MUMTAZ : Jurnal Pendidikan Agama Islam
type: channel
description: MUMTAZ: Jurnal Pendidikan Agama Islam is a periodical scientific journal published by the Department of Islamic Education, Faculty of Tarbiyah, Universitas Islam Ibrahimy Banyuwangi, Indonesia. The journal specializes in the study of Islamic education science and research. The journal invites scientists, scholars, professionals, and researchers in the field of Islamic education to contribute articles for publication. All submissions undergo a rigorous selection process, peer review by experts, and editorial refinement. MUMTAZ is published four times a year (quarterly) in March, June, September, and December, ensuring timely dissemination of cutting-edge research in Islamic education.
publisher: Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi
language: en
publication name: MUMTAZ : Jurnal Pendidikan Agama Islam
issn: 2809-2139
items: Reframing Sufism: Abuya Dimyati’s Embodied Spirituality as a Model of Religious Moderation in Contemporary Islam
items: Transforming Early Childhood Education through Digital Play and Interactive Flat Panels
items: Principal’s Academic Supervision: Enhancing Teachers’ Pedagogical Competence in Junior High Schools
items: Spiritual Pedagogy of the Sufism Model in Pesantren: Effectively Shaping Inclusive and Moderate Character Among Students
items: Phenomenological Analysis of Organization-Based Moderate Islamic Education in Madura
items: Moral Education Models in Traditional and Modern Pesantrens: A Comparative Ethnography of Character Building in Banten
items: Family-Based Islamic Religious Education in Parenting Practice in Early Childhood Education
items: Contextual Teaching and Learning Based on HOTS and Pancasila Profile: Its Influence on Learning Interest in Islamic Religious Education
items: Many-Facet Rasch Model (MFRM) for Digital Citizenship Measurement Analysis in Islamic Schools: A Bibliometric Review
items: Islamic Instructional Leadership Practices in Madrasah Ibtidaiyah
items: The Role of Islam in the Preservation and Transformation of Sasak Traditions: An Ethnographic Study of the Merariq Tradition among Minors
items: From Subordination to Authority: Women’s Negotiation in Pesantren’s Patriarchal Order
items: Aesthetics and Islamic Education in Sasak Wayang: Integration of Religious Values and Local Culture
items: Transforming Islamic Education Through Eco-Pedagogy: Strategic Leadership of Kiai in Pesantren
items: Needs Analysis of Professional Competence of Islamic Religious Education and Character Education Teachers in Implementing Merdeka Curriculum
items: Potential of Adhocracy Culture in Shaping Character Development and Social Quality of Islamic Students
items: Implementation of Islamic Education in Shaping Ethics and Morals of Early Childhood in East Kalimantan
items: Teachers as Soft-Prevention Actors: Wasatiyyah and School-Based Resistance to Youth Radicalization in Indonesia
items: Implementation of Character Education through the Teaching Campus Program as an Effort to Strengthen Students’ Character Values
items: Resistance of Students from Migrant Worker Families Towards the Internalization of Mubadalah Values In Islamic Education
items: The Dialectics of Tradition and Innovation: Hybridizing Peer Teaching within the Kitab Kuning Learning Ecosystem
items: Tautological Expressions and the Affirmation of God’s Oneness in the Qur’an: A Stylistic and Theological Analysis
items: Shaping the Religious Character of Students from Fishermen Families Through Islamic Religious Education and Character Building
items: Work Motivation and Employee Performance: The Roles of Discipline and Trustworthiness at Ditjen Pendidikan Islam
items: Implementation of Deep Learning and Gamification to Increase Student Learning Engagement
items: Integration of 21st Century Skills in Pesantren Education: An Innovative Model for Improving the Global Competence of Santri
items: EVP Strategy for Islamic Boarding Schools: Balancing Formal Recognition and Charismatic Legitimacy for Retention
items: Internalisasi Nilai-Nilai Moderasi Beragama Melalui Kearifan Lokal Bugis Makassar: Studi Multi-Situs di Sekolah Menengah Atas Islam
items: Multiculturalism and Islamic Education in Western Contexts: Navigating Identiity, Faith, and Citizenship
items: Integration of Gestalt Counseling in Pesantren Counseling Management System: A Strategy to Improve the Psychological Well-Being of Students’

