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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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From Co-occurrence to Configuration: The Demonstration-Imitation Cycle in Grade VII Fiqh Instruction at an Indonesian Madrasah Tsanawiyah Fran Ario Wardhana; M. Thontawi; Yanri Ramdhano; Ismail Fahri; Sachrawi Hidayat; Nikmatuz Zaifa
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.v15i02.2142

Abstract

Fiqh instruction at the Madrasah Tsanawiyah (MTs) level combines legal knowledge with ritual practice, yet teacher-centered lecture dominates the classroom. Demonstration combined with concrete media has been proposed as an alternative, but prior research treats the two as concurrent additions rather than a single configuration. This qualitative case study examines this integration in a seventh-grade fiqh class at MTs Al-Irsyad, Kuala Jambi, asking how it takes shape, what conditions facilitate or hinder it, and how it is sequenced within the lesson. Data were collected through semi-structured interviews with 11 participants: the principal, two fiqh teachers, three teachers of other subjects, and five seventh-grade students. Observation of three sessions, and document analysis, with two-cycle coding and trustworthiness supported by triangulation, member checking, audit trails, and reflective notes. Integration occurred at three points of method-media convergence: preparatory, demonstrative, and evaluative, forming an interlinked configuration and a recurrent demonstration-imitation cycle in which teachers modeled a step before students imitated it. Feasibility depends on leadership support, media availability, teacher competence, and student receptiveness, and is limited by time constraints, inadequate media, and uneven attention. Teachers implement this configuration through a stable three-phase sequence: preparation, demonstration, and evaluation, whose weights vary with procedural complexity; segmented cycles and matched assessment characterize the most successful sessions. These findings reframe the demonstration-and-media pairing as a deliberate configuration and identify a micro-mechanism integrating observational and experiential learning, with implications for fiqh teacher training and lesson design
Layered Formation and the Compounding Gap: How Religious Values Shape Akhlak Karimah in an Indonesian State Madrasah Rts. Novi Atul Ambiya; Ely Surayya; Dewi Hasanah; Hindun Hindun; Sachrawi Hidayat
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.v15i02.2144

Abstract

This study examines how religious values are implemented to form akhlak karimah (noble character) in an Indonesian state madrasah, which pedagogical and institutional strategies mediate that implementation, and which factors enable or constrain it. The study adopts a descriptive-phenomenological case design at Madrasah Aliyah Negeri 2 Batanghari, Jambi. Data were generated through semi-structured interviews with the principal, three teachers, and six students purposively selected across grade levels; three weeks of non-participant observation; and analysis of institutional documents. Two coding cycles produced descriptive and thematic categories. Trustworthiness was addressed through source and technique triangulation, member checking, and an audit trail. Implementation operated as three functionally differentiated layers: curricular integration supplied doctrinal grammar; programmatic habituation supplied disciplined repetition; and cultural embedding through the 5S practice (Smile, Greet, Salute, Polite, and Courteous) supplied relational texture. Four strategies recurred: non-negotiable habituation, modeling paired with real-time theological framing, documented pastoral oversight, and family partnership. The aspiration–behavior gap was produced not by institutional deficiency but by the compounding interaction of heterogeneous prior formation, asymmetric family engagement, and socio-digital counter-formation. The study re-specifies Uswah Hasanah as a dynamic pedagogical mechanism rather than a static institutional property, and argues that performance indicators for state madrasahs should register the conditional nature of character-formation outcomes. Differentiated pastoral pathways, realistic family-partnership redesign, and explicit engagement with the digital moral environment emerge as the most actionable institutional moves
Implementation of Human Resource Management for Educators in Strengthening the Kuttab Education System in West Java Didih Syakir Munandar; Yosep Farhan Dafik Sahal
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.v15i02.1770

