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FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Published by Institut Agama Islam Al-Khairat Pamekasan
ISSN : 24422401     EISSN : 24775622     DOI : https://doi.org/10.32806/jf.v14i02
Core Subject : Education,
Education
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam. The journal focuses on aspects related to education and management in Islam. This journal contains scientific studies on Islamic education and management, educational innovations, educational policy, and educational thinking in the form of 1) Research results, 2) conceptual ideas, 3) literature reviews, and 4) practical experience.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 273 Documents
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The Educational Thought of Haji Abdul Karim Amrullah and Sheikh Ibrahim Musa: A Comparative Study Ray Silva; Siti Fatimah
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1205

Abstract

This study analyzes the distinctions in philosophical orientation within the Islamic educational thinking of two Minangkabau reformist personalities, Haji Abdul Karim Amrullah and Sheikh Ibrahim Musa, who, despite being educated by the same instructor, formulated markedly divergent educational philosophies. This study employs a comparative historical and qualitative methodology to examine the fundamental sources of the two personalities across six dimensions: epistemology, educational objectives, pedagogical approaches, attitudes towards tradition, institutional strategies, and reform techniques. The results show that Haji Abdul Karim Amrullah adopted a pragmatic approach that values information for its social usefulness. He focused on community change, experiential-inductive approaches, and confrontational reform. On the other hand, Sheikh Ibrahim Musa had an idealistic view that information is valid only if it fits with ancient scholarly traditions. He stressed deep intellectual growth, text-based, deductive, systematic techniques, and gradual educational change. This difference shows two distinct approaches to addressing the relationship between religious authenticity and modern relevance in the context of colonialism and early Indonesian nationalism. This research helps dismantle the singular narrative of Islamic modernism and offers a reproducible comparative analytical framework for examining Islamic educational philosophy in other contexts
Implementation of Character Development for Boarding School Students Based on the Book Al-Akhlāq Lil-Banīn at the Darul Azhar Modern Islamic Boarding School in Southeast Aceh Abd. Latif; Syamsu Nahar; Azizah Hanum OK
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1682

Abstract

This study examines moral character education, based on the book Al-Akhlāq Lil-Banīn, at Darul Azhar Modern Islamic Boarding School, focusing on its pedagogical framework, day-to-day implementation, and the factors that shape its success. Using a qualitative approach with participatory observation, in-depth interviews, and document analysis, the research finds that the book presents an organized framework that integrates cognitive, affective, and conative dimensions within a hierarchy encompassing both vertical relationships (with God) and horizontal ones (with other people). Its simple language, concrete examples, and gradual scaffolding suit adolescent development and current work in moral psychology. On the ground, the program runs through three overlapping channels: formal instruction, institutional habituation, and social control. Role-playing and dormitory routines prove especially effective. The findings also expose real tensions. Habituation dominates, and critical reflection is limited, so character formation rests more on habit than on deeply held belief. Most students show external regulation: they behave morally because someone is watching, and their conduct shifts across contexts. The study therefore argues for stronger, more structured reflection, less reliance on external control, and strategies that help students carry their moral commitments into settings that the pesantren cannot supervise
The Effectiveness of Edpuzzle-Based Interactive Video on Fifth Grade Students’ Learning Outcomes in Fact and Opinion Materials Millah Fithriyani; Lukman Nulhakim; Ratna Sari Dewi
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1709

Abstract

Distinguishing fact from opinion is an essential information literacy skill for elementary students, yet achievement in Indonesia remains below minimum standards because instruction relies predominantly on text-based media. This study developed, validated, and tested the initial effectiveness of an Edpuzzle-based interactive video for fact-and-opinion instruction in Grade 5. Development followed the ADDIE model and applied principles of generative processing from the Cognitive Theory of Multimedia Learning through embedded questions and formative feedback. Three experts assessed content validity using Aiken’s V. Instrument quality was evaluated through item validity, KR-20 reliability, difficulty index, and discrimination index. Effectiveness was tested using a one-group pretest–posttest design (n = 35) with a paired-samples t-test, Cohen’s d, and normalized gain (N-Gain). Content validity yielded Aiken's V = 0.793, KR-20 reliability = 0.880, and a student response rate of 90.89%. Posttest scores (M = 83.83) were significantly higher than pretest scores (M = 62.37): t(34) = 26.80, p < .001, Cohen’s d = 2.14, N-Gain = 0.60 (moderate gain). The video medium is effective as an initial instructional intervention for Grade 5 fact-and-opinion learning. Future studies should adopt quasi-experimental designs with a control group, incorporate performance-based assessment, and include
Islamic Religious Education and Student Academic Achievement and Motivation: A Systematic Review of Pedagogical Strategies and Value Internalization Mechanisms Djundjunan, Yovie; Ali, Moh; Zuhri, Saefudin
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1708

