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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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Digital Leadership and Madrasah Effectiveness: The Mediating Role of Teacher Digital Competence Rahadian Abdurroziq; 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.v4i2.1312

Abstract

Digital transformation in madrasahs requires leadership that is capable of integrating technology into institutional management and educational practices. This study aims to examine the relationship between Digital Leadership, Teacher Digital Competence, and Madrasah Effectiveness, with Teacher Digital Competence positioned as a mediating variable. The study employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 78 respondents involved in teaching and educational activities in madrasahs through a five-point Likert-scale questionnaire. The findings reveal that Digital Leadership has a positive relationship with Teacher Digital Competence (β = 0.292) and Teacher Digital Competence has a positive relationship with Madrasah Effectiveness (β = 0.290). More importantly, Digital Leadership demonstrates a very strong and significant relationship with Madrasah Effectiveness (β = 0.955; R² = 0.911; t = 27.932; p < 0.001). However, Teacher Digital Competence does not significantly mediate the relationship between Digital Leadership and Madrasah Effectiveness, as indicated by a very small indirect effect (β = 0.003) and a bootstrap confidence interval crossing zero. These findings indicate that digital leadership contributes to madrasah effectiveness primarily through direct organizational mechanisms rather than through teacher digital competence as an intermediary pathway. The study highlights the strategic importance of strengthening digital leadership while simultaneously developing systematic professional support for teachers' digital competence.
The Effect of Transformational Leadership on Teacher Performance: The Mediating Role of Organizational Citizenship Behavior Ahmad Muhrondi Yusuf; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin; 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.v4i2.1313

Abstract

Teacher performance is an important determinant of educational quality, while effective leadership is essential for creating an environment that encourages teachers to perform beyond routine expectations. This study aims to examine the effect of Transformational Leadership on Teacher Performance and investigate the mediating role of Organizational Citizenship Behavior (OCB) in madrasahs. The study employed a quantitative explanatory approach involving 78 teachers. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings reveal that Transformational Leadership has a positive and significant effect on Organizational Citizenship Behavior (β = 0.292; t = 2.663; p = 0.009). Transformational Leadership also has a very strong and significant direct effect on Teacher Performance (β = 0.905; t = 26.460; p < 0.001). However, Organizational Citizenship Behavior does not significantly affect Teacher Performance (β = 0.010; t = 0.328; p = 0.744). Consequently, OCB does not significantly mediate the relationship between Transformational Leadership and Teacher Performance, with an estimated indirect effect of approximately β = 0.003. The findings indicate that transformational leadership influences teacher performance primarily through a direct pathway rather than through OCB. The study contributes to Islamic educational management by emphasizing the importance of inspirational, supportive, and intellectually stimulating leadership in strengthening teacher performance in madrasahs.
Beyond Conventional Literacy: Embedding Algorithmic Religious Literacy into Islamic Madrasah Curriculum through a Participatory Action Research-Informed Framework Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 3 No. 3 (2025): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i3.1314

Abstract

In the era of artificial intelligence and algorithmically curated information, Islamic madrasahs face growing challenges in preparing students to evaluate digital religious content critically while preserving established ethical and epistemic traditions. This study examines the integration of Algorithmic Religious Literacy (ARL) into Islamic madrasah curriculum through a Participatory Action Research-informed framework. Using an integrative literature review and mixed evidence synthesis of studies published between 2015 and 2025, the research analyzes evidence on Islamic education curriculum, digital pedagogy, madrasah learning, participatory action research, algorithmic literacy, and digital ethics. Findings indicate that effective ARL requires more than technical device fluency or conventional digital literacy. Four interconnected curriculum components emerged from the synthesis: algorithmic awareness, digital source verification through tabayyun, critical evaluation of AI-generated and algorithmically amplified religious content, and digital Islamic ethics. The review also shows that participatory principles can strengthen curriculum relevance by positioning teachers and learners as reflective co-designers of contextual learning activities. Based on these findings, the study proposes an ARL curriculum framework that integrates critical digital pedagogy with Islamic epistemic principles. This framework offers a contextual pathway for transforming madrasah literacy from passive textual reception toward critical, ethical, and reflective engagement with algorithmic religious information in digital environments.
Digital Transformation and Organizational Effectiveness in Madrasahs: The Mediating Role of Digital Leadership Yusuf Supriyadin; 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.v4i2.1315

