Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan contains scientific writings on education, Social and Religious as well as educational innovations, and educational thoughts in the form of: Education (Curriculums, Teaching and Learning, Islamic Education, Educational Technology, Psychology and Counseling, Educational Sociology, Educational Management, Basic Education, Secondary Education, Higher Education, Special Education, Educational Research Methods, Innovation in Teaching, Learning, Assessment of Teacher Training and Education, Artificial Intelligence in Education, Biology Education, Digital and Hybrid Pedagogy, Character and Values-Based Education, and Education for Sustainable Development). Social (Communication Studies, Community Empowerment, Harmony and Conflict Resolution, Social Welfare, as well as Gender and Inclusion; furthermore, it includes legal perspectives ranging from Pure Law (Normative) and Social Law (Empirical) to more specific intersections such as Socio-Educational Law and Socio-Religious Law). Religious (Moderation and Religious Pluralism: Inclusive Tolerance, Interfaith Dialogue, Radicalism vs. Moderation. Sociology of Religion: Religious Institutions, Religious Leadership, Ritual as Social Cohesion. Religious Economics and Philanthropy: Zakat, Infaq, Sedekah, and Waqf (ZISWAF), Sharia/Ethical Economics, House-Based Economic Empowerment. Religious Education: Scriptural Literacy, Moral and Ethical Education, Integration of Science and Religion. Religious Law and Ethics: Family Law, Religious Bioethics, Environmental Ethics (Ecotheology).
Articles
159 Documents
<![CDATA[Seizing the Meaning of "Comprehensive" in Sexuality Education in Indonesia ]]>
<![CDATA[Rita Hendrawaty Soebagio]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.265
<![CDATA[The meaning of comprehensive in sexuality education is frequently associated with the breadth of topics included in the curriculum, although such breadth does not necessarily provide a coherent philosophical foundation for educational practice. This study critically examines how comprehensiveness is conceptualized in sexuality education implemented in Indonesia and reconstructs its meaning through the Islamic concept of kaffah. A qualitative conceptual-critical design was employed, integrating comparative document analysis with empirical evidence obtained from a survey of 227 elementary school teachers, semi-structured interviews with children, parents, teachers, and child–youth mentors, two focus group discussions, and expert validation. The findings reveal conceptual, pedagogical, and systemic limitations within existing sexuality education frameworks. More than half of the participating teachers demonstrated limited conceptual understanding of sexuality education, while classroom practices remained largely fragmented and concentrated on biological aspects. Comparative analysis further indicates that prevailing approaches primarily reflect horizontal comprehensiveness, emphasizing content coverage rather than philosophical integration. In response, this study proposes an Islamic Comprehensive Sexuality Education (PSKI) framework that combines age-appropriate scientific knowledge, child protection, and health literacy with the principles of tawḥīd, fiṭrah, amānah, adab, maqāṣid al-sharīʿah, ḥayāʾ, and ʿiffah. This reconstruction extends current discussions by redefining comprehensiveness as the integration of educational content, ethical orientation, and holistic human development, providing a conceptually grounded framework for curriculum development, teacher preparation, and sexuality education policy in Muslim elementary education. ]]>
<![CDATA[Rooting Generation Alpha Challenges and Guiding Them toward Islamic Education in Digital Age ]]>
<![CDATA[Hariyanto]]>;
<![CDATA[Abas Mansur Tamam]]>;
<![CDATA[Abuddin Nata]]>;
<![CDATA[Kisti Robati]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.139
<![CDATA[Generation Alpha is growing within a digital environment that increasingly shapes how children learn, communicate, behave, and develop their identities. While digital technology offers substantial educational opportunities, its uncontrolled influence may also contribute to instant gratification, weakened social interaction, declining appreciation of learning processes, reduced religious commitment, and other developmental concerns. This study aims to examine the major challenges faced by Generation Alpha in the digital age and formulate an Islamic educational framework for addressing these challenges. A qualitative library research design was employed by analyzing academic articles, scholarly opinions, books, and Islamic educational references concerning Generation Alpha, digital environments, child development, and Islamic education. The collected information was documented, reduced, thematically organized, compared across sources, and interpreted using the Miles and Huberman analytical framework. The findings indicate that the problems of Generation Alpha are interconnected across cognitive, affective, and psychomotor dimensions and are influenced by the interaction between technological exposure, social and material environments, and patterns of upbringing. Weak religious commitment and fragile personality formation emerge as central concerns underlying several behavioral and developmental problems. The study proposes an integrated Islamic educational framework grounded in Aqidah, Akhlaq, and Fiqh, complemented by intellectual, social, and psychomotor development and responsible technology use. The study contributes a holistic conceptual perspective for guiding Generation Alpha while recognizing the need for future empirical research to examine its applicability in diverse educational settings.]]>
