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Istifkar: Media Transformasi Pendidikan
Published by Sekolah Tinggi Islam Kendal
ISSN : 19792794     EISSN : 26556634     DOI : https://doi.org/10.62509/ji.v5i2
Core Subject : Religion, Education,
Religion Education Other
ISTIFKAR: Media Transformasi Pendidikan merupakan jurnal yang dikelola oleh Sekolah Tinggi Islam Kendal yang fokus pada kajian pendidikan diantaranya mengenai; 1) Ilmu Pendidikan Islam, 2) Kurikulum Pendidikan Islam, 3) Evaluasi Pendidikan Islam, 4) Psikologi Pendidikan, 5) Filsafat Pendidikan, 6) Metode Pembelajaran dan Pengajaran, 7) Kajian Pendidikan Pesantren 8) Kajian Pendidikan Madrasah.
Arjuna Subject : Umum - Umum
Articles 156 Documents
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Budaya Pendidikan Di Flores Timur: Integrasi Nilai Lokal Dalam Sistem Pendidikan Modern Valentinus Soge Hurint; Maulana Noreng; Siti Inganah
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.347

Abstract

Educational culture is a fundamental element in shaping the character and identity of students. East Flores, as a region rich in traditional customs, religious values, and social solidarity, has a distinctive and contextual educational culture. However, the development of modern education, which tends to be uniform and oriented towards academic achievement, poses challenges in preserving local values. This study aims to examine the educational culture in East Flores and analyze the urgency of integrating local wisdom into the modern education system. The research method used is a literature study with a descriptive-qualitative approach to scientific literature, education policies, and relevant research results from the last five years. The results of the study show that the educational culture in East Flores emphasizes a balance between intellectual, moral, social, and spiritual aspects. Families, indigenous communities, religious leaders, and schools play an important role in the character education process. The integration of local wisdom into the curriculum and learning is considered capable of increasing the relevance of education and strengthening the identity of students amid the tide of globalization.
Konseling Islam dan Kesehatan Mental Siswa Dalam Mewujudkan Generasi Emas Tahun 2045 di Indonesia Susana Aditiya Wangsanata; Sucik Rahayu; Jaiz Jamalulalel
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.365

Abstract

The purpose of this study is to demonstrate the strategic role of Islamic counseling and its relevance to student mental health in Indonesia. The role of Islamic counseling for student mental health is to meet the aspirations of the Indonesian nation to realize a golden generation in 2045. Problems in the field indicate that student mental health problems result in mental disorders such as excessive anxiety and moral degradation that require appropriate treatment. The integration of spiritual values ​​in Islamic counseling is a basic requirement in the national education system as a tangible form of scientific contribution. This qualitative research uses a literature study approach. Primary and secondary data are obtained from reliable scientific sources. Data analysis uses content analysis, which examines the concepts, ideas, and values ​​within the research data sources. The results of this study indicate that the integration of Islamic counseling in maintaining student mental health can be done through the tazkiyatun nafs technique. In addition, it can also strengthen students' piety and resilience. This approach, in practice, only addresses clinical symptoms, where these conditions can build a solid foundation of character by guiding students to realize spiritual awareness. Islamic counseling services have been proven to provide a balance between emotional intelligence and intellectual intelligence. Counseling services are a fundamental and crucial instrument in creating a generation that is mentally and spiritually strong and has ethical dignity, so that it can become a complete golden generation in 2045. The success of this transformation is none other than the power that has synergy between school counselors, curriculum and religious environment.
Pendidikan Nilai Kejujuran Berbasis Kesadaran Ilahiah dalam Kitab Akhlāq Lil Banīn (Kajian Pasal al-Walad al-Amīn) Krisna Wijaya; Djamaluddin Perawironegoro; Abdul Hopid
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.381

