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Devy Habibi Muhammad
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As-Sulthan Journal of Education
Published by Pt Sulthan Journal Publisher
ISSN : -     EISSN : 30638313     DOI : -
Core Subject : Education, Social,
Education Social Sciences
As Sulthan Journal of Education (ISSN 3063 8313) is a peer reviewed open access journal that publishes high quality research articles in the field of education. The journal operates under a double blind review process to ensure the integrity and rigor of the review process, with the aim of fostering the exchange of ideas and knowledge among researchers, academics, and practitioners. As Sulthan Journal of Educational journal focused on exploring the dialogue between research and practice in educational settings. This journal publishes a range of studies in the fields of research, experience, and perspectives on various aspects of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The journal welcomes articles from various approaches and methods and encourages submissions from the broader fields of education and learning from around the world. As Sulthan Journal of Education is committed to advancing the understanding of education and its role in society. We welcome original research articles, literature reviews, case studies, and conceptual papers that contribute to the body of knowledge in education. As Sulthan Journal of Education is published four times a year, in January, March, May, July, September, November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 266 Documents
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PERAN KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK PANDANGAN SISWA TENTANG "DIRI" DAN "ORANG LAIN” Rohmatun Fitriana; Rohmatin Ramadhani; M.Fathy ubaidillah; Rifqi Khairul Anam
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

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Abstract

This study examines the role of the Islamic Education (PAI) curriculum in shaping students’ Islamic identity, self-perception, and perspectives toward “otherness” within Indonesia’s multicultural society. Ideally, the PAI curriculum is designed to internalize universal Islamic values such as justice, compassion, and toleranceyet in practice it still shows a significant gap between its conceptual goals and classroom implementation. PAI learning in many schools tends to be doctrinal, mono-narrative, and lacking in dialogic space, which may contribute to the development of exclusive attitudes among students. Using a library research method with content analysis of journals, books, and official documents, this study finds that the PAI curriculum holds great potential for strengthening students’ religious and moral identity but remains limited in cultivating inclusive attitudes toward diversity. The findings also highlight the need for curriculum reformulation that is more contextual, dialogical, and multicultural through learning strategies that emphasize universal human values, empathy, and social awareness. A socially and globally responsive PAI curriculum is considered essential for shaping a generation of moderate, humanistic Muslims who are capable of living harmoniously in a plural society.
PERAN KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK PANDANGAN SISWA TENTANG "DIRI" DAN "ORANG LAIN” Fitriana, Rohmatun; Rohmatin Ramadhani; Fathy ubaidillah, M.; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

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Abstract

This study examines the role of the Islamic Education (PAI) curriculum in shaping students’ Islamic identity, self-perception, and perspectives toward “otherness” within Indonesia’s multicultural society. Ideally, the PAI curriculum is designed to internalize universal Islamic values such as justice, compassion, and toleranceyet in practice it still shows a significant gap between its conceptual goals and classroom implementation. PAI learning in many schools tends to be doctrinal, mono-narrative, and lacking in dialogic space, which may contribute to the development of exclusive attitudes among students. Using a library research method with content analysis of journals, books, and official documents, this study finds that the PAI curriculum holds great potential for strengthening students’ religious and moral identity but remains limited in cultivating inclusive attitudes toward diversity. The findings also highlight the need for curriculum reformulation that is more contextual, dialogical, and multicultural through learning strategies that emphasize universal human values, empathy, and social awareness. A socially and globally responsive PAI curriculum is considered essential for shaping a generation of moderate, humanistic Muslims who are capable of living harmoniously in a plural society
MANAJEMEN STRATEGIK DI LEMBAGA PENDIDIKAN ISLAM : INTEGRASI NILAI-NILAI KEISLAMAN DAN PRAKTIK ORGANISASI MODERN Holidi, Moh.; Ihza Saputra, Yusril; Kamil, Moh.; Thoiful Abrar, Muhammad; Kholilurrohman, Muhammad; Muhlas, Moh.; Mudarris, Badrul
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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Abstract

