Faiyadhah | Journal of Islamic Education Management
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 May and November). 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.
Conflict Management Based on Multicultural Values in Preventing Radicalism at Dea Malela International Modern Islamic Boarding School
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.
Copyright (c) 2026 Rahma Nursyinsah (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Madrasah Residents in the Implementation of Environmental Education at MTSN Manggarai, East Nusa Tenggara
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.
Copyright (c) 2026 Nur Fadilah (Author); Matnur Ritonga (Translator) https://creativecommons.org/licenses/by-nc-sa/4.0
The Thoughts of Muslim Scholars on Tawhid as the Foundation of the Philosophy of Islamic Education
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.
Copyright (c) 2026 Dinda Nuraeni, Harun Arrasyid, Novaliza Fitria Andini (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Islamic Montessori Learning Model for Early Childhood Islamic Religious Education
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.
Copyright (c) 2026 Nurmalina Nurmalina, Nazifah, Imam (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Boosting Students: Learning Organization Training for Greater Commitment at SMK SASMITA 2
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.
Copyright (c) 2026 Kahfi Kahfi, Sevenhot Marulitua Togatorop, Ahmad Raihan, Afrian Herlambang, Kusdriantina Kusdriantina, Suheri Suheri, Yulita Pujilestari, Dede Siswandi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Supporting and Inhibiting Factors in Managing a Sanad-Based Qur’an Memorization Program at STIU Wadi Mubarak Bogor
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.
Copyright (c) 2026 Lamya Hayatina, Iswan Iswan, Widia Winata (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Relevance of Surah Makkiyah and Madaniyah in Character Education
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.
Copyright (c) 2025 Ahmad Hadi Pranoto, Raharjo Raharjo , Lutfiyah Lutfiyah , Abid Nurhuda, Ali Anhar Syi’bul Huda (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Management of Islamic Religious Education Values Implementation for Students with Autism
This study aims to analyze in-depth the management of planning, implementation, and evaluation in instilling Islamic educational values in autistic students at Nur Asih Special Needs School. Islamic education for children with special needs, especially autistic children, requires a different and more personalized approach compared to children in general. Therefore, the planning, implementation, and evaluation processes must be carried out carefully and tailored to the unique characteristics of each individual. This study used a qualitative approach with a case study method, with data collection techniques through in-depth interviews with the principal, class teachers, and Islamic religious education teachers at Nur Asih Special Needs School. The results show that in the planning stage, the school has adapted the curriculum to suit the needs, potential, and limitations of autistic students, and inserted Islamic values ​​gradually and contextually. In the implementation stage, the learning methods used are flexible and adaptive, such as individual learning, the use of visual media, and direct practice in religious activities such as congregational prayer, daily prayer habits, and gradual learning of the Quran. Evaluation is carried out periodically by paying attention to the development of cognitive, affective, and psychomotor aspects of students. Evaluation also serves as the basis for providing remedial and enrichment programs. The values instilled include aspects of akidah (faith), ibadah (religious practice), and akhlak (daily behavior), with the ultimate goal of developing a strong and contextual Islamic character in the lives of autistic students. This study emphasizes the importance of synergy between schools, families, and the surrounding environment in supporting successful learning. The results are expected to serve as a reference for other educational institutions in implementing inclusive, effective, and sustainable Islamic education management for children with special needs.
Copyright (c) 2025 Kahfi Pratama, Anas Fauzi, Hasyim Abdul Jamil (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Guidelines Islamic Curriculum Renaissance
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.
Copyright (c) 2025 Wildan Miftahussurur, Muhammad Fikri, Muhammad Abdul Hamid (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Scouting activities in Indonesian secondary schools are formally framed as instruments of character formation through discipline, responsibility, and obedience. Field observations, however, reveal that routines such as marching drills, uniform inspections, and behavioral standardization foster hidden militarization embedded within the hidden curriculum, shaping school culture and pedagogical relationships. Adopting a qualitative case study design, the research involved eight secondary schools in East Java, employing in-depth interviews, participatory observations, and policy document analysis, followed by Miles, Huberman, and Saldaña's interactive analytic model. Findings demonstrate that scouting successfully cultivates orderliness and procedural discipline yet simultaneously constructs a compliance habit that constrains dialogic spaces and suppresses student voice. These disciplinary norms permeate classroom practices, reinforcing hierarchical teacher-student relationships and exposing a paradox between the goals of character education and the Merdeka Belajar policy, which promotes creativity and participatory learning. Theoretically, the research enriches studies on the hidden curriculum by operationalizing soft militarization within Indonesian secondary education. Practically, it proposes strategies for dialogic discipline to balance procedural order with academic freedom, enabling scouting-based character education to foster learners who are not only compliant but also critical, creative, and actively engaged.
