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Rojai Zhofir
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Ghaitsa: Islamic Education Journal
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27211592     DOI : https://doi.org/10.62159/ghaitsa.vXXX
Core Subject : Religion, Education,
Religion Education
Ghaitsa: Islamic Education Journal is a double-blind peer-reviewed journal on education and teacher training. Ghaitsa Journal is intended to provide academic forums for researchers who are interested in the discussion of current and future issues on education and teacher training, especially in the Muslim world. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of the published articles. The journal is open to authors around the world regardless of nationality.
Arjuna Subject : Umum - Umum
Articles 258 Documents
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The Influence of Autonomous Motivation and Professional Competence on the Performance of Al-Qur’an Hadith Teachers through Self-Efficacy Muhammad Latif Nawawi; Fajri Ismail; Choirun Niswah; Indah Wigati; Maryamah; Hartatiana
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2256

Abstract

This study examines the influence of autonomous motivation and professional competence on the performance of Al-Qur’an Hadith teachers through the mediating role of self-efficacy in Madrasah Tsanawiyah (Islamic Junior High Schools) across Central Lampung Regency, Indonesia. The study addresses the limited integrative research combining motivational, professional, and psychological factors in explaining teacher performance within the context of Islamic education, particularly among Al-Qur’an Hadith teachers who carry pedagogical, moral, and spiritual responsibilities. Using a quantitative survey design conducted from June 2025 to April 2026, the study involved 98 certified Al-Qur’an Hadith teachers selected through total sampling techniques. Data were collected through validated Likert-scale questionnaires distributed online via Google Forms and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings reveal that autonomous motivation and professional competence significantly improve teacher performance both directly and indirectly through self-efficacy. Self-efficacy significantly mediated the relationship between autonomous motivation and teacher performance (β = 0.308; T = 2.549; p = 0.011), indicating that teachers with stronger intrinsic motivation and greater confidence in their teaching abilities demonstrate higher professional performance, adaptability, and commitment in instructional practices. Conversely, controlled motivation did not significantly influence teacher performance through self-efficacy (β = 0.008; T = 0.106; p = 0.916). This study contributes an integrative empirical model linking motivational quality, professional competence, and efficacy beliefs in improving teacher performance within Islamic education contexts.
Character Education for Santri Quality and Radicalism Prevention in Pesantren Dewi Sadiah; Mustofa Mustofa
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2277

Abstract

This article examines character education as a strategy for developing santri quality and preventing radicalism at Pondok Pesantren Miftahul Huda Al Azhar Citangkolo, Banjar City. The study is framed as a continuing educational agenda in contemporary pesantren governance rather than as a response to a temporary crisis. It employs a qualitative case-study design with a descriptive-interpretive approach. Data were collected from kiai, teachers, alumni, institutional documents, observations, and interviews, and were analyzed through data reduction, data display, conclusion drawing, and verification. The findings show that santri quality is formed through pesantren regulations, the exemplary leadership of kiai and teachers, classical Islamic learning, Qur'anic memorization, Arabic and English language development, worship habituation, and the internalization of Ahlussunnah wal Jamaah values. The pedagogical methods include advice, discussion, demonstration, sorogan, bandungan, memorization, assignments, rewards, and sanctions. These practices strengthen discipline, reverence, positive thinking, religious literacy, and moral resilience. Character education in this pesantren functions as both academic formation and a preventive mechanism against radical religious tendencies.
The Influence of Collaborative Supervision on Enhancing Self-Efficacy and Teaching Performance of Islamic Education Teachers at MAN 2 Tanah Datar Jamilus; Vicky Rizki Febrian
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2278

Abstract

This study aims to analyze the effect of collaborative supervision on teachers’ Self-efficacy and teaching performance of Islamic Education (PAI) teachers at MAN 2 Tanah Datar, as well as to examine the relationship between Self-efficacy and teaching performance. This research employed a quantitative approach with an ex post facto associative design using Structural Equation Modeling (SEM). The sample consisted of all PAI teachers selected through total sampling technique. Data were collected using Likert-scale questionnaires that had been tested for validity and reliability. The findings indicate that collaborative supervision has a significant positive effect on Self-efficacy (β = 0.67) and teaching performance (β = 0.54). Furthermore, Self-efficacy has a strong positive relationship with teaching performance (β = 0.71). These results imply that collaborative supervision plays a crucial role in enhancing both the psychological and professional aspects of teachers. It is recommended that school leaders implement continuous and participatory supervision strategies to improve teacher performance and educational quality.
Development of a Holistic Learning Model Application (A Study on the Integration of Taḥsīn, Taḥfīẓ, and the Nahāwand Melody at Pondok Pesantren Taḥfīẓ Banten) Nadra Ulfah; Utang Ranuwijaya; Deni Iriyadi; Fitri Hilmiyati; Wasehudin
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2306

