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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 199 Documents
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Crisis Management in Islamic Educational Institutions during the Era of Disruption Ismi Azizah Ulya; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1304

Abstract

The era of digital disruption has created significant challenges for Islamic educational institutions, particularly Salafiyah Islamic boarding schools, in maintaining their educational identity while responding to rapid technological developments. This study aims to analyze crisis management practices at Pondok Pesantren Hidayatus Salafiyah in Lampung Timur and to develop an integrated crisis management model that supports organizational resilience without compromising the institution's religious values and educational traditions. This study employed a qualitative case study approach. Data were collected through in-depth interviews with the kyai, educators, administrative staff, and students, as well as participant observation and document analysis. Data were analyzed using thematic analysis involving data reduction, coding, categorization, interpretation, and triangulation to ensure the credibility and trustworthiness of the findings.The findings indicate that crisis management within the pesantren is characterized by three main dimensions. First, digital adaptation is implemented selectively rather than comprehensively, whereby technological innovation is adopted only when it supports educational quality and institutional governance while preserving the traditional bandongan and sorogan learning systems. Second, Islamic values, including amanah, shura, ikhlas, ukhuwah, tawakkul, and maslahah, serve as the ethical foundation for organizational decision-making during periods of disruption. Third, the study proposes the Integrated Crisis Management Model for Salafiyah Islamic Boarding Schools in the Era of Digital Disruption (ICM-SIBS Model), consisting of six interrelated components: external disruption, crisis identification, crisis leadership, Islamic ethical filtering, selective digital adaptation, human resource capacity building, and organizational resilience. This study concludes that effective crisis management in Salafiyah Islamic boarding schools is achieved not through comprehensive digitalization but through adaptive leadership, value-based governance, selective technological adoption, and continuous human resource development. The proposed model contributes to the development of crisis management theory in Islamic educational institutions by integrating Islamic ethical values with organizational adaptation and digital transformation.
Transforming Islamic Education Curriculum: Integrating Kiai Authority and Educational Technology through an Integrative Literature Review Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 2 No. 3 (2024): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v2i3.541

Abstract

Islamic education faces increasing pressure to respond to technological change while preserving the religious values, pedagogical traditions, and cultural authority that characterize its curriculum. This study examines how kiai authority and educational technology can be conceptually integrated within the transformation of Islamic education curriculum. An integrative literature review was employed to synthesize scholarly publications addressing Islamic education curriculum, kiai authority, pesantren educational practices, and technology-supported learning. Relevant studies were systematically identified, screened, categorized, and interpreted through thematic synthesis to reveal relationships among curriculum orientation, religious authority, pedagogical adaptation, and technological integration. The review identifies three interconnected patterns. First, kiai authority functions as a value-oriented foundation that influences curriculum direction, legitimacy, and pedagogical adaptation in Islamic educational institutions. Second, educational technology provides opportunities for expanding learning access, instructional flexibility, and curriculum delivery, but its adoption requires contextual alignment with institutional values and pedagogical traditions. Third, sustainable curriculum transformation emerges not from replacing traditional structures with technology, but from integrating technological innovation within culturally and religiously grounded educational practices. The study proposes an integrative framework positioning kiai authority as a normative-pedagogical anchor and educational technology as an adaptive instrument for Islamic education curriculum transformation.
PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KARAKTER MULTIKULTURAL PADA ERA GENERASI ALPHA DI MA MA’ARIF ROUDLOTUT THOLIBIN KOTA METRO PROVINSI LAMPUNG Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.968

Abstract

Islamic education curriculum transformation under the Merdeka Belajar policy presents a distinctive challenge for remote pesantren, where demands for curricular flexibility, digital adaptation, and twenty-first-century competencies intersect with established Islamic epistemologies and institutional traditions. This study examines the Merdeka Belajar paradox in remote pesantren by synthesizing evidence from previous empirical studies and relevant literature on Islamic education curriculum transformation. A mixed evidence approach was organized through the Context-Input-Process-Product (CIPP) framework and supported by Fuzzy Synthetic Evaluation (FSE) as an analytical lens for interpreting multidimensional and uncertain evaluative evidence. The synthesis indicates that curricular autonomy creates opportunities for contextualized, project-oriented, and competency-based learning, yet its implementation remains constrained by unequal infrastructure, educator readiness, digital resources, and institutional capacity. The evidence further suggests that curriculum transformation cannot be evaluated solely through cognitive and technological outcomes because pesantren education simultaneously emphasizes spiritual formation, religious traditions, kitab kuning learning, and the pedagogical authority of kiai. These tensions constitute the Merdeka Belajar paradox: greater curricular flexibility does not automatically produce effective transformation when institutional capacity and local educational values are insufficiently accommodated. The study proposes a hybrid contextual Islamic curriculum framework integrating national competencies, contextual pedagogy, institutional capacity, and pesantren epistemological traditions
Strategies for Strengthening Organizational Culture in High-Performing Madrasahs Ade Mubarok; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1305