This study aims to analyze the implementation of strategic management in Islamic educational institutions through the integration of Islamic values ​​with modern organizational practices. The main focus is to understand how Islamic principles such as amanah (trust), ihsan (goodness), and musyawarah (deliberation) can be harmonized with contemporary management approaches that emphasize efficiency, innovation, and accountability. The research method used is a descriptive qualitative approach with data collection techniques through in-depth interviews, participant observation, and documentation studies in several Islamic educational institutions. The results show that the integration of Islamic values ​​​​into modern organizational practices can strengthen an ethical work culture, increase employee commitment, and encourage the effectiveness of institutional strategies. The implementation of strategic management based on Islamic values ​​​​also produces a balance between spiritual and professional orientations, which has a positive impact on the reputation and competitiveness of the institution. The implications of this study show the importance of formulating strategic management policies that are not only oriented towards material results, but also on strengthening moral and spiritual values ​​​​as the basis for the sustainability of Islamic educational institutions in the modern era.
KEPEMIMPINAN TRANSFORMASIONAL DALAM KONTEKS PENDIDIKAN ISLAM DI ERA DISRUPSI Ramadina, Evy; Aziz, Abd.; Efendi, Nur
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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Abstract

Islamic Educational Institutions (LPI) in Indonesia play a strategic role in shaping a generation of faithful, knowledgeable, and virtuous Muslims. However, in the era of globalization and digitalization, LPI faces multidimensional challenges such as human resource quality, leadership issues, and adaptation to technological advances. This study aims to analyze the implementation of transformational leadership in the context of Islamic education as a strategy to drive sustainable institutional transformation. The method used is a literature study with a qualitative analysis of the Miles and Huberman model, which includes data condensation, data presentation, and conclusion drawing. The results show that transformational leadership, based on Islamic values ​​such as uswatun hasanah and fastabiqul khairat, plays a significant role in improving academic quality, building Islamic character, and strengthening institutional adaptation to technology and globalization. Effective leadership is characterized by four main dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individual attention. Furthermore, the transformation of leadership intelligence—including intellectual, emotional, spiritual, cultural, and digital intelligence—is key to strengthening LPI's competitiveness in the era of disruption. The research findings confirm that the success of the transformation of Islamic educational institutions is largely determined by a leadership mindset that is oriented towards responsibility, service, and trust, rather than power and honor.
EDUCATION IN THE FIVE MALAY PROVINCES: SINGAPORE MALAYSIA BRUNEI PHILIPPINES AND THAILAND Mustakim; Faridi; Kamaludin, Moh.
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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Abstract

This study examines the development of educational systems in five regions of the Malay World, namely Singapore, Malaysia, Brunei Darussalam, the Philippines, and Thailand, with a focus on the relationship between education, religion, culture, and colonial influence. The purpose of this study is to analyze the characteristics, similarities, and differences of educational systems in each region and their role in preserving cultural and religious identity. This research employs a descriptive qualitative approach using a literature review and historical analysis of relevant sources. The findings reveal that each region’s educational system has evolved through different historical dynamics. Singapore emphasizes technological modernization supported by a bilingual education policy. Malaysia has developed an inclusive national education system while strengthening Islamic education through pondok and national schools. Brunei Darussalam places Islamic education at the core of its national curriculum through the philosophy of Malay Islamic Monarchy. The Philippines shows a dual system between secular education and Islamic madrasah in Mindanao. Meanwhile, Thailand maintains the dominance of Buddhist-based education alongside the existence of pondok and madrasah in the southern region. This study concludes that educational modernization in the Malay World continues to progress without abandoning traditional and religious values.
TRANSFORMASI PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEWUJUDKAN TRAUMA-SENSITIVE ISLAMIC EDUCATION Nabilah, Maryam
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Abstract

