cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
muh ibnu sholeh
Contact Email
indocelllular@gmail.com
Phone
+6282144444454
Journal Mail Official
jpmi@as-salafiyah.id
Editorial Address
Tambakberas Barat Jombang, Tambak Rejo, Kec. Jombang, Kabupaten Jombang, Jawa Timur 61419
Location
Kab. jombang,
Jawa timur
INDONESIA
Jurnal Manajemen, Pendidikan dan Pemikiran Islam
Published by Pondok pesantren As-salafiyah As-Safi'iyyah
ISSN : -     EISSN : 29882141     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam is published twice a year in June and November containing articles result of thought and researchs in Management, Education and Islamic Studies. This journal encompasses original research articles, review articles, and short communications, including: Management in General Management of Education Education in General Theology Philosophy Sufism Islamic Studies
Arjuna Subject : Umum - Umum
Articles 8 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): November 2025" : 8 Documents clear
The Aim Of Islamic Education In Forming Insan Kamil From Ahmad Tafsir’s Perspective Rahmadani Akbar; Afrida; Rahmad Alkhadafi
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 3 No. 2 (2025): November 2025
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v3i2.79

Abstract

The objectives of Islamic education are critical and require comprehensive study to ensure an effective learning process. Without a clear and detailed discussion of these objectives, various problems can arise, leading to deviations in the education system. An education system that does not have clear objectives tends to lose direction and fail to achieve the expected results, thus harming students and society. Ahmad Tafsir is one of the leading education figures in Indonesia. His ideas on education are widely contained in his works, which are important references in the development of Islamic education in Indonesia. This study uses a qualitative approach based on library research. The purpose of this study is to determine and analyze Ahmad Tafsir's thoughts on the objectives of Islamic education to form perfect humans. The results of this study indicate that Islamic education aims to develop good and noble human resources. Ahmad Tafsir said, that to create perfect humans according to the objectives of Islamic education, it is necessary to pay attention to three criteria for perfect humans, namely healthy and strong bodies, intelligent and clever thoughts, and high-quality spirituality.
Integrating Axiology In Language Education: Philosophical Foundations And Humanistic Implications Sri Wulandari; Muhammad Ridho Anshori
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 3 No. 2 (2025): November 2025
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v3i2.252

Abstract

This study seeks to examine the integration of the axiology of the philosophy of science into language teaching and to explore its transformative implications for language proficiency development grounded in humanistic values. Adopting a qualitative library research methodology, the study systematically analyses a carefully selected corpus of scholarly sources — including peer-reviewed journals, academic monographs, and authoritative articles — based on their relevance to the intersections of philosophy of science, language pedagogy, and humanistic education. The findings indicate that embedding axiological principles within language teaching substantially enriches the educational process. It not only enhances fundamental linguistic competencies such as grammar, vocabulary, and discourse skills but also cultivates ethical dimensions, including empathy, justice, and intercultural understanding. This integrated approach enables learners to become ethically conscious and socially responsible communicators, capable of navigating complex cross-cultural interactions in an increasingly globalised environment. Furthermore, the study demonstrates that axiological integration fosters reflective and value-oriented pedagogical practices, aligning language education with broader educational objectives such as character formation, ethical literacy, and the promotion of social cohesion. In conclusion, the research introduces a novel pedagogical paradigm by positioning axiology as a foundational element in language teaching. This value-based approach redefines the objectives of language education, contributing significantly to the creation of inclusive, equitable, and culturally sensitive societies equipped to address communication challenges in a multicultural world.
Integrating Management, Education, and Islamic Thought: A Conceptual Framework for Holistic Institutional Development Sutrisno; Zaheemath Jameel; Mohabeer
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 3 No. 2 (2025): November 2025
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v3i2.512