Copyright (c) 2025 Mohammad Fikri (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges and Opportunities of the Abu Zairi Salafiyah Islamic Boarding School as an Islamic Educational Institution in the Era of Globalization
Pesantren are Islamic educational institutions that play a vital role in preserving Islamic values amidst the current of globalization. However, to remain relevant and sustainable, Islamic boarding schools must adapt to the changing times without losing their identity. This study aims to analyze the challenges and opportunities faced by Islamic boarding schools in the era of globalization, using a case study at Pondok Islamic boarding school Salafiyah Abu Zairi Tlogosari Bondowoso. The research employs a qualitative approach with field research methods, where data is collected through observation, interviews, and documentation. The findings indicate that Pondok Islamic boarding school Salafiyah Abu Zairi successfully upholds salaf values such as sincerity, simplicity, and independence, while integrating modern elements into its education system, particularly in strengthening Arabic and English language programs. This becomes a strategic opportunity to enhance students' competitiveness in a global context. The main challenges, on the other hand, include limited facilities and human resources. However, with adaptive leadership and community support, the Islamic boarding school is able to respond to these challenges in a contextual manner.
Copyright (c) 2025 Muhammad Imron Rosidi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Management of Facilities and Infrastructure in Supporting the Teaching and Learning Process at SMPS an-Nakhil Darunnajah 6 Mukomuko, Bengkulu
Educational facilities and infrastructure are key factors in supporting schools' teaching and learning process effectiveness. Good management will create a conducive learning environment for students and educators, improving the quality of learning. This study aims to analyze the management of facilities and infrastructure at SMPS An-Nakhil Darunnajah 6 Mukomuko Bengkulu, focusing on three main aspects: planning, utilization, and supervision. This study uses a qualitative method with a descriptive approach. Data collection techniques are done through observation, in-depth interviews with school principals and related parties, and documentation from various relevant sources. The data obtained was analyzed using the Miles and Huberman model, which consisted of data reduction, data presentation, and a conclusion drawn. The study results show that the management of facilities and infrastructure in this school still faces several obstacles, such as budget limitations, a lack of professionals in maintenance, and limited classrooms, which force some teaching and learning activities to be carried out in mosques or prayer rooms. Nevertheless, improvement efforts continue to be carried out through planning to procure facilities, optimize the use of existing facilities, and periodic supervision of infrastructure conditions. The conclusion of this study confirms that good management of facilities and infrastructure plays an important role in creating a conducive learning environment. The recommendations submitted include improving budget planning, regularly maintaining facilities, and using technology to manage school facilities and infrastructure.
Copyright (c) 2025 Rita Sugiarto, Muhamad Towil Akhiruddin, Matnur Ritonga (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Building a Positive Image of Islamic Educational Institutions by Understanding the Values of Public Relations Management ​​of Islamic Education based on The Qur'an
Educational institutions and society have a close reciprocal relationship. This study aims to examine the values of public relations management (PR) contained in the Qur'an. The method used is a literature study, with data collection from sources such as the Qur'an, interpretations, books, and other relevant references. Content analysis is used as a data analysis technique. The results of the study indicate that the values of public relations management in the Qur'an include: 1). Qaulan Ma'rufa (Good speech), 2). Qaulan Sadida (Honest and correct speech), 3). Qaulan Baligha (Communication that is right on target and easy to understand), 4). Qaulan Karima (Noble words), 5). Qaulan Layyinan (Gentle words), 6). Qaulan Maysura (Light and easily accepted words). By implementing these values in the public relations management of Islamic educational institutions, it can be an effective strategy to build a positive image in the eyes of the public.
Copyright (c) 2025 Dewi Haryati Dewi, Asriani Putri, Syafaatul Habib (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Archive Management in Improving Administrative Services of Educational Institutions
Archive management refers to all activities or tasks related to administration and archive management. The effective implementation of archive management can have a positive impact on improving administrative services in an institution. At MIN 1 Serang, archive management is implemented through several archive management processes aimed at enhancing administrative service quality. This study uses a qualitative approach to describe archive management in detail based on five key indicators, which were obtained through interviews with several madrasah officials, observations, and documentation. The research findings indicate that the archive management at MIN 1 Serang includes: (1) the creation of archives based on incoming and outgoing letters, (2) the distribution of archives, which is done both manually and through email and WhatsApp, (3) the use of archives categorized by type, namely vital archives (student diplomas, operational permits, land certificates) and active archives (cooperation agreements, employee documents), (4) the maintenance of archives using clearholders stored in a safe cabinet in an air-conditioned room, while archives that are no longer in use are stored in the madrasah warehouse for destruction, and (5) the destruction of archives is carried out by burning those that have exceeded a period of 5 to 10 years.