Reframing Sufism: Abuya Dimyati’s Embodied Spirituality as a Model of Religious Moderation in Contemporary Islam
type: item
description: This study examines Abuya Dimyati’s Sufism as a model of religious moderation and spiritual wisdom in the modern era. The research is motivated by the growing crisis of spirituality, the rise of religious extremism, and the transformation of religious authority in the digital age. Using a qualitative approach with a library research design, this study analyzes primary sources such as Abuya Dimyati’s teachings, sermons, and documented practices, as well as relevant contemporary scholarly literature. Data were analyzed using content analysis and hermeneutic interpretation to uncover the epistemological, ethical, and social dimensions of his Sufism. The findings reveal that Abuya Dimyati’s Sufism is rooted in akhlaqi Sufism, emphasizing the integration of sharia and haqiqa through ethical transformation and spiritual discipline. His teachings embody four core values of religious moderation: rahmah (compassion), tawazun (balance), zuhud (simplicity), and tasamuh (tolerance). These values function as internal mechanisms of ethical regulation, shaping both individual consciousness and social interaction. Furthermore, his Sufism reflects an “embodied spirituality” that integrates spiritual practice with social engagement, contributing to community harmony. This study proposes Sufism as a transformative moderation framework encompassing epistemological, psychological, and socio-practical dimensions. It argues that Abuya Dimyati’s Sufism provides a relevant and integrative response to contemporary challenges, including digital religiosity, polarization, and the crisis of religious authority. The study contributes to the development of Sufism as a contextual and globally relevant paradigm for fostering moderate, inclusive, and humanistic religious life.
subject: Articles
  topic: section
subject: Sufism
  topic: keywords
subject: Religious Moderation
  topic: keywords
subject: Abuya Dimyati
  topic: keywords
subject: Spiritual Wisdom
  topic: keywords
subject: Islamic Spirituality
  topic: keywords
subject: Modern Era
  topic: keywords
creator: Mukhtar Hanif Zamzamy
creator: Aminullah Elhady
creator: Ubaidillah
creator: Lailatul Usriyah
rights: Copyright (c) 2025 Mukhtar Hanif Zamzamy , Aminullah Elhady, Ubaidillah, Lailatul Usriyah http://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 582
ending page: 593
doi: 10.69552/mumtaz.v5i2.3674

Transforming Early Childhood Education through Digital Play and Interactive Flat Panels
type: item
description: This study explores the implementation of technology-enhanced Play-Based Learning (PBL) through the use of Interactive Flat Panels (IFPs) in an early childhood education context. Adopting a qualitative case study design at TK Masyithoh Mambaul Ulum Paiton, data were collected through classroom observations, semi-structured interviews with teachers and parents, and analysis of instructional documentation. The study examines how digital pedagogy is enacted within play activities and how such practices relate to holistic child development. Findings suggest that PBL was deliberately structured by aligning developmental objectives with integrated concrete, role-based, and digital play scenarios. The incorporation of IFP technology appeared to influence patterns of classroom engagement, particularly in children’s attentional focus and collaborative interaction. Observational data indicate that language and social-emotional domains were more prominently stimulated, while fine motor and analytical domains received comparatively less emphasis. Rather than asserting causal effectiveness, this study provides a context-sensitive account of how digital tools are pedagogically interpreted and integrated within play-based instruction. The findings underscore the importance of teacher readiness and intentional design in shaping balanced developmental stimulation. This case contributes to ongoing discussions on digital pedagogy in early childhood education by highlighting the complexities of integrating interactive technology within a holistic Play-Based Learning framework.
subject: Articles
  topic: section
subject: Digital Learning Media
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Role Playing, Method, Learning Outcomes.
  topic: keywords
creator: Nur Aisyah
creator: Fatimatuz Zahro
rights: Copyright (c) 2025 Nur Aisyah, Fatimatuz Zahro http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 992
ending page: 1012
doi: 10.69552/mumtaz.v5i3.3669

Principal’s Academic Supervision: Enhancing Teachers’ Pedagogical Competence in Junior High Schools
type: item
description: This study investigates the implementation of academic supervision by the principal in enhancing teachers’ pedagogical competence at State Junior High School. The quality of education is closely associated with the effectiveness of the learning process, and academic supervision plays a strategic role in strengthening teachers’ professional capacity. Employing a qualitative descriptive approach, the study explores the stages of planning, implementation, and evaluation of academic supervision conducted by the principal. Data were collected through classroom observations, semi-structured interviews, and document analysis involving the principal, the vice principal for curriculum affairs, and teachers. The data were analyzed through systematic processes of data reduction, data display, and thematic conclusion drawing, supported by triangulation and member checking to ensure validity and credibility. The findings indicate that academic supervision was implemented systematically and continuously. In the planning stage, the principal developed a structured supervision program, determined schedules and instruments, and integrated professional development activities such as workshops and training sessions. During the implementation stage, supervision was carried out through classroom observations, clinical and individual supervision, and reflective dialogue sessions that provided constructive feedback. The evaluation stage was conducted periodically to assess teachers’ progress and determine appropriate follow-up actions. The results demonstrate measurable improvements in lesson planning, instructional strategies, classroom management, and assessment practices. Despite challenges such as limited time and teachers’ workload, academic supervision made a significant contribution to enhancing pedagogical competence and strengthening the overall quality of the learning process.
subject: Articles
  topic: section
subject: Principal Academic Supervision
  topic: keywords
subject: Teachers’ Pedagogical Competence
  topic: keywords
subject: Junior High School
  topic: keywords
creator: Hairun Najwa
creator: Siti Raudhatul Jannah
creator: Hamdi Zas Pendi
rights: Copyright (c) 2025 Hairun Najwa, Siti Raudhatul Jannah, Hamdi Zas Pendi http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 904
ending page: 935
doi: 10.69552/mumtaz.v5i3.3662

