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Cendekia : Jurnal Pendidikan dan Keagamaan
Published by YPI Ulul Albab
ISSN : 30469031     EISSN : 3046904X     DOI : https://doi.org/10.69551/cendekia
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Mathematics Other
Cendekia : Jurnal Pendidikan dan Keagamaan welcome papers from academicians on theories, philosophy, conceptual paradigms, academic research, as well as religion practices. In particular, papers which consider the following general topics are invited. 1. Education 2. Religion
Arjuna Subject : Umum - Umum
Articles 32 Documents
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The Contribution Of Islamic Teachings To Strengthening The Resilience Of Muslim Families In The Modern Era Rahmad Ramadhan
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 2 No. 2 (2025): September
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v2i2.38

Abstract

This study aims to analyse family resilience from an Islamic perspective and to examine how Islamic values contribute to strengthening the foundations of the family amid rapid modernisation. Employing a descriptive qualitative method based on a comprehensive literature review of national regulations, classical and contemporary tafsir, and scholarly opinions, the research explores key components of family resilience across structural, spiritual, moral, and social dimensions. The findings reveal that the concept of family resilience in Islam aligns with national legal frameworks that view the family as a dynamic institution responsible for maintaining harmony and well-being. Islamic principles such as spirituality, ethical conduct, balanced role distribution, and effective communication play a significant role in fostering a sakinah family capable of adapting to social and technological changes. Furthermore, the study highlights that the practical application of religious values, including character building, communication enhancement, role optimisation, and spiritual internalisation, directly contributes to the development of resilient Muslim families that can face contemporary challenges with greater strength, adaptability, and constructive capacity.
Integrating the Value of Ḥifẓ al-‘Aql into Guidance and Counseling Management at SMP Tumbuh Umi Habibah; Zainal Arifin
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 1 (2026): Maret
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.54

Abstract

Effective counseling-service management in a multicultural school can help protect students’ intellectual well-being (ḥifẓ al-‘aql) while fostering a safe, welcoming, and intolerance-free environment. This study examines the integration of ḥifẓ al-‘aql, one of the objectives of Maqāṣid al-Sharīʿah, into counseling services at SMP Tumbuh, a junior secondary school characterized by cultural and religious diversity. The study employed a qualitative approach, with data collected through observation, interviews, and a literature review. The findings identify five principal components of counseling-service management: (1) an initial needs assessment; (2) coordination with homeroom teachers, support teachers, and religious educators; (3) coordination with psychologists and parents when necessary; (4) individual counseling; and (5) regular evaluation. These programs demonstrate how the values of Maqāṣid al-Sharīʿah can inform counseling practices that promote student well-being, tolerance, and safety within a multicultural school environment.
Evaluation of The PAI Graduation Assessment Policy In Secondary Schools: A Perspective From The Pakis Division Yogyakarta Regional Office Ainun Wafiq; Karwadi; Fachrudin
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 1 (2026): Maret
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.55

Abstract

This study analyzes the strategies employed by the Islamic Religious and Religious Education Division (PAKIS) of the Yogyakarta Regional Office of the Ministry of Religious Affairs to assure the quality of regional assessments for Islamic Religious Education (PAI) in secondary schools. It also identifies policy implementation constraints and maps post-assessment professional development solutions. The study employed a descriptive qualitative approach with a policy-study design. Primary data were obtained through written interviews with key informants from the PAKIS Division, while secondary data were drawn from regulatory documents and institutional evaluation reports. Data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that macro level quality assurance has been implemented systematically through a three stage control mechanism: determining the proportional distribution of lower, middle, and higher-order thinking skills (LOTS, MOTS, and HOTS) in the test blueprint; reviewing test drafts before printing; and conducting post-examination item analysis to integrate Religious Moderation content. Nevertheless, the effectiveness of this top-down policy is constrained by structural discrepancies, particularly disparities in PAI teachers’ pedagogical competence and the persistence of pragmatic teaching to the test practices in peripheral areas. In response, the PAKIS Division has initiated post-assessment interventions through a large scale standardization movement for senior secondary PAI instruction, training in HOTS-oriented item writing, and stronger coordination through district and municipal PAI Subject Teacher Associations (MGMP). These measures are intended to promote the sustainable and equitable quality of Islamic education.
Change Management in Pesantren Digital Transformation: Strategies for Preserving Traditional Values Amid Educational Modernization Faidhur Rohim; Nadilla Aleyda Maqhfira Agustin
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 1 (2026): Maret
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.56

