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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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The Preserving Religion through Fiqh: A Maqāṣid al-sharīʿah Reading of the Worship Learning Outcomes in the Love-Based Curriculum for Madrasah Tsanawiyah Intan Nurrisma; Sri Suyanta; Hayati Hayati
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.v15i02.2338

Abstract

Islamic education aspires to whole-person formation, yet its instruction in worship is easily reduced to memorization. This study examines how the preservation of religion (ḥifẓ al-dīn), a core objective of maqāṣid al-sharīʿah, structures the intended learning outcomes of Fiqh in Indonesia's Love-Based Curriculum (Kurikulum Berbasis Cinta) for Madrasah Tsanawiyah, and at what cognitive level those outcomes are written. Using a qualitative documentary design, it applies systematic content analysis and a three-column mapping instrument to the worship (ʿibādah) outcomes of the official 2024 learning-outcome policy (CP 2024, Fase D), distinguishing verbatim policy text, the authors' interpretive indicators, and a classification according to Bloom's revised taxonomy. Two findings emerge. First, ḥifẓ al-dīn is legible across both of its classical registers: the affirmative register (al-wujūd) governs performative worship, while the protective register (al-ʿadam) governs validity conditions, dispensations, and lawful–unlawful distinctions. Second, an asymmetry is internal to the document. The single verb "understand" (C2) governs every worship domain, which falls below the analysis (C4) prescribed by the curriculum's own descriptors and omits the affective and psychomotor formation that its rationale demands. The contribution is diagnostic rather than a claim of harmony: decomposed into registers and paired with a taxonomic reading, ḥifẓ al-dīn functions as an instrument for locating the aspiration–operationalization gap in outcome verbs. The study recommends raising the outcome verb and making affective indicators explicit, and offers a falsifiable framework for testing across the wider curriculum and the classroom
Strategies for Teaching Islamic Education in Higher Education Institutions in the Context of Contemporary Educational Transformation Muhammad Jamaluddin
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.v15i02.2195

Abstract

Classical Islamic pedagogy warrants knowledge through sanad, a chain of transmission traced back to a recognized teacher; digital platforms warrant it through reach, recency, and rhetorical appeal. Lecturers in Islamic Religious Education teach where the two systems meet, in courses that assess and credential. Prior research shows religious authority online is contested and that students arrive with source hierarchies their institutions did not build, but stops at the learner; what teachers do in response is unexamined. This instrumental single-case study asks how lecturers at a State Islamic university that was elevated to university status (UIN Madura) manage competing warrants. Data came from 15 interviews (6 lecturers, 6 students, 3 program directors), 3 classroom observations, and 6 documents, analyzed using hybrid deductive–inductive thematic coding with negative-case testing. Lecturers construed the difficulty not as erroneous content but as a contest over the warrant. They responded with practices we term authority work: re-anchoring a circulating claim to a warranted chain while keeping it open, routinizing verification into a standing slot, and re-sequencing instruction so the classical text arrives as an analytic tool rather than opening doctrine. This work extends digital epistemic authority from learner to teacher. It specifies sanad as the warrant, but it strains against a value the construct does not carry: reverence-ranking of the canonical text, which some students defended as adab. Enabling and blocking conditions were social and administrative rather than technological, relocating the problem from teacher competence to institutional design.
A Synthesis of the ADDIE Model and Pustekkom: Development of the “SAHAT” Interactive Multimedia Tool for Christian Religious Education in Elementary Schools Sahat Patar Lumban Gaol; Novri Youla Kandowangko; Novianty Djapri; Nina Lamatenggo
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.v15i02.2295

