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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 297 Documents
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Reconstructing Spiritual Education: A Classical and Contemporary Response to the Mental Health Crisis Among Generation Z from an Islamic Educational Perspective zulfah zulfah; Nurmadiah Nurmadiah; Makmur Makmur; Umrati Umrati; Husnussadah Husnussadah
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.v15i01.1815

Abstract

Generation Z's mental health crisis presents a pressing challenge for Islamic education. Classical Muslim scholars developed frameworks of tarbîyah rūḥiyyah (spiritual nurturing) centred on tazkiyat al-nafs, the strengthening of faith, character formation, and iḥsān, yet applying these frameworks to contemporary mental health challenges requires reconstruction rather than mere restatement. This article reconstructs tarbîyah rūḥiyyah by integrating classical literature (al-Ghazālī, Ibn Qayyim al-Jawziyyah, al-Nadwī) with contemporary empirical studies on Islamic spirituality and mental health. The study uses an integrative literature review and hermeneutic engagement with classical texts, synthesizing Scopus- and Sinta 1–2-indexed sources published between 2019 and 2026. Three findings are reported. First, classical Islamic constructs tawakkal, ṣabr, dhikr, and muḥāsabah align closely with empirically documented psychological coping mechanisms. Second, this convergence is not automatic: spiritual education shows statistically non-significant effects on educational quality without adequate pedagogical mediation, and misdirected religiosity can manifest as negative religious coping with pathological consequences. Third, the reconstructed model articulates three interrelated pillars: transcendental-mediated, psychological-hybridized, and ecological-relational, operationalized through five educational implications. The model connects Islamic education with applied Islamic psychology, offering a framework suited to Generation Z's psychosocial profile
Akhlak and Ethical Competence in Pesantren Education: A Scoping Review and the ADK Model Ali Ridho; Abdul Salam Hamood Ghaleb Alanesi; Moh. Hafidurrahman; Kholis Kholis
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.v15i01.1926

Abstract

This study examines how pesantren education can move from akhlak (normative ethics) toward ethical competence, using discussions of ethical dilemmas as a pedagogical bridge between the two. A scoping review followed the Arksey and O'Malley framework, refined by Levac et al. and the Joanna Briggs Institute, with reporting guided by PRISMA-ScR. A systematic search of Scopus and ERIC yielded 369 records, of which 78 were retained after stepwise screening. Thematic synthesis identified four themes: pesantren as a normative ethical ecology, the expansion of pesantren functions toward reflective education, ethical-dilemma discussion as a pedagogical bridge, and ethical competence as an operational extension of akhlak. Building on these themes, the study proposes the Akhlak, Dilemma, Ethical Competence (ADK) Model, a seven-stage iterative cycle linking moral values, lived experience, dilemma situations, guided ethical dialogue, moral reasoning, decision-making, and reflective action. Unlike cognitive-oriented character education approaches, the ADK Model treats ethical competence as the operational language of akhlak rather than a replacement for it, and positions the normative authority of pesantren alongside deliberative pedagogy rather than against it. A structural tension between pesantren authority and deliberative pedagogy emerges as both a conceptual finding and a practical implementation challenge, particularly in Salafi pesantren. The ADK Model offers an initial framework for operationalizing ethical-dilemma discussion within Islamic education and provides a basis for future empirical validation across pesantren typologies
Seniority Reconstruction and Violence Prevention in Pesantren: A Hybrid Model of Power Transformation Syamsul Arifin; Mufiqur Rahman; Muhammad Abri Harahap; Imam Tazali; Hamidullah Marazi
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.v15i01.1929