This study aims to map the construction of the role of Islamic Religious Education (PAI) teachers from the perspective of Trauma-Sensitive Islamic Education (TSIE) in response to the growing need for safe, empathetic pedagogical practices that support students' psycho-spiritual recovery. Using a qualitative approach based on a literature review, this study examines literature related to Islamic pedagogy, trauma psychology, spiritual care, and the concept of trauma-informed education to develop a comprehensive theoretical framework. The analysis was conducted using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that TSIE reconstructs the role of Islamic Religious Education teachers into four main domains: (1) Trauma-Sensitive Pedagogical Praxis, namely the restructuring of teaching practices that are gentle, predictable, and avoid triggers of trauma; (2) Emotional Counseling, which is providing emotional and spiritual support through empathy, validation, and a calming relational presence; (3) Spiritual Calming Agency, namely the use of prayer, dhikr, and tadabbur as strategies for emotional regulation and inner recovery; and (4) Safe Space Learning Ecology, namely the development of a safe, supportive, and threat-free classroom ecosystem as a foundation for effective learning. This research confirms that TSIE provides a conceptual foundation for Islamic education that is more humanistic, holistic, and responsive to the psychosocial dynamics of students. However, its implementation requires strengthening teacher capacity through trauma sensitivity training and consistent integration of pedagogical-spiritual practices. Further research is needed to empirically test this model through case studies or classroom ethnography.
TINJAUAN SOSIOLOGIS TENTANG FENOMENA BULLYING DAN KENAKALAN SISWA DI LINGKUNGAN SEKOLAH BERBASIS AGAMA Komariya, Lailatul; Karimah, Milla; Basir Hanif, Ahmad; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Abstract