Abstract

Christian Religious Education (CRE) in elementary schools faces a persistent challenge: abstract theological content clashes with third graders' need for concrete, visual, and manipulable learning. This study developed and evaluated the validity, practicality, and potential learning effects of an interactive multimedia product based on the SAHAT Model, merging ADDIE's systems orientation, the Pustekkom production model, and a concrete-to-symbolic learning approach across five stages: Preliminary Study, Analysis, Harmonization, Application, and Finalization. The product was developed at State Elementary School 41 in Gorontalo City during the 2021/2022 academic year. The preliminary study involved three schools, while formative evaluation comprised expert review, one-to-one and small-group testing (three pupils each), and a field test with 20 third graders. Data were gathered through observation, documentation, and pretest-posttest instruments, then analyzed descriptively. Expert review and revision confirmed the product's feasibility; practicality reached 80.67% in the one-to-one evaluation, 80.00% in the small-group evaluation, and 84% in the field test. Because the design lacked a comparison group and posttest items were embedded in the product, gains are reported as within-group mastery change rather than a causal effect: mastery rose from 25% to 100%, with 19 of 20 pupils (95%) scoring above the minimum mastery criterion and one meeting it exactly. These results suggest that the product's value lies not merely in adding media but in harmonizing objectives, learner characteristics, religious content, navigation, and formative evaluation. Further usability and controlled-design studies are needed to confirm applicability and effectiveness
Both Balm and Burden: Religiosity as a Double-Edged Resource in Learning Burnout at Indonesian Islamic Boarding Schools Nurussakinah Daulay; Rusydi Ananda; Annisa Riftah Andreani
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 03 (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.v15i03.2374

Abstract

Studies on adolescent learning burnout draw mainly on a demands-resources lens that treats religiosity, when considered at all, as a protective resource, and most evidence on it comes from single-vantage-point, quantitative designs that leave burnout's lived, ecological texture unexamined. This qualitative study investigated how learning burnout is generated, mitigated, and managed within two Islamic "Plus" boarding senior high schools in Medan, Indonesia, drawing on convergent accounts from guidance counselors, dormitory supervisors, teachers, and students. Sixteen participants took part in semi-structured interviews, supplemented by document review and field observation; the analysis followed reflexive thematic analysis and the COREQ reporting standard. Findings showed that burnout arose from a compounded academic-religious load under an unbroken schedule, intensified by continuous peer comparison, parental expectation, and poor heat and sanitation conditions. Teachers mobilized relational and spiritual resources, but the same disciplinary authority that enforced dormitory rules bounded students' willingness to disclose distress. The most distinctive finding was that religiosity operated as a dual-function element: devotional practices that consoled students could also stigmatize their exhaustion as ingratitude or spiritual deficiency once they hardened into a performance standard. Students countered this through peer solidarity, reframing fatigue as human rather than a sign of weak faith. These findings extend the study's demands-resources model by showing that an internalized institutional ideal can migrate between the demand and resource functions, with implications for counseling practice, workload design, and teacher preparation in faith-based residential schools
Mastery Goal Orientation, Social Learning, and Qur'an-Hadith Learning Performance among Madrasah Aliyah Students in Indonesia: A PLS-SEM Mediation Analysis Oktavia Marlini; Ahmad Rivauzi; Wirdati Wirdati; Yulhendri Yulhendri
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 03 (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.v15i03.2303

Abstract

Value-laden religious subjects such as Qur'an–Hadith combine cognitive mastery, recitation skill, textual interpretation, and the behavioral internalization of values, a multidimensional target that conventional, cognition-focused achievement measures capture only partially, and whose underlying motivational and social mechanisms remain empirically underexamined. Drawing on achievement-goal theory and Bandura's social cognitive theory, this study tests whether social learning mediates the effect of students' mastery goal orientation on Qur'an–Hadith learning performance, with performance operationalized as a five-dimensional construct rather than as cognitive test scores alone. Using an explanatory cross-sectional survey, 280 of 935 grade-XI students across three Madrasah Aliyah in Padang City, Indonesia, were selected by proportional random sampling and completed a Likert-scale questionnaire, which was analyzed with partial least squares structural equation modeling (PLS-SEM). Mastery goal orientation significantly predicted learning performance (β = 0.416) and social learning (β = 0.728); social learning significantly predicted learning performance (β = 0.473) and complementarily mediated the orientation–performance relationship (indirect β = 0.345), with the model explaining 68.3% of the variance in performance and 53.1% in social learning (all p < 0.05). These estimates carry one caveat: discriminant validity is supported only marginally (maximum HTMT = 0.892 against the 0.90 benchmark; the Fornell–Larcker criterion is not met), so the social-learning/performance boundary is empirically thin, and single-source self-report data raise common-method-bias concerns. The findings tentatively support pairing individual mastery-oriented strategies with structured peer- and teacher-modeling in Islamic secondary education, and point to multi-source or longitudinal designs to confirm the construct boundary
Implementation of English and Arabic Learning Based on Islamic Education Values: A Multisite Case Study of Three PTKIN Rayendriani Fahmei Lubis; Sri Rahmadhani Siregar
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 03 (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.v15i03.2076

