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Matnur Ritonga
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Faiyadhah
Published by Yayasan Pesantren Islam Literasi Nusantara
ISSN : -     EISSN : 30909430     DOI : https://doi.org/10.64344/fydh
Core Subject : Education, Social,
Education Social Sciences Other
Faiyadhah | Journal of Islamic Education Management is an academic journal that provides a platform for scholars, researchers, practitioners, and policymakers to publish scientific works related to Islamic education management. Faiyadhah is published twice a year (in April and December). This journal focuses on in-depth studies and research on the management of Islamic educational institutions, covering all levels from primary to secondary to higher education. Its primary goal is to explore the concepts, theories, and best practices in managing Islamic educational institutions while contributing to the development and innovation within the field. The scope of this journal includes various topics relevant to the management of Islamic education. Key subjects discussed include the management of Islamic educational institutions, policies and regulations in Islamic education, human resource management, financial management and entrepreneurship in Islamic education, curriculum management and innovative teaching methods, student management and character development, evaluation and quality assurance in Islamic education, and the role of Islamic education in social transformation
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Kebangkitan Kembali Kurikulum Islam: Ketika Kurikulum Baru Gagal, Tradisi yang Menang: when New Fails, Tradition Prevails Wildan Miftahussurur; Muhammad Fikri; Muhammad Abdul Hamid
Faiyadhah | Journal of Islamic Education Management Vol. 1 No. 2 (2025): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v1i2.56

Abstract

This study critically examines the comparative efficacy of traditional and contemporary Islamic education curricula, focusing on knowledge acquisition, pedagogical practices, and character formation. Traditional curricula, exemplified by Dars-i Nizami and Hawza-based models, emphasise rigorous textual engagement, memorisation, dialectical reasoning, and mentorship, fostering deep epistemic understanding and integrated ethical-spiritual development. In contrast, contemporary curricula prioritise interdisciplinary learning, technological integration, and student-centred pedagogies, enhancing engagement and breadth of knowledge while presenting challenges in sustaining epistemic depth and moral formation. Employing a qualitative approach with observational, interview, and document analysis data, this study identifies the strengths and limitations of both models, highlighting the necessity for integrative curriculum design. Findings indicate that hybridised approaches, which combine traditional epistemic rigor with modern pedagogical innovation, offer the most promising pathway for cultivating graduates who are intellectually competent, ethically grounded, and socially adaptable. The study underscores that the future of Islamic education depends on a contextually sensitive and theory-informed synthesis of tradition and modernity, ensuring the continuity of moral, spiritual, and epistemic excellence while addressing contemporary educational demands.
The Relevance of Surah Makkiyah and Madaniyah in Character Education Ahmad Hadi Pranoto; Raharjo Raharjo; Lutfiyah Lutfiyah; Abid Nurhuda; Ali Anhar Syi’bul Huda
Faiyadhah | Journal of Islamic Education Management Vol. 1 No. 2 (2025): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v1i2.57

Abstract

This article explores the relevance of Surah Al-An'ām verses 151-153 (Makkiyyah) and Surah Al-Baqarah verses 261-267 (Madaniyyah) in the context of character education using library research methods. Through literature analysis, this study identifies the ethical and moral values contained in both surahs and how these values can be integrated into the character education curriculum. Surah Al-An'ām emphasizes the importance of morals, justice, and social responsibility, while Surah Al-Baqarah highlights the values of caring, solidarity, and wise management of resources. The results of the study indicate that the application of Qur'anic values in education can strengthen the character of individuals and communities, and contribute to the formation of a more ethical and responsible society. This research is expected to provide insights for educators in implementing these values in educational environments.
Supporting and Inhibiting Factors in Managing a Sanad-Based Qur’an Memorization Program at STIU Wadi Mubarak Bogor Lamya Hayatina; Iswan Iswan; Widia Winata
Faiyadhah | Journal of Islamic Education Management Vol. 2 No. 1 (2026): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v2i1.83