Abstract

Digital transformation has become increasingly important for madrasahs in improving organizational processes and responding to changes in the educational environment. This study aims to examine the effect of Digital Transformation on Organizational Effectiveness and to investigate the mediating role of Digital Leadership in madrasahs. A quantitative explanatory design was employed involving 80 respondents from madrasahs. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings show that Digital Transformation has a positive and significant effect on Digital Leadership (β = 0.292; t = 2.663; p = 0.009) and a very strong positive effect on Organizational Effectiveness (β = 0.951; t = 26.460; p < 0.001). The model explains 91.1% of the variance in Organizational Effectiveness (R² = 0.911). However, Digital Leadership does not have a significant direct effect on Organizational Effectiveness (β = 0.012; t = 0.328; p = 0.744), and its mediating effect is not supported (indirect β = 0.003). These findings indicate that the contribution of digital transformation to madrasah effectiveness occurs predominantly through a direct pathway rather than through digital leadership as a mediator. The study contributes to Islamic educational management by emphasizing digital transformation as an important organizational capability for strengthening institutional effectiveness while demonstrating that leadership mechanisms require additional organizational conditions to generate measurable outcomes.
Teacher Professional Development Management in the Society 5.0 Era Nurpitasari; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin; 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.v4i2.1316

Abstract

The Society 5.0 era has created new demands for teacher professionalism, extending beyond pedagogical competence to include digital literacy, artificial intelligence, collaborative skills, creativity, and human-centered decision-making. These developments require teacher professional development to be managed systematically and sustainably. This study aims to analyze teacher professional development management in the Society 5.0 era and identify mechanisms that support adaptive and sustainable teacher competency development. The study employed a qualitative literature review approach by analyzing relevant scholarly publications addressing teacher professional development, educational management, digital transformation, artificial intelligence, and Society 5.0. The data were analyzed using thematic analysis through the processes of identification, coding, categorization, comparison, and synthesis of findings from selected literature. The findings reveal six main dimensions of teacher professional development management: needs-based identification of teacher competencies, strategic professional development planning, integrated development of digital and pedagogical competencies, collaborative professional learning, utilization of technology and artificial intelligence, and monitoring, evaluation, and sustainability. These dimensions form a continuous professional development cycle in which evaluation results serve as the basis for identifying subsequent professional development needs. The study demonstrates that teacher professional development in the Society 5.0 era needs to shift from a training-oriented approach toward an adaptive, collaborative, technology-supported, sustainable, and human-centered professional development management system. The findings provide a conceptual contribution to educational management by highlighting the importance of developing a professional learning ecosystem capable of preparing teachers to respond effectively to technological transformation and emerging demands in future education.
Strategies for Building a Sustainable Quality Culture in Madrasahs Elpiah; 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.v4i2.1317

Abstract

A sustainable quality culture has become a key determinant of educational excellence in madrasahs. However, previous studies have predominantly examined educational leadership, quality assurance, or organizational culture as separate constructs, providing limited understanding of an integrated strategy for developing a sustainable quality culture within Islamic educational institutions. This study aims to analyze the strategies for building a sustainable quality culture in a madrasah and to propose a conceptual model that reflects the characteristics of Islamic education. A qualitative case study design was employed at MAN 1 Lampung Barat. Data were collected through observations, in-depth interviews, and document analysis, and 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 a sustainable quality culture is developed through the integration of three interconnected dimensions: academic and religious culture, environmental culture, and student potential development. Academic and religious culture is strengthened through the MATAMUDA program, the Tahfidz Al-Qur'an Excellence Class, and the habituation of Islamic values and discipline. Environmental culture is fostered through the implementation of the Adiwiyata Program based on the ASRI BERSERI concept, while student potential is developed through extracurricular programs such as Robotics, Youth Scientific Research (KIR), Scouting, and Marching Band. These three dimensions interact to establish shared organizational values that promote continuous quality improvement. This study proposes the Integrated Sustainable Quality Culture Model for Madrasahs, demonstrating that sustainable quality is achieved through the integration of academic and religious values, environmental responsibility, and holistic student development within a unified organizational system. The proposed model contributes to the advancement of organizational culture and educational quality management theories in the context of Islamic education and offers a practical framework for strengthening sustainable quality culture in madrasahs.
Managing Artificial Intelligence Implementation in Islamic Educational Administration Edi Sujoko; 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.v4i2.1318

Abstract

The rapid development of Artificial Intelligence (AI) has created new opportunities for improving educational administration, but its implementation in Islamic educational institutions requires more than technological readiness. This study aims to examine how AI is managed and implemented in Islamic educational administration, particularly in relation to administrative efficiency, leadership, human resource capacity, and Islamic ethical values. The study employed a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews, observation, and documentation involving institutional leaders and administrative personnel directly involved in AI-supported administrative activities. Data were analyzed through data reduction, data presentation, and conclusion drawing, with source and technique triangulation used to strengthen the credibility of the findings. The results indicate that AI contributes to administrative efficiency by supporting data processing, document preparation, and repetitive tasks. However, effective implementation depends on institutional leadership, staff digital competence, infrastructure readiness, and continuous human verification of AI-generated outputs. The findings also demonstrate that Islamic values, particularly amanah, responsibility, honesty, and respect for human dignity, function as important ethical foundations for AI use. The study concludes that AI implementation should be understood as a human-centered, leadership-driven, and value-based institutional transformation rather than merely administrative automation. The novelty of this study lies in integrating technological usefulness, managerial leadership, human competence, and Islamic ethical governance into a comprehensive perspective for managing AI implementation in Islamic educational administration.
Artificial Intelligence Readiness and Administrative Efficiency in Madrasahs: The Mediating Role of Digital Competence Muslimah; 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.v4i2.1319