Abstract

This study examines English and Arabic language learning grounded in Islamic educational values at the Ma'had Al-Jami'ah of three State Islamic Religious Universities (PTKIN): UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan, UIN Maulana Malik Ibrahim Malang, and UIN Mataram. It focuses on each institution's language-learning model, the mechanism through which Islamic educational values become internalized, and how implementation differs across the three sites. The framework operationalizes Islamic educational values as Qur'an- and Sunnah-derived dispositions (manners, trust, honesty, responsibility, discipline, cooperation, and spirituality), traced through behavioral indicators in the learning process, ma'had interactions, and language culture. The researchers used a qualitative multisite case-study design, collecting data through observation, in-depth interviews with ma'had managers, tutors, musyrif/musyrifah, and students, and document analysis, then analyzed the data through within-site and cross-site comparison using open coding, categorization, and theme development. Findings show that the three institutions developed distinct models (independent, integrated, and differentiated) that link language learning to the internalization of Islamic educational values through language habituation (bi'ah lughawiyah), musyrif/musyrifah modeling, and boarding life. Cross-site comparison shows that the institutional model shapes the implementation strategy and the internalization process. However, all three institutions aim to strengthen language competence, build Islamic character, and develop students' Islamic identity. The typology of three institutional models (independent, integrated, and differentiated) developed here offers a reference for developing language learning across PTKIN
The Dilemma of Adaptive Inclusion: Implementation and Evaluation of Adaptive Islamic Religious Education Learning for Students with Learning Delays Zakia Fitri Nabila; Syahidin Syahidin; Nurti Budiyanti
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 03 (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.v15i03.2147

Abstract

Inclusive education requires instructional practices that ensure meaningful participation for students with diverse learning needs. Yet, limited research examines how adaptive Islamic Religious Education (IRE) is implemented and evaluated in mainstream classrooms for students with learning delays. This study investigates the implementation and evaluation of adaptive IRE, including the factors that support and inhibit its implementation, at a public junior high school in Bandung City. Grounded in the literature on inclusive religious education and adaptive pedagogy, the study used a qualitative single-case design. Data came from semi-structured interviews with two Islamic Religious Education teachers, classroom observations in eight Grade VII and Grade VIII classes, and documentary analysis of Capaian Pembelajaran (CP), Alur Tujuan Pembelajaran (ATP), teaching modules, and assessment documents. The analysis followed the interactive model of Miles, Huberman, and Saldaña, employing methodological triangulation. Adaptive instruction was implemented mainly through teachers' responsive classroom practices rather than formally differentiated curriculum planning. Evaluation combined standardized written assessments with continuous classroom-based judgments of students' participation, learning effort, and affective development. Teachers' professional commitment and collaboration supported adaptive learning, whereas limited diagnostic information, standardized curriculum documents, the absence of Special Assistant Teachers, and restricted instructional time constrained it. These findings reflect the dynamics of a single case at one public junior high school and should be read as context-specific. Even so, the study extends the adaptive and inclusive education literature by strengthening adaptive Islamic Religious Education through the integration of diagnostic assessment, responsive pedagogy, continuous evaluation, and institutional support

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