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AIM: Journal of Islamic Education Management
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 30251141     EISSN : 30251087     DOI : https://doi.org/10.15575/aim.v2i2.37991
Core Subject : Education,
Education
AIM: Journal of Islamic Education Management is a research journal focuses on Islamic education management with the scope limited to the various dimensions including: leadership in education, organizational culture, education management functions, the substance of education management, education administration and supervision, quality management, management information systems, management of formal and non formal education.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Strategi dan Menejemen
Articles 41 Documents
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Education as a Practice of Liberation: A Synthesis of Freire's and Habermas' Philosophical Contributions to Emancipatory Consciousness Saeful Anwar
AIM: Journal of Islamic Education Management Vol. 2 No. 3 (2025): AIM:Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v2i3.46115

Abstract

Contemporary education is increasingly co-opted by a neoliberal logic that emphasizes standards, productivity and compliance, to the exclusion of the transformational role of education. Paulo Freire and Jürgen Habermas offer philosophical frameworks capable of restoring education as a liberatory practice through the development of critical consciousness and communicative action. This study aims to synthesize the thoughts of Freire and Habermas to design an emancipatory curriculum design framework that fosters critical consciousness, democratic participation, and transformative agents in the educational context. This research uses a qualitative-philosophical approach based on conceptual analysis and critical hermeneutics. Data were collected through the study of primary texts, secondary discourses, as well as interviews and focus group discussions with educators from different levels of education. Results show that Freire's dialogical pedagogy and Habermas' communicative action can reinforce each other in creating reflective, democratic and transformative learning spaces. Participants reported increased student engagement, development of an ethic of discourse, as well as strengthening of social awareness. However, structural barriers such as rigid curriculum and evaluative pressure hinder the full implementation of this approach. The synthesis of Freire-Habermas philosophy shows significant potential in curriculum design that supports learner emancipation. Systemic reform and teacher professional development are key to realizing a more just, reflective and democratic vision of education.
Millennial Santris’ Comprehension of Sundanese Hadith Texts: A Study at Pondok Pesantren Al-Mardhiyyah Al-Islamiyyah, Bandung Dadah Dadah
AIM: Journal of Islamic Education Management Vol. 3 No. 1 (2025): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v3i1.54191

Abstract

Cultural linguistic shifts in the era of globalization have led to a degradation of mother tongue proficiency among the millennial generation, including Sundanese santri. This phenomenon poses a challenge for traditional pesantren in West Java that maintain a curriculum of Sundanese-based Hadith studies. This study aims to evaluate the comprehension level of millennial santri regarding Sundanese Hadith texts and to identify the lexical barriers encountered. The research was conducted at Pondok Pesantren Al-Mardhiyyatul Islamiyyah, Bandung Regency, employing a descriptive qualitative method. Data collection instruments included participatory observation and vocabulary comprehension tests administered to 20 millennial santri, utilizing Hadith samples on the theme of thaharah (purification) from the book Papadang Ati. The results indicate that while santri generally grasp the context of the Hadith, there exists a 21% lexical comprehension gap; students struggled to understand archaic Sundanese terms (buhun) such as lingsemeun, mopoyankeun, and pancaindra. These findings suggest a need for the revitalization of kitab kuning instructional methods that prioritize not only Sharia content but also the preservation of local linguistics.
Effectiveness of the Demonstration Learning Model In Optimizing Understanding of Islamic Religious Education Materials Yuyus Susilawati
AIM: Journal of Islamic Education Management Vol. 3 No. 1 (2025): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v3i1.54302

Abstract

Islamic religious education plays a major role in addressing multidimensional crises and character building. Islamic religious education is believed to be able to build positive character and personality. The success of religious education contributes to the preparation of a generation with good ethics, morals, and behavior. However, without a good understanding, it is difficult for students to grow and develop in accordance with the expected values that are the objectives of existing learning. The research method used a qualitative approach with a literature study method. The results of the study show that the demonstration learning model emphasizes the simulation of events, rules, and sequences of activities, either directly or through other relevant media. This is believed to optimize students' understanding of Islamic Religious Education material, so that understanding Islamic values as a strong foundation can shape students' character optimally. The conclusion is that the demonstration learning model can be applied to all subjects, with the aim that students can be more actively involved in understanding and constructing their knowledge, so that understanding Islamic values as a strong foundation can shape the optimal character of students
Optimizing Student Potential Through 21st Century Learning Based on Multiple Intelligences Rudiana Rudiana
AIM: Journal of Islamic Education Management Vol. 3 No. 1 (2025): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v3i1.54303