Abstract

Despite growing interest in faith-based educational models, limited research has examined how human resource management (HRM) operates for educators within the Kuttab system, an emerging model of Qur'anic primary education in Indonesia. This qualitative multiple-case study analyzed the implementation of educator HRM at two institutions in West Java, Kuttab Nurussalam Ciamis and Kuttab Bandung Barat, to understand how integrated HRM practices strengthen educational quality and sustainability while aligning contemporary HRM principles with Islamic values. Fifteen purposively selected participants, including principals, educators (asatidz), administrative staff, and parents, provided data through semi-structured interviews, participant observation, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with trustworthiness ensured through triangulation, member checking, researcher reflexivity, and an audit trail. Findings reveal that educator HRM operates as an integrated system encompassing workforce planning, recruitment, professional development, performance evaluation, and welfare management. Cross-case analysis identified two complementary patterns: a reflective–humanistic approach at Kuttab Nurussalam, grounded in participatory deliberation and personal mentoring, and an integrative–structural approach at Kuttab Bandung Barat, characterized by layered evaluation instruments and foundation-supported governance. These practices strengthen educator professionalism, curriculum implementation, and institutional sustainability by embedding Qur'anic competence, adab, and moral integrity within HRM functions. However, their effectiveness remains constrained by limited financial capacity, non-standardized documentation, and reliance on key figures. This study contributes a contextual educator HRM model that extends strategic HRM theory by positioning Islamic values as operative dimensions of educator management within faith-based institutions
Synergizing Public Relations and Community Engagement for Sustainable School Branding Moh. Rifa'i; Ittaqillah Haitsuma Kunta; Abu Hasan Agus R.
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.v15i02.1853

Abstract

This study examines how collaborative public relations management shapes community-based branding at a pesantren-based secondary school in Indonesia, where market-oriented branding frameworks may be insufficient. Using an intrinsic case-study design within a constructivist paradigm, the study draws on semi-structured interviews with 16 informants across six stakeholder categories, participant observation, and document analysis at SMA Unggulan Haf-Sa BPPT Genggong, East Java. Data were analyzed through reflexive thematic analysis . Three themes were constructed: (1) parents and alumni act as co-producers of institutional identity through practical support, informal promotion, and financial contribution; (2) community leaders provide social legitimacy that extends the school's reputation through pengajian and village forums; and (3) digital media function as infrastructure for participatory branding, with community networks amplifying institutionally coordinated content. Divergent accounts qualify this picture: collaboration is effortful, concentrated in an active minority, and accompanied by reduced message control. The study specifies relational trust as the mechanism linking community engagement to branding, and proposes a testable coordination–amplification model in which the public relations unit facilitates rather than controls collective identity. The findings ground collaborative and co-creational public relations arguments empirically in a faith-based K–12 setting. In similar settings, public relations units may benefit from prioritizing relationship maintenance over message production, though the trade-off with message control warrants deliberate management
Muraqaba-Based Cognitive Restructuring for Anxiety Reduction in Muslim University Students: A Systematic Review and Integrative Conceptual Framework Rizal Arsjad; Muzdalifa Mamonto; Yusup Tajri; Najamuddin Petta Solong; Ratna Hestiana; Aryanti Artikasari
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.v15i02.1963

Abstract

Anxiety is among the most prevalent mental health problems in university students, and Muslim students in Indonesia and Southeast Asia report consistently high distress alongside limited access to culturally congruent care. Cognitive restructuring (CR), the core technique of cognitive behavioral therapy (CBT), has strong evidence for anxiety, yet its secular framing limits its resonance for religiously committed Muslim clients. Muraqaba, a contemplative discipline in Islamic Sufism grounded in the concept of ihsan, cultivates sustained metacognitive awareness of divine presence and shows structural parallels with mindfulness-based and metacognitive therapies. No systematic review has yet mapped the convergence between Muraqaba and CR or operationalized it into a clinical protocol. This study addresses that gap through a two-phase design: a systematic review followed by the development of a conceptual framework. Following PRISMA 2020 guidance, we searched Scopus, PsycINFO, ERIC, and Google Scholar in March 2024 for literature published from January 2000, with an update search in April 2026 extending coverage through March 2026. Forty-seven peer-reviewed studies and scholarly monographs met the inclusion criteria and were analyzed through thematic synthesis. The synthesis identified four convergence domains: attentional redeployment, metacognitive monitoring, cognitive defusion, and meaning reconstruction. From these domains, we propose the Muraqaba-Based Cognitive Restructuring Framework (MBCRF), a five-stage protocol comprising Niyyah Establishment, Muraqaba Induction, Islamo-Cognitive Identification, Divine Reframing, and Muhasabah Consolidation, along with five falsifiable propositions for empirical evaluation. MBCRF differs from Traditional Islamically Integrated Psychotherapy and Islamic Acceptance and Commitment Therapy by grounding integration in explicit mechanisms rather than content substitution, and by incorporating structural safeguards against spiritual bypass. Quasi-experimental and randomized trials are needed to test its efficacy
School Accessibility and the Spatial Connectivity of Senior High School Services in Malang City, Indonesia: A Sequential GIS Service-Area and PLS-SEM Analysis Maria Christina Endarwati; Tjokarda Nirarta Samadhi; Agustina Nurul
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.v15i02.1757