Abstract

ABSTRACT This study aims to identify the supporting and inhibiting factors in the sanad-based tahfidz program at STIU Wadi Mubarak Bogor. This research employs a qualitative approach using a case study method, integrating observation, in-depth interviews, and documentation as primary data collection techniques to obtain comprehensive and in-depth findings. The results indicate that the main supporting factors include effective and visionary leadership, competent sanad-certified teachers, strong parental support, the availability of scholarships and donor contributions, students’ intrinsic motivation, and ongoing teacher professional development. These elements interact dynamically and synergistically in shaping a conducive, structured, and sustainable Qur’anic learning ecosystem that supports the quality of memorization. On the other hand, the inhibiting factors consist of psychological-individual dimensions, such as laziness, boredom, decreased motivation, psychological pressure, and health-related issues, as well as structural-systemic dimensions, including tight academic schedules, lack of discipline among participants, and distractions caused by uncontrolled gadget usage. The findings underscore that the success of a sanad-based tahfidz program is highly dependent on comprehensive and balanced management of both psychological and systemic aspects. This study offers practical implications for Islamic educational institutions in formulating strategic policies to improve memorization quality and ensure the sustainability of sanad transmission.
Boosting Students: Learning Organization Training for Greater Commitment at SMK SASMITA 2 Kahfi Kahfi; Sevenhot Marulitua Togatorop; Ahmad Raihan; Afrian Herlambang; Kusdriantina Kusdriantina; Suheri Suheri; Yulita Pujilestari; Dede Siswandi
Faiyadhah | Journal of Islamic Education Management Vol. 2 No. 1 (2026): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v2i1.84

Abstract

This study is motivated by the low level of students’ learning commitment, which affects the effectiveness of the learning process. The objective of this research is to enhance students’ commitment to learning through a learning-organization-based training program at SMK Sasmita Jaya 2. The method employed is a participatory approach implemented through training activities, including presentations, group discussions, and simulations. The participants of this study were students who directly engaged in the training program. The results indicate a significant improvement in students’ understanding of the importance of learning commitment, as reflected in increased activeness, responsibility, and reflective thinking during the learning process. In addition, students demonstrated the ability to apply learning organization principles, such as continuous learning and collaboration, in their daily academic activities. Therefore, the training program proved effective in strengthening students’ commitment to learning and fostering a more adaptive and sustainable learning culture within the school environment.
The Islamic Montessori Learning Model for Early Childhood Islamic Religious Education: A Case Study at Sunna Kids Educenter Jakarta Nurmalina Nurmalina; Nazifah Husainah; Imam Mujtaba; Saiful Bahri
Faiyadhah | Journal of Islamic Education Management Vol. 2 No. 1 (2026): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v2i1.94

Abstract

This study aims to (1) develop an Islamic Montessori learning model for Early Childhood Islamic Religious Education, (2) explain the effectiveness of its implementation in improving PAI learning outcomes, and (3) formulate the development of the model along with a teacher’s guidebook. The research employs a qualitative approach with a multi-case study design at Sunna Center Islamic Montessori Jakarta. Data collection methods include in-depth interviews, participant observation, and documentation. Data analysis used the Miles & Huberman model with NVivo 12 assistance, involving 5 informants (expert, principal, 2 teachers, parent) with a total of 92 coding references. The findings reveal that the Islamic Montessori model consists of six integrated components: tauhid-based policy, Islamic prepared environment (“Raudhah” area), Islamic educational manipulatives with three criteria (authentic, sensorial, self-directed), concrete experience-based learning methods, integration of worship into practical life activities, and character building through grace and courtesy activities. The model implementation proved effective in enhancing children’s understanding of tauhid, independence in worship, and moral practices. The novelties of this research include a four-level organic integration model, a spiritual development observation system with concrete behavioral indicators, a resolution of the reward-punishment dialectic, Islamic educational manipulatives criteria, an applicable teacher's guidebook structure, and a parent involvement model.
The Thoughts of Muslim Scholars on Tawhid as the Foundation of the Philosophy of Islamic Education Dinda Nuraeni; Harun Arrasyid; Novaliza Fitria Andini
Faiyadhah | Journal of Islamic Education Management Vol. 2 No. 1 (2026): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v2i1.95