Abstract

Islamic Religious Education (PAI) is mandatory in Indonesia's national curriculum, yet how it shapes academic achievement and motivation remains poorly understood. This systematic review synthesises the pedagogical strategies and mediating factors through which PAI influences these outcomes among Indonesian learners. Following PRISMA 2020 guidelines, we searched Scopus, Web of Science, ERIC, and Garuda for peer-reviewed studies published January 2015 and April 2026; of 312 records, 47 met inclusion criteria after dual independent screening (Cohen's κ = 0.84), with quality appraised using CASP and MMAT and findings synthesised through Braun and Clarke's reflexive thematic analysis. Three mechanisms emerged: intrinsic motivation grounded in religious meaning-making (thalabul 'ilm), non-cognitive competencies cultivated through character-based instruction, and academic identity formed through value internalisation. The review grounds these in a framework linking al-Ghazali's anthropology (nafs, qalb, ruh, 'aql) with Self-Determination Theory and Achievement Goal Theory; the convergence between ikhlas and autonomous motivation is especially productive, as both describe the same inner orientation. Active learning, technology integration, and curricular coherence amplified these mechanisms; teacher quality and institutional leadership moderated their impact on measurable gains. Limitations include restriction to English and Indonesian sources, a ten-year window that underweights foundational work, and the inability to estimate effect sizes. Future meta-analyses, longitudinal studies, and multilingual reviews would address each of these. When pedagogically rigorous and institutionally supported, PAI is a meaningful driver of academic outcomes, not merely a doctrinal subject at the margins of the curriculum, but rather a framework for reform grounded in the Islamic ideal of insan kamil.
Leadership in Digital Management at Ar-Risalah Islamic University, Padang Raihan, Mohammad Raihan; Rivauzi, Ahmad
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1727

Abstract

This study analyzes the leadership of the Ar-Risalah Learning Centre (ALC) in managing digital transformation at Ar-Risalah Islamic University, Padang. The study employs a qualitative approach with a single-case study design. Data were collected through semi-structured interviews, moderate participant observation, and document analysis with ALC leadership, teachers, and educational staff. Analysis was conducted through data reduction, data presentation, and the drawing and verification of conclusions. The results of the study indicate that the ALC functions as a middle-management unit that bridges the foundation’s strategic policies and the school’s managerial and pedagogical practices. The ALC exercises leadership through moral-technological exemplarity, the repeated articulation of a digital vision, the stimulation of innovation, individual mentoring, and continuous oversight of digital systems. Digital transformation in schools is not merely the implementation of technology. It is an institutional process that integrates digital competencies, organizational governance, work culture, and Islamic values. This study formulates the Operational Islamic Digital Transformational Leadership (OIDTL) model, a framework for operational-level digital transformational leadership grounded in Islamic values. This model emphasizes that the success of digitalization in Islamic schools is not determined solely by technological infrastructure or top-level leadership policies, but rather depends on operational units that integrate competency development, system oversight, mentoring, and the establishment of a digital work culture. This work culture is grounded in the values of trustworthiness, exemplary conduct, consultation, empathy, and reconciliation. The findings contribute to the study of digital leadership, Islamic educational leadership, and digital transformation management in Integrated Islamic Schools
The Islamic Worldview as the Foundation of Islamic Educational Civilization in the Age of Globalization Rasyidin, Rasyidin; Harahap, Radinal Mukhtar
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1688