Abstract

Violence and bullying in Indonesian Islamic boarding schools (pesantren) are rooted in seniority hierarchies through which senior students exercise supervisory authority over juniors. Existing scholarship either defends this hierarchy as pedagogically necessary or calls for its abolition. Neither position addresses reconstruction: how the tradition might be reshaped rather than preserved or dismantled. This study used an interpretive, embedded single-case design to examine how Ma'had Baitul Qur'an Madura transforms senior–junior power relations to prevent violence. Data were collected over six months (July–December 2025) through in-depth interviews with 13 purposively selected participants (senior students, junior students, ustadz, and administrators), participant observation, and document analysis. Analysis drew on a combined Foucault–Weber–Bourdieu framework to trace simultaneous shifts in power modality, authority legitimacy, and dispositional foundations. The institution operationalized a hybrid model retaining the structural position of seniority while reorienting its operative logic from coercive discipline to moral and spiritual exemplarity through five integrated mechanisms: faith-based compliance, moral-leadership redefinition, prophetic pedagogical capacity, home–pesantren alignment, and cross-hierarchical solidarity. Administrators delivered these through an integrated curriculum, leadership formation (daurah), teacher capacity building, parental engagement, and solidarity programming (Ukhuwah Week). Disciplinary records documented a 65.95% reduction in recorded violations across implementation phases (Semester 1: n = 213; Semester 2: n = 64), with coercive incidents declining 43.48%. A pesantren can pursue violence prevention without dismantling its defining traditions. The hybrid model offers a configurational, transferable framework for administrators and policymakers pursuing child-friendly Islamic education, applicable where kiai-centered authority and multi-domain programming capacity are present
Reconstructing Democratic Inclusive Education Through National Culture and Humanistic Values: A Critical Interpretive Synthesis from Indonesia Mukhammad Wahyudi; Agus Darmawan; Sevilla Dian Mumtaz
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (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.v15i02.1693

Abstract

Inclusive education in Indonesia faces persistent tension between global normative commitments and systemic implementation gaps, compounded by efforts to align international inclusion frameworks with the constitutional ethos of Pancasila and Bhinneka Tunggal Ika, Indonesia's foundational principles of unity in diversity. Disability-centered models have largely failed to accommodate Indonesia's democratic and cultural specificities, leaving a conceptual void in policy and pedagogical practice. This study reconstructs inclusive education as a democratic, cultural, and humanistic project through Critical Interpretive Synthesis (CIS). This methodology generates interpretive and theory-building outputs from qualitative and mixed-methods evidence, and was applied to 111 studies published between 2014 and 2026. The synthesis yielded a conceptual model termed culturally grounded democratic humanism, integrating four constructs: inclusivity, democratic education, national culture and local wisdom, and humanistic character. Three core propositions are advanced. First, national cultural frameworks, Pancasila, Bhinneka Tunggal Ika, gotong royong (communal cooperation), and local wisdom function not as curricular ornaments but as an ethical grammar that structures institutional governance, social relations, and learning design. Second, humanistic character constitutes the internal telos of inclusive education, operationalized through five capacities: relational dignity, critical empathy, cooperative solidarity, dialogical courage, and ethical responsibility. Third, the model bridges critical inclusive theory, Indonesian constitutional values, and humanistic pedagogy into a coherent architecture, avoiding both abstract universalism and cultural parochialism. The framework offers a culturally grounded alternative to disability-based paradigms and a testable conceptual architecture for inclusive education policy, school governance, and pedagogical practice across Indonesian educational levels and comparable democratic-pluralist societies
Embedding Indigenous Mbojo Values in Project-Based Learning: A Quasi-Experimental Study in Elementary Sustainability Education Ida Mawaddah; Sudarsono Sudarsono; Heriyanto Heriyanto
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (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.v15i02.1785

Abstract

Education for sustainable development at the elementary level still prioritizes cognitive knowledge over behavioral and attitudinal competencies, producing students who describe sustainability principles without enacting them in daily economic life. In Bima City, indigenous Mbojo values bearing on economic responsibility are largely absent from classroom practice, and no study has empirically examined a Mbojo-based Project-Based Learning (PjBL) model. This study tested whether the model strengthened sustainable economic behavior and caring economic attitudes among fifth-grade students. Using a quasi-experimental pretest–posttest control-group design at SDN 19 Kota Bima (2025/2026), 50 students were assigned by intact class to experimental (n = 25) or control (n = 25) groups. Two validated self-report questionnaires measured sustainable economic behavior (25 items, α = .87) and caring economic attitudes (24 items, α = .89), supplemented by a five-dimension performance rubric and structured observation protocol. After eight sessions, posttest scores favored the experimental group: sustainable economic behavior, t(48) = 8.43, p < .001, Hedges' g = 2.14, 95% CI [1.47, 2.81], N-Gain = 0.58 vs. 0.24; caring economic attitudes, t(48) = 7.91, p < .001, Hedges' g = 1.95, 95% CI [1.30, 2.60], N-Gain = 0.61 vs. 0.22. These unusually large effects, together with the single-site sample, intact-group assignment, and the teacher's dual role as implementer and assessor, warrant cautious interpretation. The findings offer preliminary evidence that embedding indigenous Mbojo principles within structured PjBL can shape behavioral and dispositional dimensions of elementary economic learning; multi-site replication with independent assessment is needed before efficacy can be generalized
Religious Education as a Safe Learning Space for Mental Health Support: A Multiple Case Study on Pedagogical Dimensions and Practices in Junior High Schools Risma Putri Rahayu; Syahidin Syahidin; Agus Fakhruddin
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (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.v15i02.1813