Abstract

This paper examines monotheism as the primary foundation of Islamic educational philosophy, encompassing ontological, epistemological, and axiological aspects. Ontologically, monotheism asserts that all reality originates from God, and education is always linked to the spiritual dimension. Epistemologically, monotheism combines revelation and reason as two complementary sources of knowledge. Axiologically, monotheism serves as a guide in shaping human beings with morals, ethics, and a sense of responsibility. The ideas of figures such as Al-Ghazali, Ibn Sina, and Al-Farabi demonstrate that the goal of Islamic education is to cultivate a complete human being through a balance among intellectual, spiritual, and moral dimensions. Monotheism-based education also emphasizes instilling values in daily life through role models, habituation, and the process of purifying the soul. In the context of modern education, this approach is relevant as a response to the moral crisis and materialistic tendencies by directing education toward character development, divine awareness, and devotion to God and fellow human beings.
The Role of Madrasah Residents in the Implementation of Environmental Education at MTSN Manggarai, East Nusa Tenggara Nur Fadilah; Matnur Ritonga
Faiyadhah | Journal of Islamic Education Management Vol. 2 No. 1 (2026): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v2i1.100

Abstract

Under Article 65, paragraph 4, of Law No. 32 of 2009 concerning Environmental Protection and Management, every individual has both the right and the responsibility to participate in environmental management. Schools are expected to play a significant role in this regard. However, in reality, many schools still pay insufficient attention to implementing Environmental Education. This is reflected in conditions such as the absence of green spaces, scattered litter, damaged facilities, and other related problems. This study aims to examine the roles of madrasah residents in implementing Environmental Education at MTsN Manggarai, East Nusa Tenggara, as well as the supporting and inhibiting factors they encounter. This research employs a qualitative descriptive approach, designed to explore and comprehensively capture the social situation in depth and breadth. The data sources utilized consist of primary and secondary data. The findings indicate that in implementing Environmental Education, madrasah residents—including the head of the madrasah, the deputy head for facilities and infrastructure, teachers, and students—each have distinct roles. The primary supporting factor is the awareness among madrasah residents of the need to execute the cleanliness programs. Conversely, the inhibiting factors are the lack of awareness among some residents and inadequate facilities.
Conflict Management Based on Multicultural Values in Preventing Radicalism at Dea Malela International Modern Islamic Boarding School Rahma Nursyinsah
Faiyadhah | Journal of Islamic Education Management Vol. 2 No. 1 (2026): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v2i1.101

Abstract

Radicalism within Islamic educational institutions cannot be reduced to a purely doctrinal problem; it is also rooted in unmanaged social conflict dynamics within multicultural educational spaces. This article aims to construct a conceptual model of multicultural value-based conflict management as a strategy for preventing radicalism, applied contextually to Pesantren Modern Internasional (PMI) Dea Malela, Lenangguar, Sumbawa, West Nusa Tenggara, a boarding Islamic institution accommodating students from diverse socio-cultural backgrounds. This study employs an integrative literature review of scholarly works published between 2021 and 2026 on conflict management, multicultural education, and deradicalization in Islamic education. The findings reveal three key patterns: first, unmanaged multicultural conflict tends to escalate into identity segregation and radicalism; second, normative approaches to multicultural education show structural limitations because they tend to remain at a symbolic level; third, conflict management functions as a missing link connecting the internalization of multicultural values with social resilience against radicalism. The resulting theoretical model integrates three mechanisms—early conflict identification, dialogue-based resolution, and the transformation of conflict into social learning—grounded in the values of wasatiyyah, tasamuh, and ukhuwah. This model is relevant for boarding Islamic institutions with multicultural characteristics such as PMI Dea Malela and warrants further empirical testing.

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