Abstract

Equal access to public secondary education remains a challenge in Indonesia's rapidly urbanizing cities. Most planning studies rely either on objective spatial coverage metrics or on user perceptions, so the link between territorial service gaps and the connectivity students experience remains under-researched. This study integrates both perspectives to evaluate public high school (SMAN) provision in Malang, Indonesia, and to test whether educational service integration mediates the links among school accessibility, regional facility availability, student mobility, and perceived spatial connectivity. A sequential explanatory design was used for a road-network service-area analysis at a 3,000 m threshold, in accordance with SNI 03-1733-2004, to map territorial coverage. Partial least squares structural equation modeling (PLS-SEM) was then estimated using survey data from 200 purposively sampled SMAN students between March and May 2025. SMAN services covered 66.26% of the city; one-third (33.74%) was unserved. Klojen was fully covered, while gaps were concentrated in Sukun (the highest proportion), Kedungkandang (the largest absolute area), and Blimbing. Accessibility (β = 0.309), facility availability (β = 0.339), mobility (β = 0.260; all p < 0.001), and service integration (β = 0.167, p = 0.003) were positively associated with perceived spatial connectivity (R² = 0.582). Integration partially mediated the effects of accessibility and facility availability, but not mobility, suggesting that institutional inputs operate through institutional coordination, whereas individual mobility does not. Because the sample was purposive and self-reported, the findings are exploratory. Educational equity policy should be district-specific and combine coverage expansion, road network improvements, and the coordination of school zoning with transport.
Educational Management Through Productive Business Units: Experiential Learning and Institutional Logics in an Indonesian Islamic Boarding School Abu Hasan Agus R; Ulfa Qomariatul Jannah
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.v15i01.1764

Abstract

Although the discourse on entrepreneurship education has shifted from the transmission of knowledge in the classroom toward experience-based learning, the institutional mechanisms linking the formal curriculum with real-world business practices have not yet been extensively studied by researchers, particularly in traditional Islamic educational institutions. This study examines two interrelated issues: how the Al-Mashduqiah Islamic Boarding School in Probolinggo integrates entrepreneurship education through productive business units, and how religious logic interacts with economic logic in shaping the learning environment for students. This research employs an interpretive paradigm with a single instrumental case study design. Data were collected through semi-structured interviews with 14 informants from six categories, 32 hours of participant observation across five business units, and document analysis. Analysis employed reflexive thematic analysis, using experiential learning theory and institutional logics as sensitizing concepts. This study yielded three main findings. First, the integration of education and entrepreneurship operates through three institutional layers: leadership vision, administrative governance, and an integrated financial structure. Second, business units function as living laboratories that provide a structured framework for students’ learning experiences. Third, religious and economic logic coexist through structural integration, in which economic logic functions instrumentally to support the religious-educational mission. Theoretically, this study links experiential learning theory to institutional logics. It proposes that experience-based learning serves as a micro-mechanism sustaining the coexistence of institutional logics within hybrid educational organizations
Time Management Strategies for Boarding School Students: The Role of Boarding School Programs and Support from Musrifah in Maintaining Academic and Organizational Balance Azizah Bekti Pratiwi; Fitriah M. Suud
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.v15i02.1882