Abstract

Digital transformation in pesantren-based madrasahs does more than transfer administrative and learning activities to digital devices; it also changes workflows, authority, competencies, and patterns of relationships among educational actors. This study analyzes the change-management process, leaders’ strategies for aligning digital transformation with institutional systems and culture, and efforts to preserve traditional values amid educational modernization at MA Miftahul Ulum Bengak, Wongsorejo, Banyuwangi. The study employed a qualitative case-study design. Data were obtained from 12 purposively selected informants representing the pesantren foundation or governing body, madrasah leaders, teachers, technology administrators, administrative staff, students, parents, and alumni. Data were collected through semi-structured interviews, observation, and document analysis and were analyzed through data condensation, thematic coding, matrix displays, and conclusion drawing; trustworthiness was strengthened through source and method triangulation and member checking. The findings reveal three main patterns: change proceeded gradually through needs diagnosis, team formation, piloting, mentoring, evaluation, and institutionalization; leaders employed value-based and participatory leadership together with selective technology-use policies; and traditions were preserved by positioning adab, talaqqī, teacher and kiai role-modelling, congregational discipline, and Islamic studies as normative boundaries for transformation. The study proposes a model of digital change in pesantren-based madrasahs that positions technology as a means of strengthening governance and learning without displacing pedagogical authority or the institution’s traditional identity.
Digital Religious Literacy As A Strategy For Preventing Radicalism Among Students at SMA Negeri 2 Toboali Sarif Hidayatulloh; Fera Fatmalayanti; Fatimah
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 2 (2026): September
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.57

Abstract

Students increasingly encounter digital religious content mixed with misinformation, intolerance, hate speech, and violent narratives, creating serious challenges for schools seeking to strengthen responsible religious understanding. Previous studies have generally examined digital literacy, religious moderation, and radicalism prevention separately, while limited attention has been given to how these dimensions interact among secondary school students outside major urban areas. This qualitative case study involved 14 informants, comprising school leaders, teachers, a Rohis supervisor, and students at SMA Negeri 2 Toboali. Data were collected through semi-structured interviews and non-participant observation and analyzed thematically. The findings indicate that digital religious literacy was integrated into Islamic Religious Education, student development programs, counseling, and Rohis activities. These practices encouraged students to verify sources, examine context, regulate responses, and consider the ethical consequences of sharing religious content, thereby strengthening resilience to radical narratives. The study implies that schools need content-verification guidelines, continuous teacher development, accessible consultation mechanisms, and meaningful student participation in producing moderate, credible, and contextually appropriate religious messages for diverse digital audiences in schools.
The Use of Religious Content on TikTok as an Islamic Religious Education Learning Resource for Generation Z Students at the MUS-YQ Lil Banin Islamic Boarding School, Kudus Mahbubil Azfa; Rina Yunita Maulida
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 1 (2026): Maret
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.58

Abstract

The development of social media has expanded Islamic Religious Education (IRE) learning resources for Generation Z. However, the openness of religious content on TikTok also raises concerns regarding source credibility, depth of explanation, and shifting religious authority. Previous studies have primarily examined TikTok as a medium for da’wah, instructional delivery, and Islamic communication, while santri’s experiences in selecting digital content and connecting it with pesantren learning traditions remain underexplored. This study employed a qualitative approach with a case study design at PP. MUS-YQ Lil Banin Kudus. Data were collected through interviews, observations, and documentation involving ten purposively selected informants and were analyzed thematically. The findings indicate that TikTok serves as a complementary learning resource for developing initial understanding, clarifying IRE materials, and encouraging further exploration of religious knowledge. Its use is supported by accessibility and audiovisual presentation but constrained by short content duration, algorithmic distractions, conflicting religious views, and variable creator credibility. These findings highlight the need for digital religious literacy guidance that enables santri to verify information and use TikTok critically without diminishing the authority of teachers, ustaz, classical Islamic texts, and pesantren scholarly traditions.
Trust-Based Educational Administration In Enhancing Transparency And Accountability At SMA Negeri 1 Bondowoso Ainun Ma'rifah; Faizatul Khusniya
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 1 (2026): Maret
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.59