<![CDATA[The Dynamics of Women’s Leadership Based on Islamic Values: A Sociological Analysis of Educational Institutions at the SMP IT Boarding School and SMP Al Islam Mujahidin in Cilacap ]]>
<![CDATA[Agus Suwanto]]>;
<![CDATA[Muh. Hanif]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.242
<![CDATA[This study examines the institutional context surrounding Islamic values-based women’s leadership in two private Islamic junior high schools in Cilacap, Central Java, Indonesia. Using a qualitative comparative documentary case study with a sociological orientation, the research analyzes scholarly publications, official educational records, accreditation data, institutional profiles, and publicly accessible materials. Data were organized through a document-review matrix and examined using thematic coding, within-case analysis, cross-case comparison, and sociological interpretation. The analysis focused on four interconnected themes: institutional legitimacy and Islamic school identity; discipline, character development, and religious culture; community communication and social capital; and gender-responsive leadership conditions. The findings indicate that the institutional space surrounding women’s leadership is shaped not only by individual capacity but also by the interaction of Islamic values, organizational arrangements, religious practices, and relationships of trust among schools, foundations, parents, and communities. The two cases share a common Islamic educational orientation but demonstrate different institutional configurations, suggesting that similar religious identities do not necessarily generate identical conditions for leadership legitimacy and authority. The study contributes a sociological perspective that connects women’s leadership in Islamic education with institutional legitimacy, religious culture, and social capital. Practically, it highlights the importance of inclusive organizational support, transparent communication, and collaborative institutional relationships. Because the study relies on documentary evidence, future field-based research is needed to examine how these conditions are experienced and negotiated in everyday leadership practice. ]]>
<![CDATA[The Relationship between Pedagogical Competence of Physical Education Teachers and Student Learning Motivation in Pademawu 2 Public Middle School, Pamekasan Regency ]]>
<![CDATA[Dwi Septiawan Azista]]>;
<![CDATA[Noer Wachid Riqza Firdaus]]>;
<![CDATA[Rendra Kusuma]]>;
<![CDATA[Mohammad Hasan Basri]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.243
<![CDATA[Physical Education, Sports, and Health (PJOK) requires teachers to combine instructional competence, effective communication, assessment, and appropriate learning media to maintain students’ engagement. This study examined the relationship between students’ perceptions of PJOK teachers’ pedagogical competence and their learning motivation at SMP Negeri 2 Pademawu, Pamekasan Regency. A quantitative correlational design was applied to 157 students from Grades VII–IX selected through proportionate stratified random sampling from a population of 257 students. Data were collected using two four-point Likert-scale questionnaires comprising 35 items on pedagogical competence and 24 items on learning motivation. The instruments were validated through expert judgment and pilot testing, with all items meeting the validity criterion and Cronbach’s alpha coefficients of 0.941 and 0.909, respectively. Descriptive statistics, Shapiro–Wilk normality testing, ANOVA-based linearity testing, and Pearson Product-Moment correlation were employed for data analysis. The findings showed that pedagogical competence and learning motivation were both at high levels, with achievement scores of 77.91% and 78.56%, respectively. Effective communication was the strongest pedagogical dimension, whereas ICT utilization showed the lowest achievement. Pearson analysis revealed a positive and significant relationship between pedagogical competence and learning motivation (r = 0.614, p < 0.001), with an associated contribution of 37.73%. The findings highlight the importance of strengthening teachers’ pedagogical practices, particularly communication and technology-supported instruction, to foster more motivating PJOK learning environments.]]>
<![CDATA[The Economic Behavior of Coastal Community in Bangil, Pasuruan Regency ]]>
<![CDATA[Mochamad Taufiq]]>;
<![CDATA[Dies Nurhayati]]>;
<![CDATA[Sugeng Pradikto]]>;
<![CDATA[Nunuk Khomariyah]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.245
<![CDATA[Coastal communities often face a tension between the need to manage limited and fluctuating income and the growing influence of consumption-oriented lifestyles. This study examines the economic behavior of the Bangil coastal community in Kalianyar Village, Pasuruan Regency, focusing on three dimensions: economic rationality, economic morality, and lifestyle. A qualitative case-oriented approach was employed with nine local fishermen selected through purposive sampling. Data were collected from March to July 2025 through in-depth interviews, direct observation, and documentation, while source triangulation was used to strengthen data credibility. The findings indicate that community members demonstrate rational economic behavior when prioritizing essential needs, considering product quality, consulting family members on major purchases, and reinvesting income in productive activities. However, these practices are accompanied by limited saving habits, weak separation between household and business finances, and reliance on borrowing when income is insufficient. Economic morality is primarily developed through family-based education, particularly through parental guidance on saving, responsible spending, and financial discipline, although inconsistent parental practices may weaken these habits among children. Lifestyle is strongly influenced by social surroundings, consumer trends, fashion, and technological developments, which can encourage spending based on wants rather than necessities. The study concludes that coastal economic behavior emerges from the interaction of rational decision-making, family economic education, and lifestyle pressures. Strengthening financial literacy, disciplined saving, responsible consumption, and family-based economic education is therefore important for improving household financial resilience in coastal communities.]]>