Spiritual Pedagogy of the Sufism Model in Pesantren: Effectively Shaping Inclusive and Moderate Character Among Students
type: item
description: This study analyzes the concept, implementation, and spiritual impact of Sufism pedagogy in shaping inclusive and moderate character among students at the Bahruddin Islamic Boarding School. Employing a qualitative approach with a case study design, data were collected through observation, interviews, and document analysis to address three research questions concerning the conceptual framework, implementation model, and educational outcomes. The findings reveal, first, that the concept is realized through the integration of Sufi moral principles with spiritual practices such as dhikr and muhasabah, transmitted through direct guidance (talaqqi) and the exemplary role modeling (uswah) of the kyai. Second, the model is implemented through a hidden curriculum that instills values of mahabbah (love), tasamuh (tolerance), and tawazun (balance) in daily life, reinforced through dialogue and cross-group social activities. Third, this implementation significantly contributes to the development of more inclusive religious attitudes among students, characterized by appreciation of diversity and commitment to the middle path (wasatiyyah), as reflected in their rejection of extremism. The study concludes that Sufism education based on spiritual pedagogy constitutes an effective holistic model for instilling inclusive and moderate character, offering a relevant framework for strengthening religious moderation in Islamic educational environments.
subject: Articles
  topic: section
subject: Spiritual Pedagogy
  topic: keywords
subject: Sufism
  topic: keywords
subject: Pesantren
  topic: keywords
subject: Inclusive
  topic: keywords
creator: Mokhamad Mahrus
creator: Achmad Yusuf
creator: Saifulah
creator: M. Anang Sholikhudin
rights: Copyright (c) 2026 Mokhamad Mahrus, Achmad Yusuf, Saifulah, M. Anang Sholikhudin http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1227
ending page: 1259
doi: 10.69552/mumtaz.v5i4.3660

Phenomenological Analysis of Organization-Based Moderate Islamic Education in Madura
type: item
description: This research aims to understand how Aswaja teachers interpret ikhtilaf in NU-based Aswaja subjects at NU-based Islamic educational institutions in Madura. This research uses a phenomenological approach with data collection techniques through in-depth interviews, observations, and documentation. Phenomenological analysis is used to explore teachers' subjective experiences, then combined with theoretical analysis that refers to Max Weber's theory of social action, specifically the concept of verstehen and the rationality of value (wertrational), to understand the meaning behind their pedagogical actions. The findings of the study show that ikhtilaf has three main meanings. First, as a general and flexible sunnah practice. Second, as mercy, which is seen as a manifestation of Allah's love for His people. Third, as an organizational identity that gains cultural, structural, and theological legitimacy. This meaning is formed through the process of primary socialization in the family and ngaji teachers, as well as secondary socialization in Islamic boarding schools and the social environment of NU-an. From the perspective of social action, this meaning represents the rationality of values based on obedience to scholars and religious postulates. Therefore, when faced with organizations with different views, Aswaja teachers show an open attitude as long as their religious practices are not disturbed or discredited.
subject: Articles
  topic: section
subject: Phenomenology
  topic: keywords
subject: Islamic Education
  topic: keywords
subject: Moderation
  topic: keywords
subject: Organization
  topic: keywords
creator: Muh. Azkar
creator: Maimun
creator: Abdul Azis
rights: Copyright (c) 2025 Muh. Azkar, Maimun, Abdul Azis http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 958
ending page: 973
doi: 10.69552/mumtaz.v5i3.3659

Moral Education Models in Traditional and Modern Pesantrens: A Comparative Ethnography of Character Building in Banten
type: item
description: Islamic boarding schools shape students' character through intensive education, exemplary leadership (uswah hasanah), religious practices, and comprehensive moral development. This study analyzes the moral education models in two types of Pesantrens, encompassing guidance systems, implementation factors, and the internalisation of spiritual values. Employing a qualitative ethnographic approach, data were gathered through interviews, observations, and documentation. The analysis followed the stages of data condensation, display, and conclusion drawing, with validity ensured through triangulation. The findings reveal that: (1) The moral education model instills adab (etiquette), piety, and responsibility through worship, spiritual guidance, and social habituation grounded in the Quran and Hadith. (2) The educational process—comprising ritual worship, Quranic memorization, classical text (Kitab Kuning) studies, and methods such as exemplary behavior, counseling, and dialogue—plays a pivotal role in fostering discipline and deepening spiritual understanding. (3) The outcomes demonstrate significant positive behavioral shifts, including enhanced politeness, spiritual awareness, independence, and empathy. (4) Implementation is supported by routine worship and a conducive environment, though challenged by educator coordination gaps and external cultural influences via technology. (5) Comparative analysis indicates that while traditional (Salafiyah) Pesantrens focus heavily on adab and classical texts, modern Pesantrens integrate moral values systematically into the broader curriculum. Both models effectively cultivate religious character through discipline, respect, and social concern.
subject: Articles
  topic: section
subject: Moral Education
  topic: keywords
subject: Traditional Pesantren
  topic: keywords
subject: Modern Pesantren
  topic: keywords
creator: Dadan Sunandar
creator: Zakaria Syafei
creator: Muhajir
creator: Wasehudin
rights: Copyright (c) 2026 Dadan Sunandar, Zakaria Syafei, Muhajir, Wasehudin http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1260
ending page: 1277
doi: 10.69552/mumtaz.v5i4.3657