Abstract

Islamic education faces a structural paradox in the era of globalization: many institutions pursue institutional adaptation without commensurate epistemological renewal, thereby modernizing administration but not philosophy, digitizing the classroom but not the knowledge framework, and expanding access but not intellectual goals. Consequently, Islamic educational institutions remain institutionally intact but are conceptually weakened amid pressures from accreditation, global rankings, and the knowledge economy. This conceptual study aims to formulate a paradigm for the reconstruction of Islamic education that addresses the pressures of modernization, globalization, and technological disruption without diluting its epistemological identity and civilizational mission. This research employs a qualitative-conceptual design with a structured narrative review approach of 81 sources selected via a PRISMA-adapted procedure, coded using NVivo 14, cross-checked for inter-coder consistency, and analyzed dialectically based on the principle of immanent critique. Tracy’s quality framework is fully adopted to ensure methodological rigor. The analysis demonstrates that Tajdīd, the Islamization of knowledge, and the Islamic worldview cannot be treated as additive components but rather as constructs operating at distinct yet interdependent levels: institutional-pedagogical, epistemological, and civilizational. This distinction between operational levels constitutes the primary conceptual contribution that sets this analysis apart from previous syntheses. The article also addresses three substantial internal critiques: dialectical, historiographical, and operational, which are rarely addressed in the supporting literature. The findings yield three empirically testable propositions and three practical priorities for Islamic educational institutions, enabling Islamic education to transition from being a consumer of global paradigms to a producer of intellectual alternatives for 21st-century ethical reconstruction
Psychological Mechanisms in the Implementation of Self-Directed Learning Regarding Generation Z Students’ Self-Efficacy in Islamic Education Aryani, Putri Lizah; Muliati, Indah
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1745

Abstract

This study examines how Self-Regulated Learning (SRL) shapes academic self-efficacy in Generation Z students in Islamic Religious Education and Character Education (PAI & BP) classes. The design is qualitative-dominant mixed-methods: quantitative data supply a contextual baseline; qualitative data carry the main analytical weight. The research site is SMA Praja Nusantara in West Sumatra, a semi-military boarding school where students have no routine access to electronic devices. This condition makes SRL both harder and, arguably, more consequential. Forty-three students participated in the quantitative component; four were selected for in-depth interviews based on post-test score profiles. Pre–post score comparisons showed statistically significant change in both the SRL group and the comparison group (paired t-test, p < 0.001). That result, however, understates what actually happened: aggregate scores flattened differences that mattered. Thematic analysis drawing on observations, semi-structured interviews, and learning documentation analyzed through Braun and Clarke's framework identified six themes: a shift in the locus of learning control, externalization of cognition through mind mapping, widespread difficulty with self-monitoring, domain-specific self-efficacy gains, SRL as a resilience mechanism, and gradual adaptation. Tentative patterns also pointed to SRL's role in the internalization of religious values, though the evidence for this is limited and warrants further investigation. The SRL–self-efficacy link is neither direct nor consistent across students. It works through psychological mechanisms that vary by individual, domain, and context. These findings extend Rahman et al. by tracing an alternative pathway and by testing Bandura and Zimmerman's reciprocity postulates under real boarding school conditions rather than assumed ones. Practical implications for PAI pedagogy in similar settings are discussed.
Basic Literacy Difficulties During the School Transition: A Cognitive-Affective Model Based on Educational Psychology Hamilaturroyya Hamilaturroyya; Mar'atus Sholikah; Ahmad Syarif Hidayatullah; Zaenal Abidin; Uswatun Khasanah
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1731

Abstract

Basic literacy attainment among Indonesian junior high school students has remained stagnant despite more than a decade of policy intervention, indicating that prevailing approaches have not addressed the underlying mechanisms. The cognitive and affective dynamics shaping literacy trajectories during the elementary-to-secondary transition specifically remain empirically underexplored. This study examined how adolescents with high digital media exposure experience basic literacy difficulties during this transition, identified the cognitive and affective factors involved, and analyzed how learning conditions sustain or disrupt the resulting cycle. A single qualitative case study was conducted with 18 informants 12 students, 5 teachers, and 1 principal at an urban public junior high school in Central Java. Data were collected through semi-structured interviews, five classroom observations, and document analysis, and were analyzed using the interactive model of thematic data analysis. Trustworthiness was established through source and method triangulation, member checking, peer debriefing, and audit trails. Findings revealed that the majority of students exhibited persistent reading comprehension failure under independent task conditions, accompanied by pervasive affective barriers including reading anxiety, avoidance behavior, and constrained written expression that systematically curtailed literacy practice. Teacher-centered oral instruction and unstructured digital media consumption were identified as the primary environmental conditions sustaining these patterns. Together, these elements constitute a self-reinforcing cycle in which limited cognitive engagement amplifies negative affect, which in turn suppresses literacy exposure. This study proposes the Cognitive-Affective Coupling Model in Literacy Transition (CACM-LT) and argues that effective interventions must integrate explicit cognitive instruction, emotionally supportive pedagogical environments, and coherent institutional policy
Reconstituting Pedagogical Authority in the GenAI Era: Intelligent-TPACK, Deep Learning, and the Ethical-Cultural Knowledge of Maja Labo Dahu in Islamic Religious Education Lalu Muttaqin; Nasaruddin Nasaruddin; Syarifuddin Syarifuddin
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1761