Abstract

Female students in an Islamic university dormitory balance their academic and organizational roles within an institutionally structured daily routine, in which dormitory advisors, known as musrifah, help shape how they manage that balance. This qualitative descriptive-interpretive study is based on semi-structured interviews with 16 participants (8 female students, 8 Musrifah) conducted between January 2026 and April 2026, and analyzed thematically across six phases. Three themes emerged. Time management functions as a negotiated priority within a scheduled institutional rhythm: female students delegate scheduling decisions to dormitory routines, thereby freeing up cognitive effort for the substance of academic tasks. The dormitory program functions as a disciplinary infrastructure, transforming imposed routines into internalized habits through the gradual and measured withdrawal of support by the musrifah. The relationship between the musrifah and the students forms a multi-layered, dual-role support system that combines formal supervision with residential guidance, providing emotional, informational, instrumental, and evaluative support from a single trusted source. These findings challenge individualistic assumptions in existing time management theory and expand the typology of social support by identifying a unique configuration of dual-role support. Residential institutions do more than enforce time management; they redistribute regulatory tasks through institutional rhythms, measured guidance, and formal support embedded within the domestic environment. These findings provide insights for the design of residential programs, the professional development of Musrifah, and the validity of individual-oriented time management measurement instruments
The Role of Fear of Failure and Self-Efficacy in Student Engagement among Indonesian University Students: A Predictive-Correlational Study Lailatuzzahro A. Aulia; Estalita Kelly; Arinal Chusnah; Aizun Riski Safitri; Indasah Indasah
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.v15i02.2135

Abstract

This study examined the effects of fear of failure and self-efficacy on student engagement among undergraduate students at a private university in East Java, Indonesia. A quantitative predictive-correlational design was employed with 215 undergraduates (155 female, 60 male; age M = 20.4, SD = 1.38) recruited through purposive sampling. Data were collected using three self-report scales: the Student Engagement Scale (28 items; α = .887) based on Fredricks et al. (2004), the Fear of Failure Scale (26 items; α = .891) based on Conroy (2001), and the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995; 10 items; α = .908). Multiple linear regression analysis revealed that fear of failure had a significant negative effect on student engagement (β = −.757, p < .001) and emerged as the dominant predictor. In contrast, self-efficacy exerted a smaller but statistically significant positive effect (β = .100, p = .023). Together, both predictors accounted for 60.1% of the variance in student engagement (Adjusted R² = .601; F(2, 212) = 163.359, p < .001). Fear of failure was thus the dominant predictor, with a substantially larger standardized coefficient and a considerably greater share of unique variance than self-efficacy. Because the design was cross-sectional and all constructs were measured through self-report at a single time point, these findings should be interpreted as associations rather than causal effects. The results tentatively suggest that, in this context, reducing evaluative threat may warrant as much attention as strengthening confidence when designing academic environments that foster student engagement
From Individual Competence to Distributed Capacity: How Islamic Religious Education Teachers Verify Generative-AI Content in Padang, Indonesia Fikri Shobri; Alfurqan Alfurqan
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.v15i02.2227

Abstract

Generative artificial intelligence (AI) produces fluent religious exposition without disclosing the ground of its authority. For Islamic Religious Education (in Indonesia, Pendidikan Agama Islam, hereafter PAI), this limitation touches a foundational concern, because the validity of religious knowledge is determined not only by the truth of its content but also by its chain of transmission. Normative scholarship has articulated how tabayyun (verification) and maqāṣid (the higher objectives of the law) should guide the use of AI, and an instrument for Islamic AI literacy has been developed for university students. What has been missing is empirical evidence of how schoolteachers of religion narrate the application of such norms when confronting concrete AI outputs. This study addresses that gap through a reflexive thematic analysis of semi-structured interviews with fifteen senior-secondary PAI teachers in Padang, West Sumatra, sampled purposively for maximum variation in employment status and school sector. Four themes were developed. First, AI shifts the allocation of teachers’ labor from text production to verification rather than reducing the overall workload. Second, the commitment to verify is uniform across the sample, whereas the standard of authority deemed adequate varies sharply, ranging from the classical sanad to personal networks. Third, the limit of delegation is drawn at what cannot be conveyed as text, not at any threshold of informational accuracy. Fourth, the capacity to meet that standard appears to track institutional proximity to scholarly authority. A systematic search of the entire corpus found no Minangkabau adat category, and the repertoire teachers mobilized was normative-translocal; because the interview guide did not prompt for adat, this absence is treated as an observation to be tested rather than as settled evidence. On the strength of the whole sample, the study proposes reframing Islamic AI literacy from an individual competence into a distributed capacity, a hypothesis the data motivate but do not settle, resting most heavily on a single matched pair of cases. The implication is direct: training programs that target individual skills without providing access to scholarly authority risk widening the very gap they seek to close

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