Abstract

Education is the foundation of societal progress, as only communities with strong awareness and high levels of education can produce quality human resources. Effective learning processes are essential to optimize students’ potential. This study employs a qualitative approach through library research. Findings reveal that a knowledge-based society represents the peak of 21st-century development. In this era, human resources must be literate not only in reading, writing, and arithmetic, but also in digital skills, politics, social systems, and history. Continuous knowledge accumulation requires the ability to “learn how to learn.” Managing this ability involves learning through one’s best intelligence, supported by instructional designs that emphasize ways of thinking, ways of working, mastery of tools for working, and understanding life in the world. These include citizenship at local and global levels, career and life skills, and personal and social responsibility. The conclusion highlights that optimizing students’ potential through multiple intelligences in 21st-century learning enables the achievement of six key competencies: communication, critical thinking, collaboration, creativity, connectivity, and character education with cultural awareness.
Epistemological Integration and Physical Education Practice from a Hadith Perspective: A Comprehensive Analysis Maslani Maslani; Taupik Hamdani; Bilal Zakawali Al-Fathoni
AIM: Journal of Islamic Education Management Vol. 4 No. 1 (2026): AIM: Journal Of Islamic Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In practice, physical education often suffers from secular reductionism, narrowly understood as the mechanization of physical activity without the intimacy of moral and spiritual values due to the influence of philosophical dualism. In response to this paradigmatic anomaly, Islam offers a holistic philosophical construction that views the body as an imperative trust from Allah SWT that must be maintained and optimized to support the mission of worship and vicegerency. This study aimed to dismantle, reconstruct, and comprehensively examine the concept of physical education from the epistemological perspective of hadith while evaluating its applied relevance in contemporary educational curricula. Using a qualitative method through library research, this study descriptively and argumentatively dissects primary and secondary sources. The results show that the prophetic Sunnah functionally classifies physical activities into cardiovascular endurance instruments (such as running and swimming) and cognitive and concentration instruments (such as archery and horseback riding). All these practices must be supported by a foundation for nutritional management and sanitation. Through the ma'anil hadith approach, the concept of a “strong believer” is proven to refer not merely to muscular brutality, but to a synergistic combination of depth of faith and readiness for physical mobility. In conclusion, the physical education curriculum must submit to the Islamic prophetic blueprint to transform mechanical movements into a fundamental method for holistic moral character building.
The Role of Teacher Leaders in the Implementation of the Merdeka Curriculum: A Case Study at SMPN 03 Soreang Fanny Shofia Afifah; Lalan Sahlani; Daerobby Daerobby
AIM: Journal of Islamic Education Management Vol. 3 No. 1 (2025): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v3i1.55693

Abstract

The Merdeka Curriculum introduces a paradigm shift toward learner-centered education. As the vanguard of educational transformation, Guru Penggerak face the challenge of integrating the new curriculum with established practices. This study aims to analyze the role of Guru Penggerak in implementing the Merdeka Curriculum, their strategies for motivating colleagues, as well as the supporting and hindering factors. This qualitative study with a descriptive approach was conducted at SMPN 03 Soreang, Bandung Regency. Data were collected through in-depth interviews with five Teacher Leaders, participatory observation, and document analysis. The results indicate that Teacher Leaders serve as agents of curriculum integration, facilitators of paradigm shifts, and catalysts for professional collaboration. Effective strategies include a personalized persuasive approach, the sharing of best practices, and continuous training through the Merdeka Mengajar Platform. Key supporting factors are adaptive school leadership and budget allocation, while barriers include teacher resistance to change and limitations in technological resources. This study concludes that the success of the Merdeka Curriculum is largely determined by the capacity of Teacher Leaders to bridge policy with classroom practice through collaborative leadership
The Curricular Dichotomy in Islamic Education: Concepts and Cross-Institutional Implementation at SMAN 1 Banjaran and MA Al-Falah Soreang Radini Teza Inten; Muhamad Iqbal Fathurrahman
AIM: Journal of Islamic Education Management Vol. 3 No. 1 (2025): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v3i1.55696