Abstract

This study addresses a critical gap in the field of educational management, namely the insufficient integration of Islamic ethical and spiritual principles into contemporary theories of management and educational practice. It proposes a conceptual and theoretical framework that bridges management, education, and Islamic thought to advance holistic institutional development. Employing a library-based descriptive–analytical methodology, the study critically synthesizes classical Islamic scholarship, including the works of al-Ghazālī and Ibn Khaldūn, with modern theories of management and education articulated by scholars such as Deming and Dewey, alongside global policy frameworks such as the United Nations Sustainable Development Goal 4. Conceptual triangulation across these intellectual traditions was used to enhance analytical depth and validate the findings. The results reveal three principal dimensions of integration: first, the convergence of management and education, which aligns strategic planning and continuous quality improvement with human development and social responsibility; second, the ethical and spiritual contributions of Islamic thought, which embed the principles of amanah (trust), ‘adl (justice), and shura (consultation) into leadership, governance, and curriculum design; and third, the broader interdisciplinary implications for cultivating institutional cultures grounded in values, participatory governance, and equity-oriented curricula. The study contributes theoretically by positioning Islamic ethics as foundational design parameters within educational management discourse and practically by offering actionable insights for institutional governance, leadership capacity-building, and curriculum reform. The proposed framework provides a pathway for institutions to achieve global competitiveness while remaining anchored in ethical authenticity and cultural integrity.
Integrating Educational Theories And Islamic Perspectives For Learning Innovation Ulvia Fatkurin Fuad; Ahmed Omar; Vikash
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 3 No. 2 (2025): November 2025
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v3i2.513

Abstract

This study investigates the integration of educational theories, pedagogical practices, and Islamic perspectives as a foundation for strengthening learning innovation in contemporary educational institutions. Employing a library research method with a descriptive–analytical approach, the study reviews both classical and modern sources across education and Islamic thought. The results reveal that educational theories, such as constructivism and critical pedagogy, provide conceptual frameworks that emphasize active engagement, collaboration, and critical reflection. Pedagogical practices operationalize these theories through strategies such as project-based learning, inquiry-based instruction, blended learning, and technology integration, thereby fostering creativity, communication, and problem-solving skills. Islamic perspectives further enrich these approaches by embedding ethical and spiritual dimensions into the learning process. Core principles such as amanah (trust), ‘adl (justice), and shura (consultation) guide educational management and classroom interactions, ensuring accountability, fairness, and inclusivity. Additionally, Sufi traditions such as tazkiyah al-nafs (purification of the soul) align with modern concepts of emotional intelligence, encouraging sincerity, empathy, and moral awareness. The synthesis of theories, practices, and Islamic perspectives thus produces models of learning innovation that are both contextually relevant and ethically grounded. This interdisciplinary integration fosters holistic learning environments that cultivate intellectual excellence, moral integrity, and spiritual growth, ensuring education serves as both a transformative and sustainable endeavor.
Integrating Modern Pedagogies into Islamic Education: Bridging Tradition with 21st-Century Innovation Swani Dube; Karma Zheba
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 3 No. 2 (2025): November 2025
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v3i2.567

Abstract

This study critically explores the integration of modern pedagogical approaches into Islamic education, addressing a significant research gap concerning how classical teaching traditions can remain relevant and impactful in the context of 21st-century learning. Historically, Islamic pedagogy has been grounded in approaches such as talaqqi (direct transmission), hafalan (memorization), mudhakarah (dialogue), and tarbiyah (mentorship), all of which aim to cultivate discipline, spiritual depth, and ethical character. However, these approaches alone may not fully equip learners with the critical thinking, creativity, and digital literacy required by contemporary educational environments. Using a library-based descriptive–analytical synthesis, the study examines classical Islamic sources alongside modern educational theories. Literature was selected based on relevance to pedagogy, tradition, and innovation, and was triangulated across multiple scholarly perspectives. Findings demonstrate that integrating student-centred, project-based, collaborative, and technology-enhanced methods with traditional practices significantly enriches the quality and scope of Islamic education. Such integration produces learners who are intellectually capable, spiritually grounded, ethically responsible, and prepared to engage with global challenges. The study concludes that tradition and innovation are not mutually exclusive but mutually reinforcing, forming a comprehensive pedagogical framework that preserves Islamic epistemological and ethical foundations while responding effectively to the demands of contemporary education. Ultimately, this research advances Islamic pedagogy by offering a model for harmonising classical principles with innovative methodologies to cultivate insan kamil complete human beings who contribute positively to society.
Integrating ‘Urf in the Legality of E-Commerce Transactions: Islamic Legal Analysis and Educational Management Implications of the COD Inspect First Method on Shopee Muhammad Rohmat Hidayat; Nur ‘Azah; Masrokhin; Khoirul Anwar; Vian Hanes Andreastya; Ninik Azizah; Sirojuddin Abror
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 3 No. 2 (2025): November 2025
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v3i2.509