Abstract

Organizational culture has increasingly been recognized as a critical determinant of educational quality and institutional performance. However, previous studies have primarily examined organizational culture as a factor influencing school effectiveness, while limited attention has been given to the organizational mechanisms through which culture is strengthened to produce sustainable achievement. This study aims to analyze the strategies for strengthening organizational culture in outstanding madrasahs and to develop a conceptual model explaining how organizational culture contributes to sustainable institutional excellence. A qualitative multiple-case study design was employed in three outstanding madrasahs in Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, vice principals, teachers, administrative staff, school committee members, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, complemented by cross-case analysis.The findings reveal that sustainable achievement is generated through a continuous organizational culture reinforcement cycle consisting of three interconnected stages: internalization, institutionalization, and sustainability. Internalization embeds organizational and Islamic values through exemplary leadership, communication, and habituation; institutionalization integrates these values into governance systems, quality assurance, and organizational routines; while sustainability maintains organizational culture through continuous evaluation, professional development, leadership succession, innovation, and stakeholder engagement. These mechanisms collectively create a resilient organizational culture that continuously supports academic, non-academic, religious, and institutional achievement.This study contributes theoretically by proposing the Organizational Culture Reinforcement Cycle Model, which shifts the paradigm from viewing achievement as the primary organizational goal to understanding it as the consequence of a strong and sustainable organizational culture. The model extends existing organizational culture theory by explaining the dynamic process through which organizational values are transformed into sustainable institutional excellence.
Knowledge Management as a Strategy for Enhancing Competitiveness in Islamic Higher Education Marlina Agustina; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin4; Ali Kuswadi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1306

Abstract

This study aims to analyze knowledge management as a strategy for enhancing competitiveness in Islamic higher education. The study employed a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews, observations, and documentation involving institutional leaders, lecturers, and administrative staff. Data were analyzed through data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings indicate that knowledge management is implemented through five interconnected processes: knowledge creation, knowledge sharing, knowledge storage, knowledge utilization, and the transformation of knowledge into institutional capabilities. Knowledge creation is supported by research, academic discussions, and professional development, while knowledge sharing occurs through meetings, collaborative activities, and digital communication. Knowledge storage is increasingly supported by digital documentation, although institutional repositories remain partly fragmented. Knowledge utilization contributes to academic decision-making, curriculum development, service improvement, and institutional innovation. Overall, knowledge management contributes to institutional competitiveness through improvements in academic quality, research productivity, innovation, human resource development, and institutional adaptability. The study highlights that knowledge management should be positioned as a strategic institutional capability rather than merely an administrative or technological practice. Strengthening integrated knowledge governance and institutional knowledge-sharing mechanisms is therefore essential for achieving sustainable competitiveness in Islamic higher education.
Implementing Data-Driven Decision Making in Madrasah Management Ari Pramono; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1307

Abstract

The rapid advancement of Artificial Intelligence (AI) has accelerated digital transformation in education, requiring madrasah principals to move beyond technology adoption toward leading innovative, adaptive, and value-based organizational change. Within Islamic educational institutions, digital leadership must not only improve organizational effectiveness but also preserve Islamic educational values. This study aimed to analyze the digital leadership practices of madrasah principals in the era of Artificial Intelligence and to develop a digital leadership model that reflects the characteristics of Islamic education. A qualitative multi-site case study design was employed in four State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Lampung Province, Indonesia, namely MAN 1 Bandar Lampung, MAN 1 Metro, MAN 1 Lampung Selatan, and MAN 1 Pringsewu. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, vice principals, teachers, administrative staff, and information technology personnel. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that the digital leadership of madrasah principals plays a strategic role in facilitating digital transformation through the development of a digital vision, AI governance, teachers' digital capacity development, data-driven decision-making, collaborative digital organizational culture, and the integration of Islamic values into technology implementation. Based on these findings, the study proposes a Digital Leadership Model for Madrasah Principals in the Era of Artificial Intelligence, consisting of six interconnected dimensions: Digital Vision, AI Governance, Teachers' Digital Capacity Development, Data-Driven Decision-Making, Collaborative Digital Organizational Culture, and Islamic Ethical Leadership. The proposed model contributes to the advancement of Digital Leadership theory by integrating AI governance and Islamic ethical leadership into a comprehensive framework. It also provides practical guidance for madrasah principals and policymakers in promoting sustainable, responsible, and value-based digital transformation within Islamic educational institutions.
Collaborative Management between Madrasahs and Communities for Educational Quality Improvement Hairul Pasya; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1308

Abstract

This study aims to analyze collaborative management between madrasahs and communities in improving educational quality. The study employed a qualitative approach using a literature review method to identify, analyze, and synthesize previous research findings related to madrasah-community collaboration, stakeholder participation, and educational quality improvement. Data were obtained from relevant scholarly literature and analyzed using thematic analysis through the stages of identification, categorization, interpretation, and synthesis. The findings indicate that collaborative management between madrasahs and communities operates through four main dimensions: communication and trust building, participatory program planning, role sharing and resource mobilization, and collaborative evaluation and continuous quality improvement. These dimensions form a collaborative cycle that transforms communities from merely supporting madrasah programs into strategic partners in educational quality development. Systematically managed collaboration can expand educational resources, increase program relevance, strengthen institutional accountability, and foster a sustainable quality culture. The novelty of this study lies in integrating community participation into the madrasah quality management mechanism through a cycle of communication and trust, participatory planning, role and resource sharing, collaborative implementation, joint evaluation, continuous quality improvement. The study concludes that improving educational quality depends not only on the internal capacity of madrasahs but also on their ability to establish and manage productive, participatory, and sustainable collaborative relationships with communities.
Management of Child-Friendly School Development from an Islamic Education Perspective Eva Afriani; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1309