Abstract

The application of a holistic learning model constitutes an effort to realize the comprehensive development of learners’ potential. Al-Qur’an teachers require a learning model that can develop the full potential of Qur’an memorizers. Qualified Qur’an memorizers are produced through a challenging and rigorous process. Various taḥsīn and taḥfīẓ methods have emerged to address the difficulties experienced by Qur’an memorizers. This study developed a holistic learning model application that integrates taḥsīn, taḥfīẓ, and the Nahāwand melody. The integration of taḥsīn, taḥfīẓ, and the Nahāwand melody resulted in a form of holistic learning that seeks to develop the potential of Qur’an memorizers comprehensively and in a balanced manner, encompassing intellectual, emotional, social, and spiritual aspects. The research methodology employed a systematic development approach by adopting the Borg and Gall model. The development process produced a learning model application packaged as a website-based application named husnunadzor.com. The implementation of the holistic learning model application, integrating taḥsīn, taḥfīẓ, and the Nahāwand melody, was conducted in three of the most prominent taḥfīẓ pesantren in Banten: Pondok Pesantren Taḥfīẓ Al-Afifah Rangkasbitung, Pondok Pesantren Taḥfīẓ Darul Huffaẓ Cikulur, and Pondok Pesantren Turus Pandeglang. The effectiveness of the holistic learning model application for students was examined through the results of a trial implementation of the learning model. The trial results were measured based on the students’ pre-test and post-test scores at Pondok Pesantren Taḥfīẓ Al-Afifah Rangkasbitung, Pondok Pesantren Taḥfīẓ Darul Huffaẓ Cikulur, and Pondok Pesantren Turus Pandeglang. The results showed that all students in the three pesantren experienced a significant increase in scores. Based on the data reduction results from questionnaires on implementation, practicality, and product effectiveness, the developed product indicated that the husnunadzor.com learning application has implications for students, Al-Qur’an teachers, and pesantren.
Strengthening Student Character Education at the Tri Integrated Nature School of Education Center Muhammad Sholeh; Syahrial Syahrial; Supian Supian; Muhammad Sofwan
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2453

Abstract

This study aims to analyze the strengthening of character education for students in nature schools based on the philosophy of Ki Hajar Dewantara. Using a descriptive qualitative method, the study was conducted at two nature schools, namely Sekolah Alam Muaro Bungo (SAMO) and Madrasah Alam Insan Rabbani, involving 12 participants consisting of school principals, teachers, students, and parents. Data collection was conducted through observation, interviews, and documentation. The results of the study indicate that the strengthening of character education in nature schools is carried out through three main programs: exemplary leadership grounded in the philosophy of Ing Ngarsa Sung Tuladha, habit formation based on Ing Madya Mangun Karsa, and meaningful interpretation rooted in Tut Wuri Handayani. These three programs are implemented in an integrated manner through collaboration between the school and parents within the framework of the Tri Pusat Pendidikan. These findings indicate that the nature school approach, which holistically integrates Ki Hajar Dewantara’s philosophy, is capable of shaping students’ character to be strong, consistent, and grounded in local wisdom.
Exploring Students' Responses to Constructivist Learning Elements Across Learning Styles and Topic Preferences Habi Septiawan; Ag. Bambang Setiyadi; Muhammad Sukirlan; Flora Flora; Khairun Nisa
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2458

Abstract

This study explores students’ responses to constructivist learning elements across different learning styles and topic preferences in an English as a Foreign Language (EFL) context. Specifically, it examines how students with different learning styles and preferred topics perceive five constructivist learning elements: Complex Learning Environment/Authentic Task, Social Negotiation, Multiple Perspectives, Knowledge Construction, and Student Ownership. Thirty-five students participated in the study and were grouped into eight categories based on the combination of three learning styles (auditory, visual, and kinesthetic) and three topic preferences (Entertainment & Pop Culture, Experience & Story, and Personal & Daily Life). Data were collected through a questionnaire adapted from constructivist learning theory and analyzed descriptively using mean scores. The findings revealed variations in students’ responses across learning styles and topic preferences. The Kinesthetic–Entertainment & Pop Culture group demonstrated the highest overall mean score (M = 3.65), while the Auditory–Personal & Daily Life group obtained the lowest (M = 2.73). Across all groups, Complex Learning Environment/Authentic Task consistently received the lowest ratings, indicating that students were less positive toward complex and authentic learning tasks than other constructivist elements. In contrast, Student Ownership emerged as the highest-rated element in most groups. Additionally, students who shared the Entertainment & Pop Culture preference, regardless of learning style, reported the highest scores on Multiple Perspectives. These findings suggest that topic preferences may play an important role in shaping specific constructivist learning experiences, while learning styles influence the overall level of student responses.
Agile Leadership-Based Principal Leadership: Collaborative Culture Transformation And Its Impact On Improving Teachers' Adaptive Performance In The Era Of Impactful Curriculum Denny Bhekti Kurnianto; Moh Harun Al Rosid; Budi Santoso
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2474

