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Journal of Indonesian Progressive Education
Published by Early Publishing
ISSN : 3047227X     EISSN : 3047227X     DOI : 10.63617
Core Subject : Humanities, Education,
Humanities Education Other
Journal of Indonesian Progressive Education is an education journal published in May and November annually. The journal focuses and scopes are education, learning media, learning technologies, educational psychology, educational sociology and educational anthropology. We invite professional writers,researchers,teachers and lecturers to publish the research paper,technical paper,conceptual paper,case study and literature review in this journal
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 50 Documents
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Individual and Group Behavior in Islamic Educational Institutions Nadroh, Aisatun; Junaidi, Junaidi
Journal of Indonesian Progressive Education Vol. 3 No. 1 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i1.149

Abstract

Human resource management (HRM) holds significant importance in shaping the quality and efficiency of educational institutions within the Islamic framework. This research aims to examine how HRM is applied and its influence on the satisfaction levels of various stakeholders in Islamic education. The focus is on crucial elements of HRM such as planning, hiring, training, and assessing performance, along with the obstacles faced during implementation. A qualitative descriptive method was used to gain a thorough insight into HRM practices from the viewpoints of teachers, administrative personnel, and organizational leaders. Data were gathered through observations, interviews, and documentation, then analyzed using techniques for data reduction, presentation, and conclusions. The results show that while HRM practices tend to be effective, particularly in planning and development which positively impacts institutional performance there are still improvements to be made in recruitment and performance evaluation due to a lack of structured and competency-focused methods. The findings also indicate a strong link between effective HRM and stakeholder satisfaction; institutions that excel in HRM practices generally report higher levels of trust and quality of services. Moreover, this research emphasizes the necessity of merging managerial skills with Islamic principles like trust and ethical responsibility. This combination fosters a more comprehensive HRM framework that sets Islamic education apart from traditional approaches. The findings imply that ongoing assessments, strategic hiring, and thorough development programs are crucial for enhancing HRM effectiveness. This study aids in creating a value-driven HRM model that promotes both professional excellence and ethical integrity in Islamic educational institutions.
Islamic Educational Leadership in the Digital Age Rizki, Fildya; Junaidi, Junaidi
Journal of Indonesian Progressive Education Vol. 3 No. 1 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i1.150

Abstract

The rapid development of digital technology has significantly influenced various aspects of education, including Islamic educational leadership. This study aims to analyze the concept of Islamic educational leadership in the digital era, identify the challenges faced by educational leaders, and examine adaptive and innovative leadership strategies in integrating technology with Islamic values. This research employed a qualitative approach using the library research method. Data were collected from scientific journals, books, and relevant literature published within the last ten years. The data were analyzed using content analysis techniques through data reduction, data presentation, and conclusion drawing. The findings indicate that Islamic educational leadership in the digital era requires adaptive, innovative, and visionary leadership characteristics. Educational leaders are expected to effectively utilize digital technology while maintaining Islamic moral and spiritual values. The study also found several major challenges, including low digital literacy among educators, uncontrolled information flow, limited technological infrastructure, and declining social interaction among students. However, digital technology also provides opportunities to improve the quality of Islamic education through online learning platforms, digital learning media, and technology-based Islamic educational content. This study contributes to the development of knowledge by emphasizing the importance of transformational leadership in managing digital transformation within Islamic education institutions. Therefore, Islamic educational leaders should strengthen digital competence, encourage educational innovation, and maintain Islamic values to achieve effective and balanced educational goals in the digital era.
School Management in the Implementation of the Seven Great Indonesian Children's Habits Movement Sholikhin, Sholikhin; Perawironegoro, Djamaluddin; Sutarman, Sutarman
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.151

Abstract

This research is motivated by the importance of school management in implementing the Seven Habits of Great Indonesian Children Movement in elementary schools. This movement includes the habits of waking up early, praying, exercising, eating healthy and nutritious food, a love of learning, being social, and going to bed early. Elementary School 4 Bendungan Kulon Progo implements this program as a habit-forming activity to foster students' independence. This study aims to analyze school management in implementing the Seven Habits of Great Indonesian Children Movement at Elementary School 4 Bendungan Kulon Progo. This research used a qualitative approach with a case study approach. Data were obtained through observation, interviews, and documentation with informants consisting of the principal, teachers, students, and parents. The sampling technique used snowball sampling. The data obtained were analyzed qualitatively to gain a comprehensive understanding of program implementation. The results show that school management in implementing the Seven Habits of Great Indonesian Children Movement has progressed through the stages of organization, implementation, and supervision. The principal plays a role in organizing and supervising the program, teachers assist students in implementing activities, and parents support the habit-building process at home. The program is implemented routinely and integrated into students' daily activities, helping to foster discipline and independence.
Transformation Of Islamic Religious Education (PAI) Learning With A Deep Learning Approach Yulianto, Eko; Wantini, Wantini; Khoirudin, Azaki
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.152