Abstract

The diffusion of generative artificial intelligence (GenAI) into classrooms has produced inverted authority, a structural gap in which students' digital fluency outpaces teachers' technical mastery, placing particular pressure on Islamic Religious Education (IRE), where the teacher conventionally serves as the primary interpretive authority. No existing framework integrates AI-enabled teaching competence, deep-learning pedagogy, and culturally grounded moral resilience into a single coherent model. This qualitative case study examined how eleven IRE teachers at MAN 2 Kota Bima (West Nusa Tenggara, Indonesia) negotiate these pressures through the Mbojo philosophy of Maja Labo Dahu. Following critical-case logic, data were collected via semi-structured interviews, non-participant classroom observation (24 sessions), and an open-ended student survey (n = 93; January–March 2026), and analysed using the Miles–Huberman–Saldaña interactive model. Three findings emerged: pedagogical authority is reconstituted through reverse mentoring grounded in tawāḍuʿ (humility), confirmed across 14 of 24 observed sessions; deep-learning pedagogy is operationalised through a "language of technological analogy" mapping sharīʿah concepts onto digital metaphors, and embedded within a "Digital Compassion Protocol" aligned with Indonesia's Love-Based Curriculum (KMA 1503/2025); and Maja Labo Dahu functions as a dual self-regulation mechanism dahu (divine monitoring) and Maja (social filtering) governing student digital behaviour beyond institutional perimeters, independently recalled by 53 of 93 respondents. These findings yield the Intelligent-TPACK-Mbojo model, which extends Intelligent-TPACK by adding an Ethical-Cultural Knowledge (ECK) layer derived from community-internalized, multigenerational values rather than universal ethical principles. Counter-evidence and conditions for cross-cultural ECK substitutability are addressed explicitly.
Child Protection in Indonesian Islamic Boarding Schools: Between Compliance and Normative Coherence. A Systematic Literature Review Achmad Muzammil Alfan Nasrullah; Mohammad Muchlis Solichin; Siswanto Siswanto
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1810

Abstract

Child protection in Indonesian pesantren remains structurally compromised by a normative gap between Islamic legal principles and state regulatory instruments, a gap distinct from mere enforcement failure. This systematic review synthesizes existing scholarship on this tension and proposes an integrative analytical framework grounded in maqāṣid al-sharīʻah. Following the PRISMA 2020 protocol, 51 peer-reviewed articles (2014–2025) were retrieved from Scopus, Web of Science, ERIC, and Dimensions and analyzed using a hybrid thematic-framework synthesis informed by Jasser Auda's systems approach to maqāṣid. Three disconnected literature streams were identified: empirical-structural studies documenting violence, compliance-oriented assessments of regulatory adherence, and maqāṣid-doctrinal analyses confined to family law, none of which integrates all three within the pesantren context. Applying a four-domain normative gap rubric to taʻzīr legitimacy, reporting mechanisms, kiai–santri power relations, and disciplinary boundaries, a composite gap score of 9.75/12 was obtained relative to Perdirjen 1262/2024, indicating a critical coherence deficit. The Beyond Compliance framework proposed here operates at three recursive levels, normative, institutional, and evaluative, arguing that effective child protection requires principled coherence between Islamic law and state regulation, not compliance with the latter alone. This constitutes the First PRISMA-based systematic review in internationally indexed databases that integrates maqāṣid al-sharīʻah with pesantren child protection scholarship, and the first peer-reviewed evaluation of Perdirjen 1262/2024. Findings carry direct implications for pesantren policy reform and Islamic jurisprudence on child welfare

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