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Islamic Education Journal (ISEDU)
Published by CV. Kalimasada Group
ISSN : -     EISSN : 30264782     DOI : 10.59966
Core Subject : Education,
Education Other
The journal focuses its scope on the issues of Islamic Education around the world. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education around the world to publish their researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education around the world. Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 65 Documents
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The Influence of Pesantren Curriculum Implementation on Student Discipline: A Quantitative Study at MTsS Maghfirah, Bogor Muhammad Nur Basit; Abdan
ISEDU : Islamic Education Journal Vol. 3 No. 2 (2025): DESEMBER
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/isedu.v3i2.2688

Abstract

This study examined the influence of pesantren curriculum implementation on student discipline at MTsS Maghfirah Islamic Boarding School (MILBoS), Bogor. A quantitative associative approach with a correlational design was employed, involving 83 students selected through proportionate stratified random sampling from a population of 475. Data were collected using a validated and reliable 40-item questionnaire and analyzed through descriptive statistics, prerequisite tests, Pearson product-moment correlation, simple linear regression, and a partial t-test. The implementation of the pesantren curriculum was categorized as good (M = 68.81), while student discipline was fairly good (M = 66.61). A strong positive relationship was found between the two variables (r = 0.699), with a statistically significant effect (t = 8.788, p < 0.001). The coefficient of determination (R2 = 0.488) indicated that 48.8% of the variance in student discipline was explained by curriculum implementation, yielding the regression model Y = 15.566 + 0.742X. The findings indicate that a structured and habituative pesantren curriculum significantly enhances student discipline, providing empirical evidence supporting its role in strengthening character development in Islamic boarding schools. These results offer institutional leaders an evidence base for prioritizing curriculum implementation quality as a strategic lever for improving student discipline.
Peran Pendidikan Keluarga dalam Membina Perkembangan Sosial Emosional Anak Usia Dini di TK Al-Azhar Pagendingan Fadilatul Karimah; Lailatul Firdausi
ISEDU : Islamic Education Journal Vol. 3 No. 2 (2025): DESEMBER
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/isedu.v3i2.2689

Abstract

Social-emotional development in early childhood is a foundational domain that shapes a child’s ability to regulate emotions, cooperate, and adapt to social rules. Within the framework of Islamic education, the family is regarded as the first school (madrasah al-ūlā) responsible for nurturing the child’s innate disposition (fitrah) through exemplary conduct (uswah hasanah), affectionate communication, and the habituation of noble character (akhlāq). This study aims to describe the role of family education in fostering the social-emotional development of Group A children at TK Al-Azhar Pagendingan. Employing a qualitative descriptive case-study design, data were collected through participant observation, in-depth interviews with parents, class teachers, and the principal, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña and validated through source and technique triangulation. The findings indicate that warm and consistent parenting, open family communication, parental modeling grounded in Islamic values, and sustained home–school collaboration are associated with children who express emotions constructively, cooperate with peers, and follow classroom routines with self-awareness. The study concludes that family education functions as the primary tarbiyah environment whose synergy with the school optimizes the social-emotional growth of young children.
The Influence of Islamic Teachings on Students' Attitudes towards Social Justice Siti Aminah; Siti Mahmudah; Siti Sumadiyah
ISEDU : Islamic Education Journal Vol. 4 No. 1 (2026): JUNI
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/isedu.v4i1.2704

Abstract

The purpose of this study is to examine the influence of Islamic teachings on students' attitudes towards social justice, with a particular focus on how values such as equality, compassion, fairness, and community responsibility are internalized in educational settings. Using a qualitative approach supported by descriptive analysis, the research explores how students perceive and practice social justice principles in their daily interactions, academic environment, and community engagement. The findings reveal that Islamic teachings, when integrated into both formal and non-formal education, significantly shape students’ perspectives on justice and fairness, fostering empathy, tolerance, and a sense of responsibility toward marginalized groups. Furthermore, the study highlights the role of teachers, religious education, and institutional culture in reinforcing these values. This research contributes to a deeper understanding of the transformative role of religion in promoting social justice among the younger generation, particularly within Islamic education contexts.
Perubahan Budaya Organisasi Pendidikan dalam Pembentukan Karakter Siswa di Tingkat MA Bina Mulia Nayla Maulidya; Ardian Pramandoko; Hasyim Asy’ari
ISEDU : Islamic Education Journal Vol. 4 No. 1 (2026): JUNI
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/isedu.v4i1.2711

Abstract

This study aimed to examine changes in educational organizational culture in shaping student character at a Madrasah Aliyah, its effectiveness, and the surrounding supporting and inhibiting factors. A descriptive qualitative approach was used to analyze data obtained from in-depth interviews with the Head of the Madrasah and the Islamic Religious Education (PAI) teacher. The findings indicated that changes in organizational culture were implemented through structured religious habituation programs, such as mandatory congregational prayers three times a day (Dhuha, Dzuhur, Ashar), morning Al-Qur'an literacy (BTQ), bi-weekly Muhadhara forums, and specific surah memorization targets as graduation prerequisites. These habituations successfully improved students' discipline and morals, although teachers still had to remain proactive in guiding less responsive students. Continuous rule socialization, a strong culture of deliberation, and the active involvement of parents and community leaders served as the key supporting factors for school culture implementation. Meanwhile, the inhibiting factors faced by the madrasah included short-noticed activity planning, diverse student behavioral backgrounds, and weather constraints during congregational prayers.
Facilities and Infrastructure Management as a Strategic Pillar of Islamic Educational Governance: A Multiple-Case Study of Graduation Productivity at Public Senior High Schools in Jambi Province Sahudi Ramli; Ahmad Syukri; Samsu
ISEDU : Islamic Education Journal Vol. 4 No. 1 (2026): JUNI
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/isedu.v4i1.2727

Abstract

Effective management of educational facilities and infrastructure constitutes a strategic organizational capability that directly influences institutional productivity and graduate quality. Grounded in the principles of Islamic educational management—particularly the concepts of amanah (trusteeship), masʼuliyyah (accountability), and ihsan (excellence)—this study investigates how facilities and infrastructure management contributes to improving graduation productivity at public senior high schools in Jambi Province, Indonesia. A qualitative multiple-case study design was employed, involving three purposively selected schools representing urban, semi-urban, and rural contexts. Data were generated through participatory observation, semi-structured interviews with 24 participants, and document analysis, and were analyzed using Braun and Clarke's (2022) thematic analysis framework assisted by NVivo 15. Six interrelated managerial dimensions were identified: strategic planning, optimal facility utilization, preventive maintenance, digital infrastructure integration, collaborative leadership, and constraint management. Schools that consistently apply Islamic management principles across all six dimensions demonstrate higher graduation productivity and graduate quality. The study contributes to the discourse on Islamic educational management by reconceptualizing facilities management as a strategic, values-driven organizational capability rather than a mere administrative function.

Page 7 of 7 | Total Record : 65

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