Abstract

Research on Akhlāq Lil Banīn has predominantly positioned the book as a source of character and moral education for children, while the mechanism of honesty internalization through divine awareness has received limited specific attention. This study aims to analyze the mechanism of honesty internalization based on muraqabah in the al-Walad al-Amīn chapter of Akhlāq Lil Banīn. The study employs a qualitative approach with a library research design and content analysis. The primary data consist of the text of the al-Walad al-Amīn chapter, while secondary data are drawn from literature on character education, Islamic moral education, value internalization, and spiritual awareness. Data analysis was conducted through the identification of meaning units, data categorization, interpretation, and synthesis to examine the construction of honesty and divine awareness in the text. The findings show that the internalization of honesty in this chapter involves a shift in moral control from external supervision toward internal moral regulation based on muraqabah. This process is developed through four pedagogical mechanisms: rational dialogue, behavioral exemplification, persuasive advice, and internalization of moral consequences. Awareness that Allah continues to observe human actions when social supervision is absent becomes the basis for children to maintain honest behavior independently. The findings indicate that honesty in Akhlāq Lil Banīn is constructed as a moral choice rooted in spiritual awareness rather than mere compliance with rules. This study contributes conceptually by extending the study of Akhlāq Lil Banīn from mapping character values toward analyzing the pedagogical mechanism of honesty internalization through muraqabah.
From Hierarchy To Reciprocity: Re-Envisioning Teacher-Student Relations In Islamic Education Through Qira’ah Mubadalah Mahmud Yunus Mustofa; Muh Syauqi Malik; Mikke Novia Indriani; Makmur Sofyan Mustofa
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.382

Abstract

Teacher-student relationships within the Islamic educational tradition are frequently characterized by a unidirectional, vertical hierarchy in which the student is relegated to a passive recipient of knowledge. This power imbalance often triggers pedagogical stagnation and, in extreme cases, manifests as physical violence or emotional detachment. This study proposes a paradigm shift by re-envisioning the dynamics of teacher-student relations through the lens of Mubādalah (Reciprocity). Employing a qualitative approach grounded in hermeneutic analysis, this paper deconstructs the conventional "subject-object" dichotomy and replaces it with a "subject-to-subject" partnership grounded in Mubādalah principles. The analysis applies a three-step Mubādalah framework: first, identifying universal Islamic principles of justice; second, extracting core pedagogical values from religious texts; and third, reciprocally distributing these values to both teachers and students. The findings demonstrate that applying Mubādalah to teacher-student relations transforms the classroom into a space of mutual dignity, where both parties become active participants in a shared spiritual and intellectual journey. This reciprocal model does not diminish the teacher's role but reframes their position from an absolute authority to a mentor and facilitator grounded in compassion (raḥmah). Ultimately, this research contributes to the discourse on Islamic educational reform by providing a theological and methodological foundation for creating non-violent, egalitarian, and harmonious learning environments suited to the challenges of the 21st century.
Revitalisasi Pembelajaran Pendidikan Agama Islam Melalui Tes Berbasis Komputer: Evaluasi Kualitas Pendidikan Islam Di SMA Negeri 2 Semarang Abdul Hamid; Sianto Sianto; Nurul Anwar
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.405

Abstract

Transformasi digital dalam sistem evaluasi pendidikan menuntut pembelajaran Pendidikan Agama Islam beradaptasi melalui pemanfaatan tes berbasis komputer yang lebih objektif, efisien, dan terukur. Namun implementasinya di sekolah menengah masih menghadapi tantangan integrasi pedagogis dan penguatan nilai religius peserta didik. Penelitian ini bertujuan menganalisis proses revitalisasi pembelajaran Pendidikan Agama Islam melalui tes berbasis komputer serta mengevaluasi kontribusinya terhadap peningkatan kualitas pendidikan Islam di SMA Negeri 2 Semarang. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi lapangan. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan tes berbasis komputer meningkatkan efektivitas evaluasi pembelajaran, memperkuat objektivitas penilaian, mempercepat umpan balik hasil belajar, serta mendorong peningkatan literasi digital peserta didik dan guru. Namun optimalisasi implementasi masih memerlukan penguatan kompetensi pedagogis digital dan integrasi aspek afektif dalam evaluasi PAI. Penelitian ini menyimpulkan bahwa tes berbasis komputer berperan strategis dalam meningkatkan kualitas pembelajaran Pendidikan Agama Islam berbasis teknologi. Penelitian selanjutnya disarankan mengembangkan model evaluasi digital yang terintegrasi dengan penguatan karakter religius peserta didik.
Model Kepemimpinan Berbasis Spiritualitas dalam Menguatkan Akhlakul Karimah Santri di Pondok Pesantren Wafir Wafir; Nur Cholid; Ahsanul Husna
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.407