Family-Based Islamic Religious Education in Parenting Practice in Early Childhood Education
type: item
description: Islamic religious education in early childhood requires continuity of values between home and school because the family plays the role of the first educational environment. This study aims to describe the implementation of family-based Islamic religious education in parenting practices in Sang Cipta Rasa Flagship Kindergarten, including value strengthening strategies, home-school consistency, impact on child development, and contemporary challenges. The research uses a qualitative approach with a case study design. The research subjects included school principals, classroom teachers, and parents who were selected purposively. Data were collected through semi-structured interviews, participatory observations, and analysis of parenting program documents and school-parent communication. Data analysis is carried out by thematic analysis, and the validity of the data is maintained through triangulation, member checking, peer discussion, and trace audits. The results of the study show that family-based Islamic religious education is carried out through a systematic home-school partnership in the form of religious parenting programs, routine communication, and guidelines for habituating values at home. The Islamic parenting pattern of parents tends to be empathic-dialogical with an emphasis on example, habituation, and warm communication. The consistency of home-school values contributes to the stability of children's religious behavior and the strengthening of moral, social, and emotional development (manners, discipline, empathy, and self-control). Key challenges include limited parental time, variations in religious literacy, and exposure to digital media. The study concludes that the collaborative-integrative home-school model is effective in strengthening the internalization of Islamic values in early childhood, with the need to strengthen parenting assistance and active digital mediation.
subject: Articles
  topic: section
subject: Islamic Religious Education, Islamic Parenting, Home–School Partnership, Early Childhood
  topic: keywords
creator: Mohammad Akmal Haris
rights: Copyright (c) 2025 Mohammad Akmal Haris http://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 564
ending page: 581
doi: 10.69552/mumtaz.v5i2.3647

Contextual Teaching and Learning Based on HOTS and Pancasila Profile: Its Influence on Learning Interest in Islamic Religious Education
type: item
description: Learning interest is one of the fundamental factors in learning. Conventional and monotonous learning causes low interest in learning among students. Efforts to overcome this by creating meaningful learning, namely applying contextual teaching and learning based on Higher Order Thinking Skills (HOTs) and the Pancasila profile. This study aims to determine the influence of HOTs-based contextual teaching and learning and the Pancasila profile on learning interest Islamic Religious Education at State Vocational High School 2 Bondowoso. Type of comparative causal research with a sample size of 69 students. Data were collected using validated research instruments. Data analysis used the independent sample t-test and simple linear regression analysis. The results show that the mean score for the CTL group was 64,53, while the mean score for the conventional group was 56,31, and the significance value of the regression analysis results 0,000<0,05, meaning that contextual teaching and learning based on HOTs and the Pancasila profile had a significant simultaneous influential on learning interest Islamic Religious Education in grade X at State Vocational High School 2 Bondowoso. These findings indicate students' ability to analyze material, connect it to relevant life experiences, and apply it in real life. Therefore, HOTs-based contextual learning and the Pancasila profile are proven to be effective in increasing learning interest Islamic Religious Education in vocational schools and supports the development of 21st century educational competencies..
subject: Articles
  topic: section
subject: Contextual Teaching and Learning
  topic: keywords
subject: Learning Interest
  topic: keywords
subject: Islamic education
  topic: keywords
creator: Ayuni Firasmita
creator: Agus Fawait
creator: Diah Kartika Sari
rights: Copyright (c) 2025 Ayuni Firasmita, Agus Fawait, Diah Kartika Sari http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 936
ending page: 957
doi: 10.69552/mumtaz.v5i3.3639