The phenomenon of bullying and student delinquency in faith based schools in Indonesia has become an increasingly complex social issue. Religious schools, which are ideally centers for moral development, are not free from acts of bullying and deviant behavior among students. This study aims to analyze this phenomenon from a sociological perspective, focusing on the influence of social structure, religious culture, and social media on student behavior. The research employs a library research method with a qualitative approach, drawing data from relevant books, scientific journals, and academic articles. The findings reveal that the hierarchical social structure in religious schools reinforces power relations between senior and junior students, which often lead to acts of bullying. Furthermore, an exclusive religious culture fosters social stratification based on moral labeling, while social media serves as a new arena for performing religious identity, intensifying social pressure and symbolic competition among students. This study concludes that bullying and delinquency in religious schools are products of complex social interactions between religious values, social structures, and digital culture.
TINJAUAN SOSIOLOGIS TENTANG HUBUNGAN KIAI SANTRI DAN FUNGSI JARINGAN ALUMNI DALAM TRADISI PESANTREN Ali, Mahfud; Hardiansyah, Yayak; Abdul Adhim, M.; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Sociologically, the relationship between kiai and santri in Islamic boarding schools (pesantren) transcends a mere teacher-student dynamic, forming a distinctive patron-client pattern. As a patron, the kiai provides education, mentorship, and facilities that create dependency, thereby cultivating an attitude of respect and absolute obedience known as sami’na wa atha’na from the santri within a personal, asymmetric, and enduring bond. On the other hand, the resilience of the pesantren tradition is also underpinned by alumni networks functioning as strategic social capital. These networks allow graduates to assist one another in accessing employment, business capital, and professional support, while simultaneously preserving pesantren values and identity within the broader society. Utilizing a qualitative-descriptive library research method, this study demonstrates that the kiai-santri patronage, supported by a charismatic power structure, and the alumni network operating as collective social capital, mutually complement each other. In conclusion, the synergy between the unique internal kiai-santri relationship and the external solidarity of alumni constitutes the primary sociological foundation maintaining the sustainability of the pesantren tradition. Keywords: pesantren; kiai–santri; patron–client; alumni network; social capital; tradition. Abstrak : Hubungan antara kiai dan santri di pesantren secara sosiologis melampaui sekadar relasi guru-murid, melainkan membentuk pola hubungan patron-klien yang khas. Sebagai patron, kiai menyediakan pengajaran, pengasuhan, dan fasilitas yang menciptakan ketergantungan, sehingga melahirkan sikap hormat dan ketaatan mutlak atau sami’na wa atha’na dari santri dalam sebuah ikatan yang personal, asimetris, dan berjangka panjang. Di sisi lain, kekuatan tradisi pesantren juga ditopang oleh jaringan alumni yang berfungsi sebagai modal sosial strategis. Jejaring ini memungkinkan lulusan saling membantu dalam membuka akses pekerjaan, modal usaha, dan dukungan profesional, sekaligus mempertahankan nilai-nilai serta identitas pesantren di tengah masyarakat. Melalui metode studi kepustakaan kualitatif-deskriptif, penelitian ini menunjukkan bahwa patronase kiai-santri yang didukung oleh struktur kekuasaan karismatik, serta jaringan alumni yang beroperasi sebagai modal sosial kolektif, saling melengkapi satu sama lain. Kesimpulannya, sinergi antara keunikan relasi internal kiai-santri dan solidaritas eksternal alumni merupakan fondasi sosiologis utama yang menjaga keberlangsungan tradisi pesantren.  
REKONSTRUKSI PERAN GURU PENDIDIKAN AGAMA DALAM MEMBENTUK KARAKTER SISWA DI TENGAH KRISIS MORAL REMAJA MODERN Yanto, Andri; Holis Majid, Nur; Ihsan, Maulana; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study examines the reconstruction of the role of Islamic Religious Education (PAI) teachers as a response to the modern adolescent moral crisis, which is characterized by value disorientation due to the dominance of digital technology and popular culture. Using a qualitative approach based on library research framed within the perspective of Sociology of Ereignis, this research explores academic literature to dissect the ontological dynamics of teaching practices, digital ethical challenges, and the necessity for educator role transformation in the 21st century. Data were collected through document reviews and scholarly text analysis, then analyzed to construct a relevant teacher role model. The findings reveal that the current adolescent moral crisis is not merely behavioral delinquency, but a consequence of value alienation within virtual spaces. Therefore, religious teachers must transform from mere transmitters of theological content into "meaning makers," functioning as value facilitators, authentic moral exemplars, and digital moral counselors. The proposed reconstruction strategies include dilemma-based case learning, personal mentoring, and digital ethics literacy. This study asserts that adaptive, humanistic, and contextual religious education is an absolute foundation for safeguarding the character of the young generation in the era of disruption.
REFLEKSI VISI LEMBAGA PENDIRI DALAM MODEL PENDIDIKAN DAN CIRI KHAS SEKOLAH ISLAM Anam, Saipul; Alif Haidir Aziz, M.; Fatahillah, M.; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study examines how the founding institution’s vision functions as the foundation for shaping the distinctive characteristics of Islamic schools through their educational models, curricula, and school cultures. Departing from the gap between theoretical ideals and actual practices, this research highlights that many Islamic schools claim a particular identity without fully internalizing the ideological values of their founding organizations. Through a reflective and comparative library-based analysis, this study reviews literature on various Islamic educational organizations such as Muhammadiyah, Nahdlatul Ulama (NU), Al-Irsyad, Hidayatullah, and Integrated Islamic Schools which demonstrates variations in educational models based on the ideological orientation of their founders. The findings affirm that the founders’ vision acts as an ideological driver influencing the selection of educational models (integrative, holistic, tahfiz, modern pesantren, or full-day school), the development of Islam-oriented curricula, and the formation of religious school culture as institutional identity. This study offers a conceptual framework that explains the causal relationship between the founders’ vision and educational practices in Islamic schools, filling the gap in previous comparative studies that typically focused on single organizations. The results underscore that consistency between the founders’ vision and its educational implementation is a key determinant of the character and uniqueness of Islamic schools.

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