Abstract

Educational administration that focuses solely on procedural compliance has not fully ensured openness and accountability in school governance. Previous studies have predominantly examined transparency and accountability in school financial management, while trust (amanah) as an ethical foundation for educational administration as a whole, particularly in public schools, remains underexplored. This study aims to analyze the implementation of trust-based educational administration and its role in strengthening transparency and accountability at SMA Negeri 1 Bondowoso. A qualitative approach with a case-study design was employed in December 2025. Data were collected through semi-structured interviews with eight purposively selected informants, observation, and documentation. The data were analyzed thematically through coding, categorization, theme development, and interpretation; trustworthiness was maintained through source and technique triangulation and member checking. The findings show that trust is operationalized through clarity of responsibility, compliance with procedures, orderly documentation, openness of information, and willingness to account for program implementation. However, the timeliness of information delivery and consistency of reporting still require improvement. This study implies that the value of trust should be institutionalized through operational standards, leadership role-modelling, information systems, supervision, and continuous evaluation to build school governance with integrity.
From Spiritual Piety To Ecological Piety: Transforming Islamic Education Through The Green School Program At SMP Citra Alam Gunungkidul Abdulloh Muhammad Al-Kaff; Ahmad Syawal
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 1 (2026): Maret
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.60

Abstract

The ecological crisis reflects not only environmental degradation but also an ethical and spiritual problem in how humans understand and treat nature. Although Islamic education contains ecological principles such as tawḥīd, khalīfah, amānah, mīzān, and the prohibition of fasād, previous studies have primarily focused on conceptual eco-theology and curriculum content, leaving the transformation of spiritual values into students’ daily ecological practices insufficiently explained. This study examines the transformation of Islamic education from spiritual piety toward ecological piety through the Green School program at SMP Citra Alam Gunungkidul. A qualitative case-study design was employed involving nine purposively selected informants: school leaders, the Green School coordinator, Islamic Religious Education and science teachers, and four students. Data were collected through semi-structured interviews, observations, and document analysis and analyzed thematically. The findings indicate that ecological piety was constructed as an extension of spiritual piety and developed through curriculum integration, contextual learning, teacher exemplification, habituation, school culture, and student participation. These processes strengthened students’ ecological knowledge, concern, responsibility, and practices, including waste management, resource conservation, and plant care. The study implies that Islamic environmental education should be implemented through a coherent whole-school ecosystem that connects religious values, learning experiences, institutional practices, and ecological action.
Responsive Islamic Education Budgeting Strategies for Social and Technological Issues: A Critical Conceptual Review Firdaus; Muhamad Jamaludin
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 2 (2026): September
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.61

Abstract

This research aims to conceptually and critically examine budgeting strategies in Islamic education that are responsive to social challenges and technological developments. Starting from the reality that the majority of Islamic educational institutions still apply conventional and procedural budgeting approaches, this study offers a new framework that integrates sharia values with the principles of social justice and digital transformation in educational financial management. The method used is a systematic literature review based on the PRISMA model, by selecting and analyzing 25 key literatures relevant to the topics of the budgeting, Islamic education, digitalization, and social equity. The review categorized budgeting strategies into two main dimensions: the social dimension (which includes needs-based, gender, participation and equity approaches) and the technological dimension (which include digital budgeting, online monitoring, blockchain and information system integration). The findings also identified hybrid strategies that combine both of these approaches such as Digital Participatory Budgeting and Equity-Based Digital Dashboard. The conclusion of this study emphasizes the importance of developing an Islamic education budgeting strategy that is not only administratively efficient, but also socially inclusive and adaptive to technological change for the realization of fair, transparent and sustainable education governance.
The Principal's Leadership in Building a Culture of Educational Quality at SDIT Al-Kautsar Mokumoku Muhamad Iqbal Wibisono; Sutrisno; Suwadi
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 3 No. 2 (2026): September
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v3i1.62

Abstract

This study aims to analyze the principal's leadership in building a culture of educational quality at SDIT Al-Kautsar Mukomuko. It employed a descriptive qualitative method, with data collected through in-depth interviews, observation, and documentation. The principal and teachers served as research informants. Data were analyzed using the Miles and Huberman model, while source and method triangulation was used to establish trustworthiness. The findings show that the principal practices adaptive situational leadership by fostering collaboration among all members of the school community. The implementation strategies include improving the learning process, developing teacher competence, managing supervision, and applying standard operating procedures for educational quality. Supporting factors include the principal's commitment, teacher quality, and parental support, whereas the principal obstacle is limited physical infrastructure. The findings underscore the importance of collaborative leadership and continuous evaluation in institutionalizing a culture of educational quality.

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