Many-Facet Rasch Model (MFRM) for Digital Citizenship Measurement Analysis in Islamic Schools: A Bibliometric Review
type: item
description: The increasing need for Digital Citizenship competencies in education requires the availability of assessment instruments that are objective, valid, and in line with the challenges of digital ethics in the modern era. This study aims to map the global development of the use of the Many-Facet Rasch Model (MFRM) in the analysis of Digital Citizenship (DC) instruments and identify the implications of its application for the development of assessments in Islamic schools. Using the Scopus and ERIC data-based bibliometric analysis design, this study processed 143 publications through the bibliometrix device at R-Studio, including publication trend analysis, scientific collaboration, thematic structure, and citation network. The results of the study show that the integration of MFRM in digital citizenship assessment provides a strong methodological foundation to overcome the issue of rater bias and strengthen the objectivity of performative evaluation, especially in the context of Islamic Schools which require digital character assessments based on moral values, morals, and ethical responsibility in accordance with Islamic education principles. This study concludes that MFRM is a strategic approach to improve the quality of DC assessments in a fair and value-based manner, as well as open up opportunities for innovation of digital character evaluation instruments in Islamic schools. Further studies are recommended to test the empirical implementation of MFRM-based instruments and Differential Facet Functioning (DFF) analysis in madrasah and cross-cultural contexts.
subject: Articles
  topic: section
subject: Bibliometric Review
  topic: keywords
subject: Digital Citizenship
  topic: keywords
subject: Islamic School
  topic: keywords
subject: Many-Facet Rasch Model
  topic: keywords
subject: Measurement Analysis
  topic: keywords
creator: Vita Fitriatul Ulya
creator: Fikiy Afriyanto
creator: Suparto
creator: Kusaeri
creator: Vacharee Dedduang
rights: Copyright (c) 2025 Vita Fitriatul Ulya, Fikiy Afriyanto, Suparto, Kusaeri, Vacharee Dedduang http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 856
ending page: 882
doi: 10.69552/mumtaz.v5i3.3632

Islamic Instructional Leadership Practices in Madrasah Ibtidaiyah
type: item
description: This study explores Islamic instructional leadership practices implemented by Madrasah Ibtidaiyah principals and their impact on teacher performance. Employing a qualitative approach with multiple case study design, the research involved madrasah principals, teachers, and supervisors from three to five purposively selected Madrasah Ibtidaiyah. Data were collected through in-depth interviews, participant observation, document analysis, and focus group discussions, then analyzed using reflexive thematic analysis. Findings identified five dimensions of Islamic instructional leadership: spiritual-moral, vision and mission of learning, supervision and mentoring, professional development, and instructional management. The spiritual-moral and supervision-mentoring dimensions proved most influential on teacher performance, creating intrinsic motivation through awareness of sacred trust and enhancing competence through a familial approach. Islamic instructional leadership impacts lesson planning, instructional delivery, and assessment through mechanisms of enhanced spiritual motivation, professional competence development, collaborative culture, and conducive organizational climate. This research enriches educational leadership literature with Islamic perspectives and offers practical models for improving madrasah leadership quality. Theoretical implications include developing leadership frameworks integrating spiritual and professional dimensions, while practical implications provide guidance for madrasah principals and policymakers in developing mentoring programs aligned with Islamic values.
subject: Articles
  topic: section
subject: Islamic instructional leadership
  topic: keywords
subject: teacher performance
  topic: keywords
subject: Madrasah Ibtidaiyah
  topic: keywords
subject: academic supervision
  topic: keywords
subject: spiritual leadership
  topic: keywords
creator: Hamdanah
rights: Copyright (c) 2026 Hamdanah http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1278
ending page: 1300
doi: 10.69552/mumtaz.v5i4.3628

The Role of Islam in the Preservation and Transformation of Sasak Traditions: An Ethnographic Study of the Merariq Tradition among Minors
type: item
description: Early marriage remains a pressing social issue in Indonesia, particularly in Lombok, where the Sasak community practices merariq (elopement). While deeply rooted in local culture, merariq often intersects with underage marriage, raising concerns about child protection, education, and health. Islam plays a pivotal role in addressing this challenge, not only as a source of religious doctrine but also as a moral and ethical framework guiding family life and social responsibility. This study explores how Islamic values interact with Sasak traditions, functioning both as a preservative force and as an agent of transformation. The research employs a qualitative ethnographic approach, combining fieldwork in Banyu Urip Village, Central Lombok, with policy brief analysis. Data were collected through participant observation, interviews with community leaders, religious figures, parents, and youth, as well as document review. Findings reveal that while merariq embodies symbolic meanings of freedom, honor, and cultural identity, its contemporary practice often perpetuates early marriage due to economic hardship, social pressure, and limited educational access. At the same time, Islamic teachings emphasize maturity, responsibility, and protection of children’s rights, creating tension between tradition, religion, and state law. This study concludes that Islam provides a normative foundation to reinterpret merariq in ways that discourage underage marriage, offering pathways for cultural integration that respect local wisdom while safeguarding children. The results contribute to broader discussions on how religion can mediate tradition and modern legal frameworks, informing culturally sensitive policies for child protection in Indonesia.
subject: Articles
  topic: section
subject: Islam
  topic: keywords
subject: Merariq
  topic: keywords
subject: Sasak tradition
  topic: keywords
subject: Early marriage
  topic: keywords
subject: Child protection
  topic: keywords
subject: Cultural transformation
  topic: keywords
creator: Ahmad Khaerul Kholidi
creator: Irwan
creator: Abdul Azis
rights: Copyright (c) 2025 Ahmad Khaerul Kholidi, Irwan, Abdul Azis http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 883
ending page: 903
doi: 10.69552/mumtaz.v5i3.3627