Abstract

This study aims to analyze the learning transformation of Islamic Religious Education (PAI) through the Deep Learning approach at the Luqman Al Hakim Integrated Islamic Elementary School Yogyakarta. This approach is implemented as a solution to create a learned, meaningful, and enjoyable learning experience for students. This qualitative research uses a case study design with data collection techniques through triangulation involving school principals, PAI teachers, and students in grades III and VI. The research instruments included in-depth interviews, observations, and documentation studies on the Fifth Edition of JSIT Indonesia's Quality Standards, School Operational Curriculum (KOS), and In-Depth Learning Plans (RPM). Data analysis is carried out through the stages of reduction, data presentation, and conclusion drawn. The results of the study show that SDIT Luqman Al Hakim Yogyakarta has taken transformative steps by implementing a Deep Learning approach in stages  in PAI subjects. Through careful planning, participatory implementation, and authentic process-based evaluation.  This research makes a theoretical and practical contribution as well as a reference in the development of transformative learning strategies in elementary schools.
Design and Implementation Process Of Mind Mapping Method In PAI Learning Hamdani, Moh. Fauzan; Rahman, Arif
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.153

Abstract

This study aims to thoroughly describe, analyze, and map the pedagogical design and implementation process of the mind mapping method in Islamic Religious Education (PAI) learning at SD Negeri Pendrikan Lor 01 Semarang. This research employs a qualitative field research methodology with a descriptive-analytical approach. Data collection techniques were systematically carried out through passive participatory observation of classroom dynamics, structured in-depth interviews with PAI teachers and fourth-grade students, and documentation of lesson plans (RPP) as well as students' mind mapping portfolios. The interactive model of analysis by Miles and Huberman was utilized to ensure rigorous data processing. The results show that the implementation of mind mapping is structured into three integrated phases: first, the preparation stage, which involves designing specialized lesson plans and identifying appropriate materials; second, the execution stage, where students collaborate in groups using visual triggers such as colors, branches, and symbols to map the materials; and third, the product-and-process evaluation stage. Integrating this method successfully shifts the learning paradigm from passive memorization to an active-constructivist model, matching the cognitive development of elementary school-aged children.
Islamic Personal Development Management in Shaping Religious Attitudes Alwanto, Alwanto; Suyadi, Suyadi; Waharjani, Waharjani
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.158

Abstract

Islamic religious education in elementary schools faces challenges in shaping the religious character of students in the midst of globalization. This study aims to analyze the management of the Islamic Personal Development Program (BPI), supporting and inhibiting factors, and the collaborative role of stakeholders at SDIT Luqman Al Hakim Yogyakarta. The research uses a qualitative approach with data obtained through observation, interviews, and documentation, then analyzed inductively by triangulation. The results of the study show that BPI management is carried out systematically and sustainably through planning, implementation, evaluation, and supervision functions. The program is implemented in an integrated manner in curricular, co-curricular, and school cultural activities through a halaqah and habituation approach, and is evaluated using mutaba'ah instruments. This program has proven to be effective in increasing students' independence, consistency, and religious awareness. Supporting factors include teacher exemplarity, institutional support, and parental involvement, while barriers include student heterogeneity and variation in teacher competencies.
Co-Curricular Management of Islamic Programs to Form Student Discipline Lutfi, Muhammad; Perawironegoro, Djamaluddin; Yoyo, Yoyo; Astari, Rika; Hopid, Abdul
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.159

