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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 165 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

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

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
Publisher : As-Sulthan Journal of Education

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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
Publisher : As-Sulthan Journal of Education

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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
Publisher : As-Sulthan Journal of Education

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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.

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