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muh ibnu sholeh
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+6282144444454
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jpmi@as-salafiyah.id
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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 44 Documents
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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 5 of 5 | Total Record : 44

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