Abstract

This study examines the management of Islamic co-curricular programs in shaping student discipline at SMA Muhammadiyah 3 Yogyakarta. The research is motivated by the importance of student discipline in supporting the success of educational processes, particularly within Islamic co-curricular activities. In practice, however, the implementation of Islamic programs has not fully achieved the expected outcomes in developing disciplined student behavior. Although activities such as daily Qur’anic recitation, weekly tasmi’ Al-Qur’an, and Islamic boarding programs have been routinely conducted, students’ responses and levels of discipline remain varied. Some students perceive the programs as less organized, less engaging, and not fully connected to the development of disciplinary values. This research employed a qualitative approach using observation, documentation, and in-depth interviews with purposively selected informants, including school leaders, ISMUBA teachers, and students. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that the management of Islamic co-curricular programs has been implemented systematically and contributes significantly to shaping student discipline through moral knowledge development, the creation of a conducive moral environment, and the habituation of disciplined behavior. Overall, Islamic co-curricular management is effective in fostering student discipline through educational guidance, exemplary practice, and continuous habituation.
Implementation of Worship Diligently and Eating Breakfast Together at Elementary School Sari, Desy Nawang; Sutarman, Sutarman; Yusutria, Yusutria; Masduki, Yusron
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.161

Abstract

This study aims to analyze the implementation of the Berirama (Worship Diligently and Breakfast Together) habituation program at Kasongan State Elementary School, Bantul, Yogyakarta. This research employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, students, and parents. The findings indicate that the Berirama program is implemented systematically, in a structured and sustainable manner through congregational Dhuha prayers, dhikr, Qur’an recitation, and breakfast activities conducted before the learning process begins. The program has evolved beyond a school routine into a process of character building through religious habituation and healthy lifestyle practices. Muslim students participate in congregational worship activities, while non-Muslim students receive spiritual guidance according to their beliefs. The implementation is supported by school policies, teachers’ involvement, and active parental participation. This program contributes to establishing a disciplined school culture, improving students’ learning readiness, and shaping sustainable character development through an integrated model combining spiritual, social, and health dimensions.
Internalization of the Character of Piety at the As-Shidqu Kuningan Islamic Boarding School Rokhman, Abdul; Perawironegoro, Djamaluddin; Hopid, Abdul
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.166

Abstract

This research is motivated by the gap between religious understanding and religious practices of some students at the As-Shidqu Kuningan Islamic Boarding School, such as inconsistencies in participating in congregational prayers, qiyām al-layl, recitation, and violations of pesantren discipline. This study aims to analyze the process of internalizing the character of piety through learning Tafsir Jalalain on QS Al-Baqarah verses 1–5. This research uses a qualitative approach with a case study type. The research subjects were selected purposively, consisting of kiai, two Tafsir Jalalain teaching ustaz, and four students. Data were collected through participatory observation, in-depth interviews, and documentation studies, then analyzed using the Miles and Huberman model through data reduction, data presentation, and conclusion drawn. The results of the study show that the internalization of the character of piety takes place through the integration of religious learning, worship habits, kiai examples, ta'zhīm culture, discipline, and ta'zīr system. This process is in line with the Social Construction Theory of Peter L. Berger and Thomas Luckmann, namely the externalization of values by kiai and ustaz, the objectification of values in pesantren culture, and the internalization of values into the awareness and behavior of students. This study concludes that the formation of pious character requires a consistent, collective, and sustainable religious environment.
Implementing Integrated Islamic Religious Education to Foster Critical Thinking Skills: A Qualitative Study at SMA IT Raudhatul Ulum Sakatiga Mun'im, Abdal; Arqam, Mhd. Lailan; Rahman, Arif; Sutipyo, Sutipyo; Khaerudin, Khaerudin
Journal of Indonesian Progressive Education Vol. 2 No. 2 (2025)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v2i2.167

Abstract

Islamic Religious Education (IRE) learning in many secondary schools is still dominated by teacher-centered instruction and memorization-oriented practices, which limit students’ opportunities to develop critical thinking skills. This study aims to explore how integrated Islamic Religious Education is implemented to foster students’ critical thinking abilities. Using a qualitative case study design, the research was conducted at SMA IT Raudhatul Ulum Sakatiga. Data were collected through in-depth interviews, classroom observations, and document analysis involving Islamic Religious Education teachers, students, and school administrators. The findings reveal that integrated IRE is systematically implemented through contextual instructional planning, dialogical and problem-based learning strategies, and reflective formative evaluation. These learning practices encourage students to analyze real-life issues, articulate arguments, and reflect critically on Islamic values. The learning process also supports students’ autonomy, competence, and relatedness, which strengthens intrinsic motivation and active cognitive engagement. In conclusion, integrated Islamic Religious Education effectively promotes students’ critical thinking skills while maintaining moral and spiritual values. Therefore, integrated IRE represents a relevant and effective pedagogical model for enhancing Islamic education learning in response to contemporary educational challenges.

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