From Subordination to Authority: Women’s Negotiation in Pesantren’s Patriarchal Order
type: item
description: This study begins with the reality that pesantren as traditional Islamic educational institutions often maintain patriarchal structures that place women in subordinate positions. The research addresses three main questions. First, how does women’s subordination appear within the patriarchal system of the pesantren? Second, what negotiation strategies do women use to gain space and authority? Third, how do Islamic pesantren women produce authority within patriarchal domination? The study uses a qualitative approach with a multi-site case study method. Data were collected through structured interviews, participant observation, and document analysis in several pesantren. The results show, first, that women’s subordination appears in four forms: structural, normative, cultural, and linguistic. Second, women negotiate these conditions through subtle, ethical, and adaptive strategies. Third, women build their authority through everyday ethical practices, which gradually become cultural and symbolic capital. This process helps them gain cultural recognition that eventually leads to formal acknowledgment. These findings contribute to gender studies in Islamic education by highlighting the active role of pesantren women in challenging and reshaping unequal power relations.
subject: Articles
  topic: section
subject: Subordination
  topic: keywords
subject: Authority
  topic: keywords
subject: Negotiation
  topic: keywords
subject: Pesantren Women
  topic: keywords
subject: Patriarchal Structure
  topic: keywords
creator: Sinta Bella
creator: Helmi Syaifuddin
creator: Jamilah
rights: Copyright (c) 2026 Sinta Bella, Helmi Syaifuddin, Jamilah http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1182
ending page: 1205
doi: 10.69552/mumtaz.v5i4.3624

Aesthetics and Islamic Education in Sasak Wayang: Integration of Religious Values and Local Culture
type: item
description: These performances are not only viewed as entertainment, but also as an integral part of the rituals and traditions of the Sasak indigenous community in Kembang Kuning, East Lombok. This study aims to examine the role of Sasak Wayang, particularly the Menak Serandil play, in revitalizing moral education among the Sasak community. Using a descriptive qualitative approach, this study traces the history of Sasak Wayang, the revitalization strategies implemented, and their impact on strengthening the moral values of the community. Data collection was conducted through participatory observation during performances, in-depth interviews with puppeteers, performers, audience members, and community leaders, as well as analysis of relevant documents. The data was analyzed inductively through the stages of reduction, presentation, and conclusion drawing using a thematic approach. The results of the study show that Wayang performances in Kembang Kuning not only serve as cultural preservers, but also as an effective medium for building social solidarity, strengthening cultural identity, and conveying religious and moral messages that are relevant to the lives of the community. In particular, the Menak Serandil play is an important vehicle for conveying Islamic moral values such as courage, responsibility, and justice, while also reflecting the integration of the teachings of Imam al-Ghazali and Ibn Miskawaih in the context of moral education. Central figures such as Wong Agung Menak Jayengrana represent ideal figures in instilling the values of courage and devotion. Although this performance has not been integrated into the formal education curriculum, Wayang Sasak has proven to make a real contribution to the revitalization of moral education and character building in society. These findings reinforce the relevance of al-Ghazali's moral education theory regarding the importance of learning through real experiences, as well as Ibn Miskawaih's concept of character building throug…
subject: Articles
  topic: section
subject: wayang sasak
  topic: keywords
subject: islamic aesthetics
  topic: keywords
subject: islamic education
  topic: keywords
subject: local culture
  topic: keywords
subject: descriptive qualitative
  topic: keywords
creator: Asbullah Muslim
creator: Abdul Haris
creator: Mohammad Adnan
creator: Abdul Haris Rasyidi
creator: Sirajun Nasihin
rights: Copyright (c) 2025 Asbullah Muslim, Abdul Haris, Mohammad Adnan, Abdul Haris Rasyidi, Sirajun Nasihin http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 833
ending page: 855
doi: 10.69552/mumtaz.v5i3.3623

Transforming Islamic Education Through Eco-Pedagogy: Strategic Leadership of Kiai in Pesantren
type: item
description: The increasing severity of global environmental crises demands educational responses that are not only technical but also value-based and transformative. Islamic educational institutions, particularly pesantren, possess strong moral and spiritual resources to cultivate ecological awareness, yet empirical studies examining eco-pedagogy within pesantren leadership remain limited. This study explores the transformation of Islamic education through eco-pedagogy under the strategic leadership of the kiai at Pesantren Ra’iyatul Husnan Wringin Bondowoso. Eco-pedagogy in this study is understood as an educational praxis integrating critical consciousness, ethical responsibility, and environmental stewardship rooted in Freirean pedagogy and Islamic values. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving the kiai, pesantren administrators, teachers, and students during November-December 2025. Data were analyzed using an interactive model supported by triangulation and member checking. The findings reveal that eco-pedagogical transformation occurs through three interconnected stages: strategic formulation of an ecological vision by the kiai, participatory implementation through curriculum integration and daily practices, and institutionalization via habituation, exemplary leadership, and institutional regulations. This process fosters ecological awareness, emotional attachment, learning motivation, and a strong institutional identity as an environmentally friendly pesantren. The novelty of this study lies in integrating Freirean eco-pedagogy with the strategic and spiritual leadership of the kiai, demonstrating how Islamic education can become contextual, transformative, and sustainable through value-based leadership.
subject: Articles
  topic: section
subject: Eco-Pedagogy
  topic: keywords
subject: Islamic Education
  topic: keywords
subject: Kiai Leadership
  topic: keywords
subject: Pesantren
  topic: keywords
subject: Environmental Sustainability
  topic: keywords
creator: Siti Aminah
creator: Muhammad Suwignyo Prayogo
rights: Copyright (c) 2026 Siti Aminah, Muhammad Suwignyo Prayogo http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1117
ending page: 1147
doi: 10.69552/mumtaz.v5i4.3621