Abstract

Perubahan sosial modern menuntut lembaga pendidikan Islam, khususnya pesantren, memperkuat pembinaan karakter santri melalui pendekatan kepemimpinan yang berorientasi spiritual. Kepemimpinan berbasis spiritualitas menjadi strategi penting dalam membentuk akhlakul karimah santri melalui keteladanan, pembiasaan ibadah, dan budaya religius yang terintegrasi dalam kehidupan pesantren. Penelitian ini bertujuan menganalisis model kepemimpinan berbasis spiritualitas yang diterapkan di Pondok Pesantren Assalafiyah Luwungragi Bulakamba Brebes, mengkaji proses internalisasi nilai spiritual, serta mengidentifikasi implikasinya terhadap perilaku dan karakter santri. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus melalui teknik pengumpulan data berupa observasi partisipatif, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa kepemimpinan kiai berperan sebagai pusat keteladanan moral yang membentuk budaya religius pesantren secara sistematis melalui pembiasaan ibadah kolektif, penguatan disiplin sosial, serta interaksi edukatif yang berkelanjutan. Proses internalisasi nilai spiritual berlangsung melalui keteladanan, pembiasaan, dan pengawasan sosial yang terstruktur sehingga menghasilkan perubahan perilaku religius, tanggung jawab sosial, dan kesadaran moral santri. Temuan ini memperkuat konsep kepemimpinan spiritual sebagai pendekatan efektif dalam pendidikan karakter berbasis pesantren serta memberikan kontribusi teoretis pada pengembangan kajian kepemimpinan pendidikan Islam dan kontribusi praktis bagi penguatan strategi pembinaan akhlak santri.
The Role of the Kendal Book Circle Literacy Community as a Transformation of the Young Generation Hithna Rohadatul Aisyi; Anis Malik Thoha; Firdaus Himawan Raharjo; Zohaib Hassan Sain
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.424

Abstract

The expansion of digital information has increased access to knowledge, yet it does not automatically develop young people’s ability to interpret, evaluate, and reflect on information critically. This study examines the Kendal Book Circle (KBC) as a community-based literacy space that connects reading, dialogue, contextual experience, and writing. The study aims to analyze how literacy practices are organized, how participants construct and negotiate meaning, the changes experienced by participants, and KBC’s role as a non-formal educational space. A qualitative case study was employed through participatory observation, semi-structured interviews with six informants, and documentation. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings show that KBC organizes literacy through interconnected practices involving sharing sessions, Book to Culture, Book to Nature, Book to School, and Book Venture. These activities connect texts with dialogue, cultural and environmental experiences, educational institutions, and writing. Participants reported increased confidence in communication, critical reflection, digital information evaluation, and engagement in knowledge production. KBC also complements formal education through collaboration with schools and other educational communities. The study contributes to community literacy research by proposing a series of interconnected literacy practices as a unit of analysis for understanding the transformation of young people from information consumers into more active interpreters and producers of knowledge.
Project-Based Learning and Teaching Motivation as Predictors of Elementary School Teacher Performance Nana Priatna; Asep Habib Idrus Alawi; Isti Nurhayati; Muhammadafeefee Assalihee
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.431

