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Jurnal Ilmu Pendidikan (JIP)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 29877768     DOI : -
Core Subject : Education, Engineering,
Engineering Mathematics Other
JIP: Jurnal Ilmu Pendidikan, mencakup penelitian dan kajian di bidang pendidikan dan kebudayaan, seperti, manajemen pendidikan, praktik terbaik pendidikan, kurikulum, evaluasi pendidikan, kebijakan pendidikan, teknologi pendidikan, bahasa, arkeologi, pendidikan dan lain-lain baik kajian dalam bidang umum maupun dalam kajian Islam.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 266 Documents
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TRANSFORMATIONAL LEADERSHIP: REORIENTASI TUGAS PROFESIONAL KEPALA SEKOLAH DI SMP ALAM BANYUWANGI ISLAMIC SCHOOL Kania Maharani Setyowati; Siti Aimah
JIP: Jurnal Ilmu Pendidikan Vol. 4 No. 3 (2026): Jurnal Ilmu Pendidikan (JIP)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21757395

Abstract

This study aims to analyze the role of school principals in managing, directing, and developing education quality through effective and professional leadership. Using a descriptive qualitative method — observation, interviews, and document analysis — at SMP Alam Banyuwangi Islamic School, the findings show that professionalism-based leadership enhances teacher motivation, strengthens school culture, and significantly improves student academic achievement. This research contributes to a deeper understanding of how principals' leadership functions not only as administrative management, but also as a change agent oriented toward improving education quality. Thus, this study provides theoretical and practical foundations for developing more adaptive, innovative, and sustainable educational leadership models in the context of modern schools. The uniqueness of this research lies in its examination of professional principal leadership in a nature-based Islamic school.
REKONSTRUKSI MODEL MANAJEMEN PENDIDIKAN ISLAM BERBASIS DYNAMIC CAPABILITY Lailatul Badriyah; Siti Aimah
JIP: Jurnal Ilmu Pendidikan Vol. 4 No. 3 (2026): Jurnal Ilmu Pendidikan (JIP)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21757403

Abstract

This study aims to analyze the implementation of Islamic educational management in the face of educational transformation disruptions and to reconstruct an Islamic educational management model based on "Dynamic Capabilities" as an adaptive strategy to enhance the competitiveness and sustainability of educational institutions. The study employs a qualitative approach specifically a case study design focusing on Islamic educational institutions selected through purposive sampling. Data were gathered via in-depth interviews, observation, and document analysis, and subsequently analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. Data validity was verified through source and technique triangulation. The findings indicate that the implementation of Islamic educational management still faces various challenges, such as low adaptability to change, limited organizational innovation, and suboptimal resource management in responding to the dynamics of educational transformation. Applying Dynamic Capability principles through the dimensions of sensing, seizing, and transforming proved effective in enhancing organizational adaptability, strengthening institutional innovation, and fostering educational governance that is more responsive to change. The study contributes a reconstructed Islamic educational management model based on Dynamic Capabilities, serving as both a conceptual framework and a practical guide for administrators of Islamic educational institutions to build adaptive, innovative, and sustainable organizations in the era of educational transformation.
MODEL BIMBINGAN KONSELING KRISTEN BERBASIS SPIRITUALITAS DIGITAL UNTUK MENINGKATKAN KETAHANAN MENTAL PESERTA DIDIK GENERASI Z Tiara Fridayari Lembang; Dewi Silambi'; Jennifer Randa Bungan
JIP: Jurnal Ilmu Pendidikan Vol. 4 No. 3 (2026): Jurnal Ilmu Pendidikan (JIP)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21757428

Abstract

The advancement of digital technology has transformed the lifestyles of Generation Z students, impacting their psychological, social, and spiritual well-being. While technology facilitates easy access to information and communication, it also presents challenges such as anxiety, stress, identity crises, and low mental resilience. This article aims to examine the development of a Christian guidance and counseling model grounded in digital spirituality as an alternative approach to enhancing the mental resilience of Generation Z students. The study employs a qualitative method based on a literature review, analyzing relevant books and scholarly articles. The findings indicate that integrating Christian spiritual values ​​with digital technology can yield guidance and counseling services that are contextual, adaptive, and focused on character formation, faith strengthening, emotional regulation, and the enhancement of student adaptability. Furthermore, this model fosters collaboration among schools, families, and churches to support the holistic development of students. Thus, a Christian guidance and counseling model based on digital spirituality holds the potential to be an effective service model for building student mental resilience in the digital era.
PERAN KONSELOR KRISTEN DALAM MEMBANGUN LITERASI EMOSI PESERTA DIDIK PADA ERA KECERDASAN BUATAN Srialtia Yunirialda; Syefi Pandung; Joshua Layuk; Erwin Sandri Lopi
JIP: Jurnal Ilmu Pendidikan Vol. 4 No. 3 (2026): Jurnal Ilmu Pendidikan (JIP)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21757439

