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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 265 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

Page 27 of 27 | Total Record : 265

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