Abstract

Adolescent mental health is an urgent concern in junior high schools, yet the role of Islamic Religious Education (Pendidikan Agama Islam, PAI) in supporting it remains underexamined. Existing studies emphasize instructional effectiveness, leaving everyday classroom dynamics-teacher-student relationships, atmosphere, and lived learning experiences largely unexplored. This study examined how PAI classes function as psychologically safe spaces and which mental health dimensions emerge most consistently in practice. A qualitative multiple-case study was conducted in three public junior high schools in Bandung, Indonesia (SMPN 4, 14, and 43), drawing on 17 classroom observations and interviews with 13 participants (five PAI teachers, three guidance counselors, and five students). Data were analyzed through an interactive model using hybrid coding that combined a priori categories with emergent subthemes. The analytic framework integrated an indigenous Islamic taxonomy with Keyes' Mental Health Continuum across spiritual, emotional, psychological, social, and biological dimensions. Spiritual and emotional dimensions were most consistently present, whereas the psychological dimension appeared least often and required intensive, individualized engagement. Cross-case analysis revealed a core tension: a programmatic emphasis on spirituality coexisted with low internalization of values, exposing a gap between ritual and lived practice. Safe learning environments emerged where teacher innovation, school religious culture, and Sundanese–Islamic values converged, while peer dynamics and limited instructional time formed structural barriers beyond individual pedagogy. The findings reposition PAI as a pedagogical site for adolescent mental health support and call for school-level interventions targeting structural conditions rather than teacher initiative alone
The Moderating Role of Self-Regulation in the Relationship between Social Support and Academic Resilience among Indonesian Students Estalita Kelly; Lailatuzzahro Al-Akhda Aulia; Aizun Riski Safitri
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.v15i01.1879

Abstract

Academic resilience among Indonesian students remains low to moderate, and social support is widely recognized as an important protective resource. However, the strength of its association with academic resilience may vary depending on students’ internal capacities. Prior work has largely cast self-regulation as a mediator, leaving its potential moderating role in the social support–academic resilience link underexamined, particularly in Indonesian samples. This study examined that association and tested whether self-regulation moderates it. Using an explanatory correlational design, we surveyed 220 students in Pasuruan, East Java, recruited through purposive sampling, with data collected online via three adapted instruments: the Academic Resilience Scale (ARS-30; α = .80), the Multidimensional Scale of Perceived Social Support (MSPSS; α = .82), and the Self-Regulated Learning Questionnaire (SRLQ; α = .85). Data were analyzed using moderated regression analysis with mean-centered predictors. Social support was a significant positive predictor of academic resilience (R² = .525, p < .001). Self-regulation added a small independent contribution (ΔR² = .025, p = .001), whereas the social support × self-regulation interaction added a substantially larger one (ΔR² = .095, p < .001). Simple slopes analysis revealed that the positive association between social support and academic resilience was strongest among students with low self-regulation and became weaker as self-regulation increased. These findings indicate that self-regulation functions as a compensatory internal resource that reduces students’ reliance on social support in maintaining academic resilience. The study highlights the importance of strengthening both supportive educational environments and students’ self-regulatory capacities to promote academic resilience in higher education
Islamic Education and the 4Rs of Post-Conflict Reconstruction: A Critical Integrative Review of Selected Conflict-Affected Settings in Sub-Saharan Africa Zainal Arifin; Tri wahyudi Ramdhan
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (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.v15i02.1880