Abstract

This study aims to describe the role of Agile Leadership in enhancing teachers’ adaptive performance in secondary schools through active participation, collaboration, and rapid feedback systems. The study was conducted to address the challenges of implementing the Impactful Curriculum, which requires teachers to act as reflective and innovative learners. This research employed a qualitative approach using a case study design, carried out in a senior high school that applies Agile Leadership principles. Data were collected through in-depth interviews with the principal, teachers, and curriculum development team, observations of leadership practices and teacher collaboration dynamics, as well as document analysis of school policies. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the application of Agile Leadership fosters a collaborative and adaptive work environment through reflective forums and cross-subject teams. Teachers’ participation in decision-making nurtures a sense of ownership toward school policies and reduces resistance to change. Moreover, the pedagogical experimentation culture built through the agile approach enhances teachers’ adaptability and innovation, thereby strengthening a sustainable learning culture within the school. These findings highlight the importance of agile, participatory, and reflective leadership in navigating the dynamics of 21st-century education.
Transformational Leadership in Driving Change in Madrasahs: A Comparative Study of Public and Private Madrasah Principals Eci Sriwahyuni; Usdarisman Usdarisman; Emi Fikrah
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2501

Abstract

Using MTsN 17 Tanah Datar and MTsS Balimbing Tanah Datar as case studies, this study attempts to examine and contrast how madrasah principals apply transformational leadership in promoting organizational change inside public and private madrasahs. The study uses a multiple case study design and a qualitative methodology, gathering data through documentation, in-depth interviews, and observation. Data analysis follows the Miles and Huberman approach, consisting of data reduction, data display, and conclusion formulation. The results show that both principals effectively implemented the four fundamental elements of transformational leadership: idealized influence, intellectual stimulation, inspirational drive, and customized consideration as suggested by Bass and Avolio (1994). The principal of MTsN 17 Tanah Datar exhibits a disciplined, professional, and innovative leadership style that incorporates transformational, instructional, and distributed leadership techniques, focused on academic quality enhancement and managerial efficiency. Meanwhile, the principle of MTsS Balimbing Tanah Datar promotes emotional, spiritual, and participatory qualities founded on Islamic values and Minangkabau indigenous wisdom. These results demonstrate that a contextual, flexible, and long-lasting model of Islamic educational leadership is produced when a leader successfully integrates universal transformational values with spirituality and local culture.
Reconstruction of KH. Abdul Ghofur's Jurisprudential Reasoning from the Perspective of Maqāṣid al-Syarī'ah: A Study of Economic Development at Pondok Pesantren Sunan Drajat R. Zainul Mushthofa; Siti Aminah
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2520

Abstract

This study conducts an epistemological analysis of the jurisprudential reasoning (fiqh) of KH. Abdul Ghofur, a charismatic Islamic scholar from Lamongan widely recognized as a reformist figure in contemporary Islamic thought. His notable contribution lies in the effort to integrate social, humanitarian, and economic values into a dynamic and solution-oriented framework of Islamic law. Employing the maqāṣid al-syarī'ah approach, this research focuses on re-examining the intellectual framework of KH. Abdul Ghofur in the context of reconstructing Islamic law to be more contextual, adaptive, and responsive to the challenges of modernity and the social changes confronting Muslim societies. This qualitative study employs a library research method, examining KH. Abdul Ghofur's writings, speeches, and social practices in conjunction with classical and modern Islamic legal theories. A descriptive-analytical approach is applied to uncover the structure of his jurisprudential thinking, which emphasizes the balance between normative texts and social contexts. The findings reveal that KH. Abdul Ghofur's jurisprudential reasoning does not solely rely on formal legalistic interpretations of texts but is firmly rooted in the ethics of public welfare (maṣlaḥah 'āmmah) as the core of maqāṣid al-syarī'ah. Consequently, his thought can be categorized as a model of social jurisprudence (fiqh ijtimā'ī) that prioritizes substantive justice and advocates for the welfare of the Muslim community. This thinking demonstrates significant relevance to efforts at re-actualizing Islamic law to address the socio-economic challenges facing the community in a transformative and sustainable manner.
Why Vocational School Principals Must Be Different: A Strategic Leadership Perspective Suhar Jendro
GHAITSA : Islamic Education Journal Vol. 6 No. 3 (2025): Oktober
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v6i3.2539

Abstract

This study investigates the distinct leadership demands of vocational school principals through a systematic literature review (SLR), aiming to uncover strategic leadership practices that differentiate their role from principals in general education. With vocational education increasingly pivotal in aligning with industry needs and labor market dynamics, principals must adopt innovative, adaptive approaches to bridge the gap between education and employment. The methodology analyzes peer-reviewed articles, case studies, and reports (2010–2023), focusing on leadership styles, competencies, and strategies unique to vocational education. Findings reveal that vocational principals require industry-specific expertise, stakeholder collaboration, and flexible curriculum design to ensure institutional success. The study’s novelty lies in synthesizing strategic leadership frameworks tailored to vocational education’s unique challenges, offering fresh insights into effective leadership practices. Practical implications include recommendations for tailored leadership training programs and policy reforms to enhance vocational education outcomes. By emphasizing the critical role of vocational principals in preparing workforce-ready graduates and driving economic development, this research contributes to the broader discourse on educational leadership, highlighting their distinct responsibilities in shaping the future of vocational education

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