Abstract

The moral degradation of Indonesian adolescents presents a serious challenge requiring special attention from the education sector. This study aims to compare the concepts and implementation of Islamic Religious Education (PAI) in formal public schools (SMAN 1 Banjaran) and formal schools based on Islamic boarding schools (MA Al-Falah Soreang). This research employed a qualitative approach with a comparative study design. Data were collected through in-depth interviews with 10 informants (principals, curriculum vice-principals, PAI teachers, and student activity coordinators), participant observation, and documentation. Data analysis was conducted using the Miles & Huberman interactive model. The findings reveal that both institutions implement the seven dimensions of Islamic education according to Abdullah Nashih Ulwan (faith education, moral education, physical education, rational education, personality education, social education, and sexual education), yet with significantly different levels of intensity, methods, and duration of habituation. SMAN 1 Banjaran integrates PAI with the national curriculum, whereas MA Al-Falah internalizes Islamic boarding school values into a 24-hour culture. This study concludes that the success of PAI implementation is largely determined by the integration of formal learning, sustainable religious culture habituation, and educator role modeling. These findings recommend the adoption of routine habituation programs from Islamic boarding schools into public schools and increased technological adaptation from public schools into Islamic boarding schools
The Implementation of Student Affairs Management Functions in Fostering Discipline Among Students: A Case Study at MA Al-Huda Pameungpeuk, Bandung Regency Fahrul Firmansyah; Muhammad Iqbal Faturahman; Roni Nugraha
AIM: Journal of Islamic Education Management Vol. 3 No. 1 (2025): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v3i1.55772

Abstract

Penelitian ini mengkaji implementasi fungsi manajemen kesiswaan berbasis kerangka POAC (Planning, Organizing, Actuating, Controlling) dalam membentuk karakter kedisiplinan peserta didik di MA Al-Huda Pameungpeuk, Kabupaten Bandung. Persoalan ketidakdisiplinan siswa di satuan pendidikan menengah merupakan gejala sistemik yang tidak cukup ditangani secara reaktif-punitif semata, melainkan membutuhkan konstruksi manajerial yang terencana dan terstruktur. Menggunakan pendekatan kualitatif deskriptif dengan teknik observasi partisipatif, wawancara mendalam terhadap enam informan kunci, serta dokumentasi program, penelitian ini mengidentifikasi delapan program unggulan kesiswaan yang dikelola secara sistematis melalui keempat fungsi manajemen. Hasil penelitian menunjukkan bahwa perencanaan program mencakup tiga lapisan: operasional (tahunan, bulanan, harian), strategis (berbasis visi-misi madrasah), dan finansial (penyusunan anggaran kegiatan). Pengorganisasian berlangsung dalam dua moda: langsung oleh Wakamad Kesiswaan dan partisipatif melalui pelibatan OSAKA (OSIS dan Pramuka). Pelaksanaan program terbagi atas basis proyek dengan jadwal tetap dan basis partisipatif yang melibatkan seluruh pemangku kepentingan madrasah. Pengawasan dilakukan secara internal melalui evaluasi periodik dan pemantauan berbasis data rekapitulasi. Temuan paling signifikan adalah bahwa keteladanan personal Wakamad Kesiswaan bekerja sebagai katalis utama pembentukan karakter, melampaui efektivitas regulasi formal semata. Keterbatasan struktural seperti ketiadaan gerbang fisik sekolah justru mendorong inovasi manajerial berbasis kepercayaan dan budaya sekolah
Implementation of Educational Management in Improving the Quality of Education at Al-Fitri Islamic Boarding School Siti Eva Fatimah; Andri Hendrawan  ; Anwarudin Anwarudin
AIM: Journal of Islamic Education Management Vol. 3 No. 1 (2025): AIM: Journal of Islamic Education Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v3i1.55781