Abstract

This study examines the contribution of Project-Based Learning (PjBL) implementation and teaching motivation to elementary school teacher performance in North Jakarta. A quantitative cross-sectional survey was conducted with 50 teachers from SDN Warakas 03, 05, and 07 using census sampling. Data were collected through three 50-item Likert-scale instruments measuring PjBL implementation, teaching motivation, and teacher performance. Data were analyzed using descriptive statistics and multiple linear regression. The results showed that PjBL implementation had a positive and significant contribution to teacher performance (B = 0.224, β = 0.225, p = 0.038). Teaching motivation also had a positive and significant contribution and showed a stronger standardized contribution (B = 0.750, β = 0.762, p < 0.001). Simultaneously, PjBL implementation and teaching motivation significantly predicted teacher performance, with the model explaining 95.9% of the observed variance (F(2, 47) = 543.097, p < 0.001). These findings indicate that teacher performance is associated with both pedagogical practices and motivational conditions, with teaching motivation showing the stronger contribution in the model. The findings suggest that schools should integrate PjBL development with organizational support that strengthens teacher motivation and professional growth. Because the study used a cross-sectional design and self-reported data, the findings should be interpreted as statistical associations rather than causal effects.
Reconstructing Akidah Akhlak Learning Media in the Digital Era: A Tawhid-Based Integrative-Transformative Conceptual Model Imam Muslim; Lailan Arqam; Ifeanyi Martins
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.433

Abstract

This study reconstructs a philosophical model for Akidah Akhlak learning media in the digital era by synthesizing the thought of Hamim Ilyas, Ismail Raji al-Faruqi, and Hassan Hanafi. A qualitative library research design was used, combining qualitative content analysis of three primary works Fikih Akbar, Tawhid: Its Implications for Thought and Life, and Min al-‘Akidah ila al-Thawrah with relevant scholarly literature on Islamic education, digital learning media, value formation, and contemporary Islamic thought. The analysis indicates a conceptual imbalance in existing digital Akidah Akhlak media. Technological functions such as accessibility, interaction, and learning effectiveness are more explicitly developed than the formative processes through which religious knowledge becomes reflective consciousness, integrated understanding, contextual engagement, and ethical action. The synthesis identifies three source-derived orientations; Hamim Ilyas contributes a reflective orientation, al-Faruqi an integrative orientation, and Hassan Hanafi a transformative orientation. Contextualization is formulated as a cross-cutting pedagogical principle that connects these orientations with students’ lived digital realities. The resulting model places tawhid as its philosophical foundation and treats reflection, integration, contextualization, and transformation as interconnected design orientations. The study contributes a theoretically grounded framework that can guide the design and evaluation of Akidah Akhlak learning media; its empirical effectiveness remains to be tested in classroom settings.
Distinctive Character Education Pathways Across Pesantren Typologies: A Comparative Study Of Salaf, Modern, And Tarekat Pesantren In Central Java Ahmad Munadirin; Abdulkareem Adnan
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.434

Abstract

This study examines how pesantren typologies shape pathways of character education across three pesantren in Central Java: the salaf-oriented APIK Kaliwungu Pesantren, the modern Darul Amanah Pesantren, and the tarekat-oriented Ar Rasyad Pesantren. Using a qualitative comparative design, data were collected through observation, semi-structured interviews, and documentation and analyzed through within-case and cross-case comparison. The findings show that character education across the three pesantren operates through shared mechanisms of religious learning, habituation, exemplary conduct, supervision, and collective life, while their functions are configured by different institutional orientations. APIK Kaliwungu connects character formation with kitab kuning and adab; Darul Amanah organizes it through structured discipline, language practices, and student organization; while Ar Rasyad integrates it with spiritual practices and self-discipline rooted in the Qadiriyah wa Naqsyabandiyah tradition. The comparison indicates that pesantren typology functions as an institutional orientation that shapes how shared educational mechanisms are organized and translated into character formation. Theoretically, this finding positions institutional orientation as a contextual dimension linking educational practices with character internalization. Practically, it suggests that character education can be strengthened by aligning character formation with the established educational identity, routines, and cultural practices of each pesantren. The study contributes a comparative perspective that shifts attention from character values as institutional outcomes toward the educational pathways through which those values are cultivated and internalized. 

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