Copyright (c) 2025 Idham Idham (Author); Rokimin Rokimin (Translator); Afdah Afdah (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
School Library Management to Develop Students' Interest in Reading in Junior High School
School libraries are essential in supporting teaching and learning activities and increasing students' interest in reading. This study aims to analyse library management at Annakhil Darunnajah 6 Junior High School, Mukomuko, Bengkulu, to foster and develop students' interest in reading. The research methods used include observation, interviews, and documentation. Based on the results of the study, it shows that the management of the school library to foster and develop students' interest in reading at SMP Annakhil Darunnajah 6 includes five stages, including: (1) The library planning stage, which includes the vision, mission, and goals of the library, has been carried out well. (2) The stage of organising the library includes the division of tasks and coordination, which still needs to be improved. (3) The implementation stage of library management consists of borrowing, reading, and literacy services, which are running well. (4) The supervision stage of library management is carried out by the person in charge with direct observation and written reports; and (5) The evaluation stage of library management, which is carried out weekly and monthly by the library team and the principal. Overall, the library management at this school has been running well, but improvements are still needed in coordination and continuous evaluation
Copyright (c) 2025 Wike Aprianti, Muchammad Ibnu Muzakir (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Quality of Educational Services: Perspective of Task Division and Supervision
This study aims to examine the effect of task division and supervision on the quality of educational services at the Hudatul Falah Foundation, Ciseeng, Bogor Regency. Using a quantitative approach with a correlational method, this study involved all teachers at the foundation, with a sample size of 60 respondents. Data were collected through a questionnaire that measured three main variables: task division, supervision, and quality of educational services. The results of the regression analysis showed that task division had a significant effect on service quality with a correlation coefficient of 0.859 and a determination coefficient of 0.738. Supervision also had a significant effect with a correlation coefficient of 0.740 and a determination coefficient of 0.548. The combination of the two showed a very strong effect on service quality, with a correlation coefficient of 0.881 and a determination coefficient of 0.776. These findings indicate that clear management of task division and effective supervision can improve the quality of educational services, making a positive contribution to the management of education in other educational institutions
Copyright (c) 2025 Nur Isyanto (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Islamic Education Policy in Improving Access to Education for Marginalized Communities in Indonesia
Access to education for marginalized communities in Indonesia still faces various geographical, economic, and social barriers. This research aims to analyze how Islamic education policy plays a role in improving access to education for marginalized groups, especially through Islamic education institutions such as madrasah and Islamic boarding schools. This research uses a qualitative approach with a literature review method that examines various secondary sources from journals, policy reports, and relevant official data. The results show that Islamic education policy has made a real contribution in expanding the reach of education in the 3T areas (underdeveloped, frontier, and outermost). Madrasahs and pesantren have become an alternative education that is easily accessible to marginalized communities, especially because they are located in remote areas. In addition, government programs such as the School Operational Assistance (BOS) and the Smart Indonesia Program (PIP) also support the continuation of education for children from underprivileged families. However, there are still inequalities in the quality of education and facilities available in Islamic education institutions in remote areas. Therefore, in addition to expanding access, future policies need to focus on improving the quality of education equally.
Policy; Islamic Education; Access; Marginalized Communities; Indonesia
Copyright (c) 2025 Retisfa Khairanis, Muhammad Aldi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Contribution of Islamic Education in Shaping the Social Awareness of the Digital Literate Community
The development of information technology has given birth to a digital literate community that is active in virtual spaces, but it is not uncommon to experience degradation of social awareness due to the flow of unfiltered information. This research aims to reveal the contribution of Islamic education in shaping and improving the social awareness of the digital literate community. This research uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation of digital literate community members involved in digital platform-based Islamic education activities. The results show that digital based Islamic education has a significant impact on increasing social values such as tolerance, ethics in interacting online, and concern for social issues. Platforms such as YouTube, Instagram, and podcasts have proven effective in delivering Islamic content that has an impact on changes in community behavior, including increased tolerance, reduced spread of negative content, and active participation in online and offline social activities. Thus, Islamic education has an important contribution in building sustainable social awareness in the midst of a digital literate community, and is able to become a constructive alternative in facing the social challenges of the digital era.