Abstract

The quality of education is a critical determinant of national progress and societal welfare. Islamic boarding schools (pesantren) in Indonesia face unique challenges in managing educational quality due to limited resources and traditional institutional structures. This study aims to analyze the implementation of educational management—planning, organizing, actuating, and controlling—in improving the quality of education at Al-Fitri Islamic Boarding School, Bandung Regency, West Java. A qualitative approach with a case study design was employed. Data were collected through in-depth semi-structured interviews with the principal, curriculum coordinator, teachers, and treasurer; participant observation of teaching-learning activities, extracurricular programs, and school-community relations; and documentation analysis including school profiles, vision-mission statements, organizational structures, lesson plans, and financial records. Data analysis followed the Miles, Huberman, and Saldaña interactive model (data reduction, data display, and conclusion drawing/verification). Findings reveal that Al-Fitri Islamic Boarding School has implemented educational management fairly well across three key stages. First, planning is conducted at the beginning of each semester, encompassing objectives setting, material and learning process planning, infrastructure planning, student recruitment through written and oral tests, teacher assignment based on competence, and financial planning (RAB) allocating 35% for educational development, 20% for infrastructure, 20% for teacher consumption, and 25% for salaries. Second, implementation includes teacher competency development through workshops and seminars, learning activities guided by structured schedules and lesson plans, superior programs (tahfidz al-Qur'an, hadith memorization, dauroh tafaqquh fiddin, classical book reading, career guidance), student talent development through extracurricular activities (futsal, scouts, soccer, volleyball, martial arts), and community relations through daily lectures and monthly religious gatherings. Third, evaluation is conducted quarterly through teacher performance assessment, student learning evaluation (mid-semester tests, final semester assessments, practical exams), constructive feedback mechanisms, and recommendation formulation for program improvement. Major constraints include limited library facilities (mitigated by using WiFi and infocus for literacy), insufficient sports equipment, and financial limitations preventing participation in some competitions. This study concludes that systematic educational management—when implemented consistently with stakeholder commitment—significantly contributes to improving educational quality in pesantren. Theoretical implications affirm the applicability of classical management functions in Islamic educational institutions. Practical recommendations include improving library facilities, expanding community fundraising networks to address financial constraints, and enhancing teacher professional development programs
From Asymmetric Coexistence to Inclusive-Relational PAI: Constructing the Meaning of Tolerance in Multicultural Schools Salsabila Yuspia Ali; Muhamad Ihsan Hasanudin; Muhammad Iqbal Fathurahman
AIM: Journal of Islamic Education Management Vol. 3 No. 2 (2025): AIM: Journal Of Islamic Management
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/aim.v3i2.55799

Abstract

This study examines how Muslim and non-Muslim students construct the meaning of tolerance within the learning ecosystem of Islamic Religious Education (Pendidikan Agama Islam, PAI) in a multicultural school. Employing a qualitative narrative-thematic design, the study was conducted at SMAN 1 Banjaran, Bandung Regency. Data were collected through in-depth interviews, observation, and documentation involving Muslim students, non-Muslim students, PAI teachers, and guidance and counseling teachers. The findings indicate that tolerance cannot be understood merely as the absence of conflict. Rather, it is a relational experience shaped by language, religious humor, symbols, group work, and majority-minority relations. Interreligious relations among students tend to reflect asymmetric coexistence: students are able to befriend and cooperate with one another, yet their experiences of safety and recognition are not fully equal. This study proposes the concept of Inclusive-Relational PAI, an approach to PAI learning that remains rooted in Islamic teachings while being attentive to language, safe spaces, dialogue, and the experiences of students from different religious backgrounds. The findings highlight the important role of PAI teachers as curators of religious language and facilitators of fair interreligious interaction grounded in inclusive civility. Keywords: Islamic Religious Education; tolerance; multicultural school; asymmetric coexistence; Inclusive-Relational PAI.

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