<![CDATA[Teacher Learning Innovation in the Perspective of Principal Academic Supervision and Digital Literacy: An Empirical Study of State Junior High School in Tanah Datar Regency ]]>
<![CDATA[Wirda Nengsih]]>;
<![CDATA[Sulastri]]>;
<![CDATA[Rusdinal]]>;
<![CDATA[Irsyad]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.249
<![CDATA[Teacher learning innovation is increasingly important as schools respond to curriculum transformation and the growing use of digital technologies. However, innovative learning practices among public junior high school teachers remain uneven, indicating the need to examine both organizational support and teachers’ digital capabilities. This study investigates the effects of principal academic supervision and teacher digital literacy on learning innovation among public junior high school teachers in Tanah Datar Regency, Indonesia. A quantitative correlational design was employed involving 296 teachers selected from a population of 619 teachers through proportionate stratified random sampling. Data were collected using a five-point Likert questionnaire measuring academic supervision, digital literacy, and learning innovation, and were analyzed using prerequisite tests and multiple linear regression with IBM SPSS Statistics. The findings indicate that principal academic supervision was positively and significantly associated with teacher learning innovation, with an R² value of 0.481. Teacher digital literacy also showed a positive and significant relationship with learning innovation, with an R² value of 0.514. When examined simultaneously, the two predictors produced an R value of 0.762 and explained 58.1% of the variance in teacher learning innovation. The findings suggest that strengthening learning innovation requires more than improving teachers’ individual digital capabilities; it also depends on supportive academic supervision that encourages professional reflection and instructional improvement. The study highlights the importance of integrating instructional leadership and continuous digital competence development in efforts to strengthen innovative teaching practices.]]>
<![CDATA[Building the Implementation of Digital Learning through Supportive Leadership of Principals and Professional Competencies of Teachers: The Role of Mediation of Self-Efficacy of Public Elementary School Teachers ]]>
<![CDATA[Nila Prianti]]>;
<![CDATA[Merika Setiawati]]>;
<![CDATA[Nellitawati]]>;
<![CDATA[Ahmad Sabandi]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.250
<![CDATA[Digital transformation in elementary education requires more than technological infrastructure; it also depends on leadership support, teacher competence, and teachers’ confidence in using technology. This study examined the effects of supportive principal leadership and teacher professional competence on digital learning implementation, with teacher self-efficacy as a mediating variable in public elementary schools in Kecamatan Pulau Punjung, Kabupaten Dharmasraya. A quantitative explanatory design was employed involving 186 teachers selected from a population of 336 teachers through proportional random sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to assess the measurement model, structural relationships, and mediation effects. The findings indicate that supportive principal leadership and teacher professional competence positively contribute to digital learning implementation. Teacher self-efficacy also plays an important role in strengthening teachers’ implementation of digital learning. Furthermore, the mediation analysis indicates that teacher self-efficacy functions as an intervening mechanism through which supportive leadership and professional competence contribute to digital learning implementation. These findings suggest that successful digital learning in elementary schools cannot be achieved through technology provision alone. Schools need to combine supportive leadership, continuous development of teacher professional competence, and efforts to strengthen teachers’ confidence in using digital technology. The study provides practical implications for principals and education authorities in designing integrated strategies for sustainable digital learning implementation. ]]>
<![CDATA[Transformation of Academic Supervision Through Reflective Coaching: Development of Clinical Supervision Models to Improve the Learning Performance of Junior High School Teachers ]]>
<![CDATA[Tesi Eka Putri]]>;
<![CDATA[Rusdinal]]>;
<![CDATA[Rifma]]>;
<![CDATA[Merika Setiawati]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.251