Needs Analysis of Professional Competence of Islamic Religious Education and Character Education Teachers in Implementing Merdeka Curriculum
type: item
description: The implementation of the Merdeka Curriculum in Indonesia’s Sekolah Penggerak (Driving Schools) necessitates a significant paradigm shift, demanding dynamic professional competence from Islamic Religious Education (PAI) teachers. This study aims to critically analyze the curriculum implementation process and explicitly identify the specific professional competence gaps PAI teachers face in realizing the Pancasila Student Profile. Employing a qualitative case study approach at SDN 02 and SDN 17 Rejang Lebong, comprehensive data were collected through classroom observation, document analysis, and in-depth interviews with school principals and PAI teachers. The results highlight three pivotal findings. First, while the schools successfully completed the mandatory five-stage intervention, the density and rapid delivery of online instructional materials resulted in a fragmented understanding of the curriculum's philosophical core among teachers. Second, although teachers have initiated diagnostic assessments and the Pancasila Student Profile Strengthening Project (P5), they encounter significant technical challenges in designing differentiated instruction and independently creating adaptive teaching modules that suit diverse student needs. Third, the study identifies a crucial, often overlooked need for specific professional development focused not only on digital literacy but also on psychological competence for character building and student-centered pedagogical strategies. The study concludes that standard, one-size-fits-all training is insufficient. Instead, sustainable, mentor-based coaching that integrates technological proficiency with psychological insights is essential to effectively bridge the gap between national policy expectations and the practical reality of classroom instruction.
subject: Articles
  topic: section
subject: Merdeka Curriculum
  topic: keywords
subject: PAI Teacher Competence
  topic: keywords
subject: Sekolah Penggerak
  topic: keywords
subject: Pancasila Student Profile
  topic: keywords
subject: Professional Development
  topic: keywords
creator: Bakti Komalasari
rights: Copyright (c) 2025 Bakti Komalasari http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 817
ending page: 832
doi: 10.69552/mumtaz.v5i3.3620

Potential of Adhocracy Culture in Shaping Character Development and Social Quality of Islamic Students
type: item
description: This study explores the potential of adhocracy culture in strengthening character development and social quality among Islamic boarding school (pesantren) students. Contemporary pesantren face increasing challenges in responding to rapid social change, globalization, and the need to balance spiritual formation with social adaptability. Many pesantren still rely on hierarchical organizational cultures that limit innovation, participation, and students’ social agency. This research adopts a qualitative case study approach to examine how an adhocracy-based organizational culture can address these challenges. Data were collected through in-depth interviews, participatory observation, and document analysis involving mentors, pesantren administrators, students, and partner institutions. The findings reveal three main contributions. First, spiritual leadership plays a crucial role in providing ethical direction and moral boundaries for innovation, ensuring that flexibility and creativity remain aligned with Islamic values. Second, the implementation of adhocracy culture enhances students’ independence, responsibility, and social awareness through participatory decision-making, collaborative projects, and community-based activities. Third, the integration of ethnopedagogical approaches allows innovation to be rooted in local wisdom, strengthening students’ cultural identity and facilitating deeper internalization of moral and social values. Overall, the study concludes that adhocracy culture, when combined with spiritual leadership and ethnopedagogy, offers an effective and contextually relevant model for developing adaptive, creative, and socially responsible santri. This research contributes to the limited literature on organizational culture in Islamic education and provides practical implications for pesantren seeking to strengthen character education in a changing social context.
subject: Articles
  topic: section
subject: The Culture of the Communist Party
  topic: keywords
subject: Islamic Boarding School Education
  topic: keywords
subject: Character Formation
  topic: keywords
subject: The Social Qualities of the Students
  topic: keywords
creator: Muhammad Munif
creator: Ahmad Faidul Mannan
rights: Copyright (c) 2025 Muhammad Munif, Ahmad Faidul Mannan http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 974
ending page: 991
doi: 10.69552/mumtaz.v5i3.3616

