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INDONESIA
IJAR : Indonesian Journal of Action Research
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 29857333     EISSN : 29856078     DOI : -
Core Subject : Education,
Education Other
The journal focuses its scope on the issues of Islamic Education in Southeast Asia. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education in Southeast Asia to publish their researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education in Southeast Asia. Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Umum - Umum
Articles 124 Documents
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Kebijakan Kepala Madrasah dalam Penguatan Mutu Pendidikan Islam Berbasis Digital: Studi Kasus di MTs Raudatul Muttaqin Dukuh Sari Hendra; Muhammad Ridwan Maulana; Malikha Kumala Nabila; Sabarudin; Alwan wildani; Gede Moh Syahreza
Indonesian Journal of Action Research Vol. 4 No. 2 (2025)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2025.42-09

Abstract

Purpose – Madrasah principals play a strategic role in improving the quality of Islamic education amidst the rapid changes in the digital era. This study aims to describe the policies of the Principal of Madrasah Tsanawiyah Raudatul Muttaqin Dukuh Sari in improving the quality of Islamic education in the digital era, while also analyzing the contextual implementation of these policies. Methods–This research employed a qualitative approach with a case study method. Data were collected through semi-structured interviews, participant observation, and documentation with purposively selected research subjects, including madrasah principals, teachers, and related educational staff. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña through the stages of data reduction, data presentation, and conclusions. Findings –The results indicate that the madrasah principal's policies in improving the quality of Islamic education are implemented through several strategies, namely strengthening teacher competencies in technology, implementing digital media-based learning, strengthening academic supervision, and building synergies with various parties. Furthermore, the madrasah principal also strives to maintain a balance between the use of technology and strengthening Islamic values ​​within the madrasah environment. This policy has been proven to support the creation of more effective, interactive, and adaptive learning, while strengthening students' religious character.
Kepengurusan Santri sebagai Tata Kelola Pendidikan dan Pembentukan Kepemimpinan di Pesantren Tahfiz: Studi Kasus di Pondok Pesantren Roudhotu Huffazil Qur’an Geger Madiun Maulidi Mashadi, Hudeya Ardhy; Isthifaiyah, Arjuni Niswatil; Rohmah, Aulia Ainur; Wulan Astuti, Fika Karomah Intan Purnama; Khoiroh, Ila Sari'un
Indonesian Journal of Action Research Vol. 4 No. 2 (2025)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2025.42-10

Abstract

Purpose – This study analyzes santri management as a mechanism of educational governance and leadership formation within the daily life of a Qur’an-memorization pesantren. It responds to the limitations of existing studies on pesantren management, which have tended to place the kiai, supervisors, curriculum, and formal institutional structures at the center of analysis, while the role of santri as actors in everyday governance remains underexplored empirically. Methods – This study employed a qualitative case study design at Pondok Pesantren Roudhotu Huffazil Qur’an, Geger Madiun. Data were collected through semi-structured interviews, observations of santri organizational activities, and institutional documentation. The data were analyzed through data condensation, thematic coding, data display, and conclusion drawing. Source and technique triangulation were used to strengthen the credibility of the findings. Findings – The findings show that santri management operates as a form of peer-authority-based governance through the division of responsibilities across security, cleanliness, education, and worship affairs; planning meetings; program coordination; supervisor guidance; and routine evaluation. However, its effectiveness remains limited because student administrators experience role conflict as both santri and organizational actors. The main challenges include unstable discipline among administrators, non-procedural communication among management members, the density of pesantren activities, and inconsistent firmness in enforcing rules. This study argues that santri management is not merely an administrative apparatus but an organizational learning space that develops responsibility, communication, collective discipline, and leadership. The article contributes to the conceptual development of pesantren governance by proposing peer-authority-based governance under supervisor guidance. Practically, pesantren need to strengthen leadership training, task guidelines for each division, coordination documentation, and follow-up evaluation so that santri management becomes more accountable, participatory, and relevant to improving the quality of Islamic boarding education. Such efforts are particularly important in pesantren contexts that emphasize discipline, moral exemplarity, and the continuous habituation of collective values through a systematic and organizational learning-oriented approach.
Implementation of Outcome-Based Education Learning Model in Developing Students' Soft Skills in Journalism Course Nazikhah, Ridha Khusnun; Imam Machali; Lina; Jessika Ahali Jannah Author; Tsaqif Rahman Wildan Barikna
Indonesian Journal of Action Research Vol. 4 No. 2 (2025)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2025.42-13

Abstract

Purpose – This study aims to analyze the implementation of the Outcome-Based Education (OBE) learning model in developing students' soft skills in journalism courses at the Islamic Religious Education (PAI) Study Program at IIQ An Nur Yogyakarta.  Design/methods – This study used a qualitative approach with a case study design. Data were obtained through participatory observation, in-depth interviews, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. Findings – The results showed that the implementation of OBE was carried out through structured planning, implementation, and evaluation stages. Lecturers set learning outcomes from the beginning, divide students into groups, assign job descriptions, and direct them to produce digital journalistic works. This process encouraged the development of students' soft skills, especially in aspects of communication, teamwork, creativity, critical thinking, responsibility, and time management. Despite obstacles such as technical limitations, group coordination, and a dense academic load, lecturers and students were able to overcome these through mentoring, continuous evaluation, and good cooperation. These findings confirm that OBE is relevant for journalism learning in Islamic educational environments because it is able to integrate academic achievement, practical skills, and student character development simultaneously.
Penguatan Pembelajaran Moral Anak melalui Dolanan Sepak Bola dan Engklek: Analisis Diagnostik sebagai Dasar Pengembangan Tindakan Pedagogis Suhendro, Eko; Andika Alvin Pratama; Adifa kurniawan Harjito putra
Indonesian Journal of Action Research Vol. 5 No. 1 (2026)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2026.51-16

Abstract

Purpose – This study aims to analyze children’s moral learning in traditional football and engklek games as a diagnostic basis for developing pedagogical actions. The study responds to the need to transform spontaneous play experiences into reflective moral learning, particularly in relation to fairness, rule compliance, empathy, negotiation, and moral agency. Design/methods – This study employed a qualitative observational approach with a pedagogical diagnostic design. Data were collected through ethnographic observation, field notes, moral episode tracking, simple interviews, and post-observation coding. The participants were children aged 9–10 years who played football and engklek in a community setting in Karang Talun, Wukirsari, Imogiri, Bantul. The data were analyzed thematically through data condensation, coding, categorization, and interpretation. Data credibility was strengthened through source triangulation, technique triangulation, and cross-checking between observation notes and interview data. Findings – The findings show that traditional football and engklek games naturally provide social spaces for children’s moral learning. In football, children demonstrated fairness through team division, rule enforcement, peer correction, and compromise in resolving disputes about boundaries and valid goals. In engklek, moral dynamics emerged through turn-taking, helping peers understand rules, debating minor violations, and resolving conflict by restarting turns. However, the diagnostic findings also indicate several pedagogical problems, including inconsistent rule compliance, pragmatic compromise, situational empathy, and unequal moral agency among children. Based on these findings, this study proposes pedagogical actions involving rule co-construction, role rotation, guided moral reflection, peer mediation, and empathy-based questioning after play. The novelty of this study lies in positioning traditional games not merely as cultural play activities, but as diagnostic spaces for designing moral learning actions. Keyword: Moral Learning, Traditional Games, Football, Engklek, Pedagogical Action, Children

Page 13 of 13 | Total Record : 124

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