Abstract

Global discourse on Islamic education in sub-Saharan Africa is often framed through a securitization lens, positioning madaris and Qur'anic schools as deradicalization objects or security threats, overlooking their standing as grassroots actors with cultural legitimacy in peacebuilding. This article examines whether, and under what conditions, Islamic educational institutions in conflict-affected settings function as legitimate peacebuilding actors. Drawing on a Critical Integrative Review of literature (2005–2026, prioritizing 2020–2026), UN field reporting, and African Union policy documents, the analysis applies the 4Rs framework (Redistribution, Recognition, Representation, Reconciliation) to evidence from Nigeria, Sudan, Somalia/Somaliland, Niger, and Cameroon. Four bounded findings emerge, each qualified by disconfirming evidence. First, faith-financed institutions appear to sustain access to basic literacy where state provision has receded, though redistributive effects are uneven and gendered. Second, value-based curricula may affirm religious identity in ways that complicate extremist alienation narratives, though reduced recruitment susceptibility is a testable hypothesis rather than a finding. Third, engaging the ulama as co-designers is associated with greater community acceptance, while narrowing the space for women and youth in some settings. Fourth, Islamic ethical traditions offer locally intelligible repertoires for reconciliation, though direct evidence of outcomes in African conflict settings remains thin. The article proposes a bounded faith-based extension of the 4Rs, conditioned on low state and high religious legitimacy, aligning policy implications with the African Union Post-Conflict Reconstruction and Development framework. Findings are context-specific, not generalized to sub-Saharan Africa as a whole.
The Integrating Islamic Spirituality into Cognitive Behavioral Therapy: A Pilot Model for Reducing Bullying in Islamic Boarding Schools Nur Arofah Tis'ina Shofiyur; Ali Murtadho; Agus Nurhadi
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (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.v15i02.1958

Abstract

Bullying is pervasive in Islamic boarding schools (pesantren), where intensive dormitory life heightens peer-aggression risk, yet cognitive-behavioral interventions rarely integrate Islamic spiritual values relevant to Muslim adolescents. This pilot study tested an Islamic Cognitive Behavioral Therapy for Bullying Prevention (ICBT-BP) model. A pretest–posttest quasi-experimental design with a control group was implemented at one pesantren. Using intact-class assignment, 120 students received an eight-week ICBT-BP program integrating cognitive restructuring, emotion regulation, empathy development, and Islamic practices (muhasabah, sabr, ukhuwah, ihsan) (n = 60) or routine guidance (n = 60). Bullying, empathy, and self-control were measured with adapted scales, analyzed via two-way ANOVA on gain scores. Bullying scores fell 30.6% in the experimental group (75.40 to 52.30) versus 6.3% in controls, yielding a significant main effect of group, F(1, 116) = 32.78, p < .001, partial eta-squared (η²ₚ) = .220 (likely an upper-bound estimate given the two-cluster design). Neither the main effect of gender, F(1, 116) = 1.22, p = .273, nor the group × gender interaction, F(1, 116) = 0.85, p = .360, was significant. Empathy and self-control gains were also significantly greater in the experimental group. Because the design relied on two intact clusters at one site and did not correct for multiple comparisons, results should be read as promising preliminary evidence, not definitive causal proof. ICBT-BP offers a culturally responsive bullying-prevention framework warranting a fully powered cluster-randomized trial
Islamic Education Model Based on Local Wisdom in Preserving Local Islamic Culture: A Comparative Study of Higher Education Institutions in Gorontalo Naufal Ilma Wahyuddin; Hasyim Mahmud Wantu; Najamuddin Petta Solong; Mardeli Mardeli; Muhammad Rizal; Ni'ma M. Alhabsyi
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.v15i01.2005

Abstract

The preservation of local Islamic culture requires the active involvement of higher education institutions, yet comparative studies across institutional typologies remain limited. This study compares the contributions of state-run Islamic religious universities (PTKIN) and general state universities (PTN) to the preservation of local Islamic culture in Gorontalo. It maps out the pathways of these contributions as well as the structural barriers involved. The qualitative comparative case study took place over six months (March–August 2022) at IAIN Sultan Amai Gorontalo and Gorontalo State University (UNG), covering a full academic cycle. Data were collected through in-depth interviews, field observations, and a review of institutional documents, with validity ensured through triangulation of methods, sources, and time. This study employs two analytical distinctions as analytical lenses: symbolic-normative integration (vision, philosophy, written curriculum) versus operational-transmissive integration (concrete, sustainable, and measurable mechanisms of transmission). The results show that both institutions position culture within an institutional framework, albeit with different scopes: IAIN frames it within the context of Islam and the Qur’an, while UNG encompasses Gorontalo culture more broadly. Both pursue four pathways: curricular, co-curricular, research, and community service, with varying intensities, and each excels in the pathway aligned with its orientation. The obstacles are structural in nature and were found at both institutions: limited human resources, weak coordination between units, and budgetary constraints. In the case of IAIN, the data also indicate internal ideological resistance to the relevance of cultural studies; given the limited pool of informants, this finding is presented as a proposition that still needs to be tested and is formulated as a paradox of institutional orientation. In this pair of cases, differences in mandate appear to be associated with distinct contribution profiles and with claims that are propositional in nature and require cross-site testing. These two analytical distinctions offer an initial empirical foundation for more integrated cultural preservation policies that are sensitive to the distinct characteristics of each institution

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