Abstract

The development of child-friendly schools has become a strategic necessity for creating educational environments that are safe, inclusive, participatory, and supportive of students' holistic development. However, existing studies have largely approached child-friendly schools as child protection programs, while their integration with school management and Islamic educational values has received comparatively limited comprehensive attention. This study aims to analyze the management of child-friendly school development from the perspective of Islamic education and to identify the managerial dimensions that support the creation of educational environments oriented toward children's protection and holistic development. The study employed a qualitative approach using a literature study design. Data were obtained from scholarly journal articles, academic books, research reports, and relevant policy documents addressing child-friendly schools, educational management, child protection, and Islamic education. The data were analyzed through thematic analysis involving data reduction, coding, categorization, interpretation, and synthesis. The findings indicate that child-friendly school development management from the perspective of Islamic education consists of five interconnected dimensions: Islamic value-based leadership and policy, a safe and compassionate school culture, child-centred and participatory learning, integrated child protection and student well-being, and collaboration among schools, families, and communities. Islamic values of compassion, justice, responsibility, benefit, and respect for human dignity provide the normative foundation for strengthening these five dimensions. The study contributes conceptually by positioning the child-friendly school not merely as a child protection program but as a value-based institutional transformation process that integrates leadership, school culture, learning, protection, and stakeholder collaboration in a sustainable manner. This perspective offers a framework for Islamic educational institutions to develop child-friendly environments that promote children's safety, participation, dignity, and holistic development. Keywords: school management; child-friendly school; Islamic education; child protection; educational leadership; school culture.
Strengthening Organizational Resilience in Islamic Educational Institutions Murdani; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1310

Abstract

Islamic educational institutions face increasingly complex challenges arising from technological transformation, changing educational policies, organizational uncertainty, and social disruption. These conditions require institutions to develop organizational resilience while maintaining their Islamic identity and educational mission. This study aims to examine how organizational resilience can be strengthened in Islamic educational institutions by focusing on adaptive leadership, technological adaptation, stakeholder collaboration, Islamic values, and organizational learning. This study employed a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews, observations, and documentation, while participants were selected using purposive sampling. Data were analyzed through data reduction, data display, and conclusion drawing, with source and technique triangulation used to strengthen data credibility. The findings show that organizational resilience is strengthened through adaptive and participatory leadership, flexible use of technology, stakeholder collaboration, internalization of Islamic values, and continuous organizational learning. Islamic values such as amanah, shura, ikhtiar, and tawakkal function not only as ethical principles but also as organizational resources that strengthen trust, responsibility, collective commitment, and adaptive capacity. The novelty of this study lies in integrating organizational resilience theory with adaptive leadership, social capital, organizational learning, and Islamic organizational values into a holistic perspective of institutional resilience. The study concludes that resilient Islamic educational institutions are those capable of anticipating disruption, adapting organizational practices, learning from experience, and transforming challenges into sustainable development while maintaining their Islamic institutional identity
Islamic Educational Institution Branding Management in Building Public Trust Dewi Suryani; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1311

Abstract

Branding has become increasingly important for Islamic educational institutions amid growing competition among educational providers and changing community expectations regarding educational services. However, branding is still frequently understood primarily as a promotional and image-building activity, while its relationship with stakeholder experience and public trust remains insufficiently examined in an integrated manner. This study aims to analyze the management of Islamic educational institution branding in building public trust. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, observations, and document analysis involving institutional leaders, teachers, administrative staff, students, parents, alumni, and community representatives. The data were analyzed using thematic analysis through coding, categorization, theme development, and source triangulation. The findings reveal four major dimensions of branding management: (1) the construction of institutional identity based on Islamic values; (2) consistency of educational service experiences; (3) strategic communication and community engagement; and (4) institutional reputation as the foundation of public trust. The findings demonstrate that public trust is not generated merely through promotional activities but develops through consistency between communicated institutional identity, actual educational experiences, institutional communication, and accumulated reputation. This study proposes a conceptual contribution in the form of an Identity–Experience–Reputation–Trust mechanism, in which Islamic identity establishes the brand promise, educational experience validates the promise, strategic communication and community engagement strengthen stakeholder relationships, institutional reputation develops through repeated stakeholder evaluations, and public trust emerges as the ultimate outcome. The study concludes that branding in Islamic educational institutions should be managed as a value-, experience-, reputation-, and trust-based institutional strategy rather than merely as a promotional activity. Keywords: branding management; Islamic educational institutions; institutional identity; reputation; public trust.

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