Abstract

The rapid development of digital technology has transformed conventional buying and selling practices, particularly through e-commerce platforms such as Shopee. Among its prominent features, the Cash on Delivery (COD) Inspect First method allows consumers to verify products before making payment. This study analyzes the legitimacy of the COD Inspect First method under Islamic law using the concept of ‘urf (customary practice) and explores its educational management implications for Islamic higher education institutions. Using a qualitative descriptive approach with a case study design, the study integrates normative juridical analysis, literature review, and observations of Shopee’s COD practices. Findings indicate that COD Inspect First constitutes a valid custom (‘urf shahih) as it is widely adopted, consistently applied, and does not contradict Qur’anic injunctions or hadith. The system promotes fairness, transparency, and mutual consent, aligning with the maqasid al-shariah (objectives of Islamic law). From an educational management perspective, the study highlights the urgency of integrating digital commerce literacy, Islamic economic ethics, and technology-based learning strategies into higher education curricula. These innovations are essential for preparing graduates to navigate the complexities of modern digital economies responsibly while upholding Islamic moral values.
Rethinking Vocational Education and Training: A Systematic Review of Creativity, Innovation, and Skills Development in Sub Saharan Africa. Obadia Mugabirwe; Benon Muhumuza; Robert Mugabe
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 3 No. 2 (2025): November 2025
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v3i2.601

Abstract

Vocational Education and Training (VET) systems globally are transitioning from traditional skills-based approaches to innovation-driven models that emphasize creativity, entrepreneurship, and adaptability. This study employs a critical realist systematic literature review (SLR), following PRISMA guidelines, to analyze how creativity and innovation are integrated into VET. The review synthesizes evidence from a curated corpus of literature, including international policy documents and regional studies. It finds that while high-income countries have successfully embedded innovation through dual training systems and strong industry partnerships, VET in Sub-Saharan Africa is constrained by systemic challenges, including a formal TVET completion rate of only 6.5% among youth and high rates of youth not in education, employment, or training (NEET). Theoretical frameworks such as Sen’s Capability Approach and Mezirow’s Transformative Learning Theory support learner-centered pedagogies, yet practical implementation is hampered by fragmented policies, a large informal sector, and a digital divide. To address these gaps, the study proposes an Integrated Framework for Systemic Innovation, which consolidates strategic interventions across four pillars: Policy & Governance, Pedagogy & Curriculum, Institutional Capacity, and Outcomes & Assessment. Actionable policy recommendations include formalizing Recognition of Prior Learning (RPL) for the informal workforce, revitalizing multi-stakeholder Sector Skills Councils, and investing in educator upskilling in digital literacy and maker spaces. The study concludes that sustainable VET reform requires a context-specific balance of global best practices and local realities to drive inclusive economic growth, youth employment, and resilience in the face of technological disruption.
Implementation of the Problem Posing Model in Islamic Religious Education Learning Murharyana, Murharyana; Al Ayyubi, Ibnu Imam; Hayati, Ai Faridatul; Nurfajriyah, Dewi Syifa; Ikromi, Shoutika Nawadya
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 3 No. 2 (2025): November 2025
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v3i2.46

Abstract

This research analyzes student learning outcomes in Islamic Religious Education based on student gender. This research used a quantitative approach which was carried out at SMPN 1 Wanayasa, SMPN 2 Parongpong, and SMP Unggulan Al Amin. The method in this research uses the survey method and Analysis of Variance test with a population of 1013 sample students with 31 students at SMPN 1 Wanayasa, 32 students at SMPN 2 Parongpong, and 32 students at SMP Unggulan Al Amin with a total of 95 students based on purposive techniques example. This research instrument uses tests that have been tested for validity, reliability, difficulty index, and distinguishing power by testing the data analysis requirements consisting of normality tests using Kolmogorov-Smirnov and Shapiro-Wilk. In this research, it can be concluded that there are differences in the learning outcomes of students in Islamic Religious Education whose learning uses the problem logging model and the interaction between the problem position model which is viewed based on the gender of the students. Still, between male and female students there is no significant difference or can is said to tend to be the same in Islamic Religious Education learning. This is proven by the significance values ​​for the data variables school, gender, and school*gender of 0.000, 0.062, and 0.008.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2025): November 2025 Vol. 3 No. 1 (2025): June 2025 Vol. 2 No. 2 (2024): November 2024 Vol. 2 No. 1 (2024): June 2024 Vol. 1 No. 2 (2023): November 2023 Vol. 1 No. 1: June 2023