Abstract

The advancement of Artificial Intelligence (AI) has brought significant changes to the educational landscape, including impacts on students' emotional development. While easy access to information and digital interaction benefits the learning process, it also presents challenges such as a decline in the quality of social interactions, empathy, and emotional management skills. This article aims to analyze the role of Christian counselors in fostering students' emotional literacy in the AI ​​era. The study employs a library research method with a descriptive-qualitative approach, analyzing various relevant books, scholarly articles, and documents. The findings indicate that Christian counselors play a strategic role—acting as guides, educators, facilitators, role models, and spiritual companions—in developing students' emotional literacy by integrating Biblical values ​​with professional counseling approaches. Strategies implemented include strengthening self-awareness, developing emotional intelligence, promoting the ethical use of technology, and fostering collaboration among families, schools, and churches. The outcome of this role is the cultivation of students who possess emotional resilience, Christian character, adaptability to technological advancements, and the competence to use AI responsibly. Thus, Christian counseling serves as a vital component in realizing holistic education in the digital age.
ANALISIS GAYA BELAJAR VAK (VISUAL, AUDITORI, KINESTETIK) PADA SISWA KELAS IV DI SDN 38 SENGAWANG HILIR KECAMATAN TELUK KERAMAT TAHUN PELAJARAN 2025-2026 Cici Andini; Oskar Hutagaluh; Rona
JIP: Jurnal Ilmu Pendidikan Vol. 4 No. 3 (2026): Jurnal Ilmu Pendidikan (JIP)
Publisher : CV. Adiba Aisha Amira

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

Abstract

Every student has unique learning style characteristics in receiving, processing, and understanding information. These differences need to be identified by teachers to determine instructional strategies that are appropriate to students' learning needs. However, the fourth-grade teacher at SDN 38 Sengawang Hilir had not yet identified the learning style characteristics of the students, resulting in a learning process that was conducted in a general manner without considering individual learning style differences. Therefore, this study was conducted to analyze the VAK (Visual, Auditory, and Kinesthetic) learning style characteristics of fourth-grade students at SDN 38 Sengawang Hilir, Teluk Keramat District, during the 2025–2026 Academic Year. This study focused on: (1) the characteristics of visual learning styles among fourth-grade students at SDN 38 Sengawang Hilir during the 2025–2026 Academic Year; (2) the characteristics of auditory learning styles among fourth-grade students at SDN 38 Sengawang Hilir during the 2025–2026 Academic Year; and (3) the characteristics of kinesthetic learning styles among fourth-grade students at SDN 38 Sengawang Hilir during the 2025–2026 Academic Year. This research employed a qualitative approach with a descriptive research design. The research participants consisted of the fourth-grade teacher and fourth-grade students at SDN 38 Sengawang Hilir. Data were collected through observation, interviews, and documentation. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, time triangulation, and member checking. The findings revealed that: (1) visual learning style characteristics were demonstrated by the majority of students, who understood learning materials more easily through pictures, written texts, colors, instructional media, and demonstrations, making the visual learning style the most dominant tendency; (2) auditory learning style characteristics were shown by students who learned more effectively through teachers' explanations, discussions, question-and-answer sessions, and listening activities, although their number was smaller than that of visual learners; and (3) kinesthetic learning style characteristics were demonstrated by students who understood learning materials more easily through hands-on practice, the use of teaching aids, physical activities, and direct experiences, indicating that this learning style was also quite prominent in the learning process. Based on these findings, it can be concluded that fourth-grade students at SDN 38 Sengawang Hilir possess diverse learning style characteristics. Therefore, teachers should implement varied instructional strategies by integrating visual, auditory, and kinesthetic elements to create a more effective learning process and accommodate the learning needs of every student.
PERANAN GURU PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI DALAM MEMBINA SIKAP TOLERANSI BERAGAMA PADA SISWA KELAS VII DI SMP NEGERI 5 ABIANSEMAL Komang Ayu Mas Sandhi Intan Kusuma Putri
JIP: Jurnal Ilmu Pendidikan Vol. 4 No. 3 (2026): Jurnal Ilmu Pendidikan (JIP)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21757480

Abstract

This research is motivated by the critical importance of fostering religious tolerance from an early age within formal school environments to mitigate potential social friction in a pluralistic society. Educational institutions, such as SMP Negeri 5 Abiansemal, exhibit a dynamic heterogeneity of religious backgrounds among both students and educators. This study aims to examine: (1) the manifestations of religious tolerance among 7th-grade students, (2) the role of Hindu Religious Education and Character teachers in fostering this tolerance, and (3) the impacts resulting from the implementation of tolerance within the school. A qualitative approach with an observational case study design was employed in this research. Data collection involved non-participant observation, semi-structured interviews with key informants (the Principal, Hindu religion teachers, and students), and documentary studies. The gathered data were analyzed through data reduction, data display, and conclusion drawing, with data validity ensured via triangulation methods. The results indicate that: (1) Religious tolerance among 7th-grade students at SMP Negeri 5 Abiansemal is harmoniously manifested through associative social interactions and inclusive cooperation, regardless of differing beliefs. (2) Hindu Religious Education and Character teachers play a crucial role as educators (providing moral role modeling), instructors (applying contextual learning strategies through lectures and storytelling), and mentors (guiding moral reasoning based on the teachings of Tat Twam Asi). (3) The tangible impacts of implementing tolerance include a safe, low-conflict school climate, the growth of mutual compassion, and the comprehensive actualization of the Tri Hita Karana philosophy through its pillars: Parahyangan (daily religious activities), Pawongan (social-religious moderation), and Palemahan (ecological awareness).

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