<![CDATA[Improving teachers’ instructional performance requires supervision practices that do more than assess administrative compliance. This study aimed to develop a clinical supervision model based on reflective coaching to support the continuous improvement of junior high school teachers’ instructional performance. A Research and Development (R&D) approach was employed using the ADDIE framework, comprising Analysis, Design, Development, Implementation, and Evaluation. The development process began with an analysis of existing supervision practices and teachers’ needs, followed by the design and development of the model and its supporting instruments. The initial product was reviewed by experts in educational supervision, instructional materials, learning, and language and subsequently revised according to their recommendations. The revised model was implemented with junior high school teachers to examine its practicality and applicability in an authentic school setting. The findings indicated that the developed model met the required feasibility aspects and could be implemented through clear supervision procedures, usable supporting instruments, classroom observation, reflective dialogue, and follow-up activities. Its implementation was associated with improvements in lesson planning, classroom instruction, learning evaluation, reflective practice, and the refinement of instructional strategies. The study concludes that integrating reflective coaching into clinical supervision can strengthen the developmental function of academic supervision by positioning teachers as active participants in professional learning. The model provides a practical framework for transforming supervision into a collaborative and reflective process that supports sustained improvement in teaching practice.]]>
<![CDATA[The Influence of Transformational Leadership and Work Environment on Teacher Performance through Motivation as a Mediating Variable at SMA NEGERI Pasaman Regency ]]>
<![CDATA[Rahmi Saleh]]>;
<![CDATA[Lusi Susanti]]>;
<![CDATA[Syahril]]>;
<![CDATA[Merika Setiawati]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.252
<![CDATA[This study examines the relationships between transformational leadership, work environment, teacher motivation, and teacher performance in public senior high schools in Pasaman Regency. A quantitative approach with an ex post facto causal-associative design was employed. The study involved 230 ASN teachers selected from a population of 495 teachers across 12 public senior high schools using proportional stratified random sampling. Data were collected through a five-point Likert-scale questionnaire measuring transformational leadership, work environment, motivation, and teacher performance. The data were analyzed using descriptive and inferential procedures to assess direct and indirect relationships among the variables. The findings indicate that transformational leadership contributed 48.1% to teacher motivation and 58.1% to teacher performance, while work environment contributed 51.4% to motivation and 54.4% to teacher performance. Motivation contributed 46.8% to teacher performance. The findings further indicate that motivation functions as a mediating variable in the relationships between transformational leadership and teacher performance and between work environment and teacher performance. These results demonstrate that teacher performance is influenced not only by leadership and workplace conditions but also by the motivational processes through which these organizational factors operate. The study highlights the importance of integrating transformational leadership, a supportive work environment, and sustained efforts to strengthen teacher motivation as part of school-based strategies for improving teacher performance.]]>
<![CDATA[Teacher Work Productivity in a Leadership Perspective: The Role of Instructional Leadership of School Principals, Employee Engagement and Power Motivation ]]>
<![CDATA[Atria Liyustari]]>;
<![CDATA[Anisah]]>;
<![CDATA[Ahmad Sabandi]]>;
<![CDATA[Novriyanti Achyar]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.253
<![CDATA[Teacher work productivity is an important determinant of educational quality, yet it is influenced by both organizational conditions and teachers’ psychological characteristics. This study aims to examine the effects of principal instructional leadership and employee engagement on teacher work productivity and to investigate the mediating role of teachers’ power motivation. A quantitative approach with a correlational ex post facto design was employed. The population comprised 2,003 civil servant teachers from 45 public junior secondary schools in Padang, Indonesia. Using multistage sampling and the Cochran formula, 416 teachers from 28 schools were selected as respondents. Data were collected through a five-point Likert-scale questionnaire measuring instructional leadership, employee engagement, power motivation, and teacher work productivity. Data were analyzed using Partial Least Squares Structural Equation Modeling with SmartPLS through measurement- and structural-model evaluation and bootstrapping at a 5% significance level. The findings indicate positive relationships between instructional leadership, employee engagement, power motivation, and teacher work productivity. Instructional leadership and employee engagement also positively contributed to teachers’ power motivation, while power motivation contributed positively to productivity. Furthermore, power motivation mediated the relationships between instructional leadership and teacher productivity and between employee engagement and teacher productivity. The model explained 52.1% of the variance in power motivation and 60.7% of the variance in teacher work productivity. These findings highlight the importance of integrating instructional leadership, employee engagement, and constructive power motivation to strengthen sustainable teacher productivity and school improvement. ]]>
