditions were characterized by weak relationships between the school and the surrounding community, low professionalism among some teachers, suboptimal utilization of school facilities, and inadequate character development among students. This study aimed to analyze the principal’s leadership style in building an inclusive educational ecosystem and fostering community participation in education. A qualitative approach with a single case study design was employed in a school undergoing transformative change. Data were collected through participant observation, in-depth interviews, and document analysis involving the principal, teachers, students, school committee members, and community representatives. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. Trustworthiness was ensured through source and technique triangulation, member checking, and peer debriefing. The findings revealed that the principal consistently applied transformational and participatory leadership through exemplary behavior, humanistic communication, strengthening school culture, and developing partnerships with the community. This leadership contributed to improved teacher professionalism, stronger school-community relationships, better utilization of facilities, and the development of more disciplined and environmentally responsible students. The study highlights the critical role of principal leadership in achieving sustainable educational transformation.
Internal Quality Assurance System Based on Islamic Organizational Culture in Strengthening Educational Quality in Islamic High Schools: A Systematic Literature Review Safitri Agustina; Syafrimen Syafrimen; Tulus Suryanto; Koderi Koderi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies (August) In Press
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Educational quality remains a strategic issue in the development of national education systems, including Islamic educational institutions. To promote continuous quality improvement, the Indonesian government has established the Internal Quality Assurance System (IQAS) as a key mechanism for quality control and enhancement at the institutional level. However, previous studies indicate that the implementation of IQAS in Islamic educational institutions often remains administrative and compliance-oriented, with limited integration into the organizational culture of schools. Consequently, Islamic organizational culture is increasingly recognized as a strategic foundation for strengthening quality culture and ensuring the effectiveness of quality assurance practices. This study aims to analyze, synthesize, and construct a conceptual model of an Internal Quality Assurance System based on Islamic organizational culture for strengthening educational quality in Islamic senior high schools. The study employs a Systematic Literature Review (SLR) approach following the PRISMA 2020 guidelines. Data sources consist of scholarly articles, academic books, and policy documents published between 2020 and 2026 and retrieved from Scopus, Dimensions, Crossref, Google Scholar, DOAJ, Garuda, and SINTA databases. The literature selection process followed the stages of identification, screening, eligibility assessment, and inclusion based on predetermined criteria. The findings indicate that the successful implementation of IQAS is influenced not only by technical and administrative aspects but also by organizational culture, leadership, stakeholder participation, and institutional commitment to quality. Islamic organizational culture, characterized by the values of amanah (trustworthiness), ihsan (excellence), itqan (professionalism), shura (consultation), adl (justice), ukhuwah (brotherhood), discipline, and exemplary leadership, demonstrates strong alignment with the principles of quality culture and continuous improvement. The integration of these Islamic values into the PPEPP cycle contributes to the development of a sustainable and contextually relevant quality culture within Islamic educational institutions. This study proposes a conceptual model positioning Islamic organizational culture as a cultural mechanism linking the implementation of IQAS to educational quality enhancement. The novelty of this study lies in integrating Internal Quality Assurance Systems, Islamic organizational culture, quality culture, and Islamic educational management into a comprehensive conceptual framework. The proposed model is expected to provide both theoretical and practical contributions to the advancement of quality assurance systems in Islamic education in Indonesia.
Rekonstruksi Model Integratif Epistemologi Pendidikan Islam melalui Perbandingan Perspektif Klasik–Modern: A Systematic Literature Review Yusuf Efendi; Aljamaedi Aljamaedi; Deby Habja Musdalifa; Riki Saputra; Sukmareni Sukmareni
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1066

Abstract

This study aims to reconstruct an integrative model of Islamic educational epistemology through a comparison of classical and modern perspectives based on a synthesis of scholarly literature. The study employed a Systematic Literature Review (SLR) method by analyzing 30 journal articles addressing Islamic educational philosophy, epistemology, knowledge integration, character education, digital transformation, and contemporary scientific developments in Islamic education. The analysis was conducted through stages of article identification, data extraction, thematic classification, comparative analysis, and conceptual synthesis. The findings reveal that classical Islamic educational epistemology emphasizes revelation (naql), reason (‘aql), adab, and character formation, while the modern perspective retains these foundations while incorporating contextualization, empirical experience (tajribah), knowledge integration, and openness to scientific and technological advancement. The study also identifies a strong tendency toward an integrative paradigm that connects multiple sources of knowledge within a holistic educational framework. Based on the literature synthesis, this research proposes an integrative model of Islamic educational epistemology consisting of five key components: naql, ‘aql, tajribah, adab, and contemporary science and technology. This model provides a conceptual foundation for developing Islamic education that is responsive to the challenges of the twenty-first century

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