Abstract

The rapid development of Artificial Intelligence (AI) creates opportunities for madrasahs to improve administrative processes and institutional services. However, the benefits of AI depend on institutional readiness and the ability of educational personnel to utilize digital technologies effectively. This study aims to examine the effect of Artificial Intelligence Readiness on Administrative Efficiency in madrasahs and to investigate the mediating role of Digital Competence. A quantitative explanatory design was employed involving 78 respondents from madrasahs. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings indicate that Artificial Intelligence Readiness has a positive and significant effect on Digital Competence (β = 0.292; p = 0.009). Artificial Intelligence Readiness also has a very strong and significant direct effect on Administrative Efficiency (β = 0.951; p < 0.001). The model explains 91.1% of the variance in Administrative Efficiency (R² = 0.911). However, Digital Competence does not significantly affect Administrative Efficiency (β = 0.012; p = 0.898), and its mediating effect is not supported (β = 0.003; p = 0.902). These findings indicate that the contribution of AI readiness to administrative efficiency occurs predominantly through a direct institutional pathway rather than through digital competence. The study contributes to Islamic educational management by emphasizing institutional preparedness, technological infrastructure, organizational support, and AI integration as critical factors for improving administrative efficiency in madrasahs.
Change Management in Strengthening the Adaptability of Islamic Educational Institutions Sahlan Gumadi; 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.v4i2.1320

Abstract

The increasingly dynamic educational environment requires Islamic educational institutions to develop strong and sustainable adaptive capacities. However, many institutions continue to face resistance to change, limited human resource competencies, weak change communication, and inadequate integration of innovation into organizational culture. This study aims to analyze change management in strengthening the adaptability of Islamic educational institutions and to identify the mechanisms through which organizational change develops into sustainable institutional capacity. The study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, non-participant observations, and document analysis and were analyzed thematically through data condensation, data display, and conclusion drawing and verification. The findings identified four major dimensions: (1) building awareness and strategic direction for change; (2) strengthening human resource capacity and participation; (3) developing innovation and organizational learning; and (4) institutionalizing change as sustainable adaptive capacity. The findings demonstrate that the adaptability of Islamic educational institutions develops through three interconnected mechanisms: adaptation, internalization, and institutionalization. Adaptation enables institutions to recognize and respond to environmental changes; internalization facilitates the acceptance and transformation of organizational knowledge, attitudes, and behaviors; while institutionalization embeds successful changes into organizational systems, routines, and culture. This study contributes to the development of Islamic educational management by positioning change management as a strategic mechanism for building sustainable institutional adaptive capacity. The findings suggest that adaptive Islamic educational institutions are not merely institutions capable of following change, but organizations capable of anticipating, learning from, managing, and institutionalizing change while maintaining their Islamic identity. Keywords: change management; institutional adaptability; Islamic education; organizational learning; innovation.
Determinants of Madrasah Effectiveness in the Digital Transformation Era dede suryana; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin; 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.v4i2.1322

Abstract

ABSTRACT The digital transformation of education requires madrasahs to develop institutional capacities that enable technology to improve organizational and educational effectiveness. This study aims to examine the determinants of Madrasah Effectiveness in the digital transformation era by analyzing the effects of Digital Leadership and Teacher Digital Competence. The study employed a quantitative approach with 78 respondents. Data were collected using questionnaires measuring Digital Leadership, Teacher Digital Competence, and Madrasah Effectiveness and analyzed using descriptive statistics, validity and reliability testing, Pearson correlation, and multiple linear regression. The findings revealed that Digital Leadership had a very strong positive relationship with Madrasah Effectiveness and significantly predicted institutional effectiveness (β = 0.951, p < 0.001). In contrast, Teacher Digital Competence demonstrated a positive bivariate correlation with Madrasah Effectiveness but did not have a significant independent effect in the regression model (β = 0.012, p = 0.744). Collectively, the two predictors explained 91.1% of the variance in Madrasah Effectiveness. The findings indicate that teachers' digital competence alone is insufficient to ensure institutional effectiveness without strategic leadership and organizational direction. This study contributes a leadership-enabled digital transformation perspective, positioning Digital Leadership as a key institutional mechanism for translating digital capacities into Madrasah Effectiveness. The study recommends strengthening digital leadership development alongside teacher digital competence to support sustainable digital transformation in madrasahs

Page 19 of 20 | Total Record : 199

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