Implementation of Islamic Education in Shaping Ethics and Morals of Early Childhood in East Kalimantan
type: item
description: This study aims to comprehensively analyze the implementation of Islamic education in shaping the ethics and morals of early childhood in several PAUD/TK/RA institutions in East Kalimantan, which have diverse social and cultural characteristics. The main focus of this study is to examine how Islamic education strategies—including the habit of worship and good behaviour, the exemplary role of teachers as central figures, the integration of Islamic values in play-based learning approaches, and intensive collaboration between schools and parents—are applied and internalized in early childhood. The research used a descriptive qualitative approach with data collection techniques in the form of direct observation of learning activities, in-depth interviews with teachers and parents, and review of curriculum and school program documentation. The results show that Islamic education has a significant influence on children's moral development, especially in spiritual aspects (mastery of prayer and introduction to the concept of God), social aspects (polite behaviour, sharing, and cooperation), emotional aspects (ability to control emotions and communicate positively), and moral aspects (understanding of right and wrong based on Islamic teachings). In addition, consistent parental involvement is a major supporting factor in strengthening the internalization of values instilled at school. These findings confirm that structured, contextual, and continuous Islamic education in early childhood plays an important role in shaping a solid character foundation for children in the future, especially in facing social and cultural challenges in the modern era.
subject: Articles
  topic: section
subject: Islamic Education
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Character Formation
  topic: keywords
subject: Ethics
  topic: keywords
subject: Moral Development
  topic: keywords
subject: East Kalimantan
  topic: keywords
creator: Gianto
creator: Sunanik
rights: Copyright (c) 2025 Gianto, Sunanik http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 804
ending page: 816
doi: 10.69552/mumtaz.v5i3.3607

Teachers as Soft-Prevention Actors: Wasatiyyah and School-Based Resistance to Youth Radicalization in Indonesia
type: item
description: This study addresses the critical role of schools in early-stage prevention of youth radicalization, focusing on the underexplored domain of everyday pedagogical practices within Islamic Religious Education (IRE). It positions IRE teachers as key soft-prevention agents whose daily interactions and theological interpretations can build micro-level resilience among students. Employing a phenomenological approach, this research is based on fieldwork involving 26 IRE teachers in Banyuwangi, Indonesia, utilizing semi-structured interviews, classroom observations, and document analysis. The findings identify four core pedagogical strategies that constitute preventive practices: contextualizing sacred texts, character-focused instruction, modeling inclusive behavior, and engaging with the wider community. While these strategies generate significant resilience mechanisms capable of interrupting early radicalization pathways, their effectiveness is moderated by structural constraints, including limited professional development, inequitable access to certification, and ideological contradictions within schools and communities. By integrating the Islamic ethical concept of wasatiyyah (moderation) with established radicalization frameworks, this study contributes to scholarly debates on culturally embedded prevention and specifies the institutional conditions necessary for teacher agency to effectively support resilience-building in plural societies. This article draws on data from a broader phenomenological study of IRE teachers’ practices in Banyuwangi, but specifically analyzes their role in preventing radicalization through the lens of wasatiyyah and soft prevention frameworks.
subject: Articles
  topic: section
subject: preventing violent extremism (PVE)
  topic: keywords
subject: soft prevention
  topic: keywords
subject: Islamic Religious Education
  topic: keywords
subject: wasatiyyah
  topic: keywords
subject: youth radicalization
  topic: keywords
creator: Muhammad Faishol
creator: Wasino
creator: Fakhruddin
creator: Asrori
rights: Copyright (c) 2026 Muhammad Faishol, Wasino, Fakhruddin, Asrori http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1315
ending page: 1335
doi: 10.69552/mumtaz.v5i4.3603

Implementation of Character Education through the Teaching Campus Program as an Effort to Strengthen Students’ Character Values
type: item
description: Character education is a fundamental aspect in the formation of students' personalities, especially in the midst of the challenges of globalization and technological developments that have the potential to affect the moral values of the young generation. This research seeks to explain how character education is implemented through the Teaching Campus Program as an effort to reinforce students’ character values at SDN 16 Dasan Agung Baru Mataram. It also aims to identify the specific values being cultivated and to examine both the supporting and inhibiting factors in the process. Employing a qualitative approach with a case study design, the participants were selected purposively, consisting of the school principal, Islamic Religious Education teachers, Teaching Campus participants, and fourth-grade students. Data were gathered through participant observation, in-depth interviews, and documentation, with data validity ensured by triangulating sources and techniques. The findings reveal that character education at SDN 16 Dasan Agung Baru Mataram is integrated into learning activities, routine practices, and religious programs such as congregational prayers, morning literacy sessions, flag ceremonies, imtaq activities, and the enforcement of school discipline. Teachers serve as key role models (uswah hasanah) in instilling values among students. The values emphasized include religiosity, discipline, responsibility, honesty, cooperation, tolerance, and environmental awareness. Factors that support the implementation of character education involve the commitment of principals, teachers, and parents, the presence of a positive school culture, and consistent habituation programs. Meanwhile, the inhibiting factors include the influence of the environment outside school and social media, limited time for carrying out activities, and the lack of awareness of some students in applying character values. This study concludes that the Teaching Campus Program contributes positivel…
subject: Articles
  topic: section
subject: Character Education; Teaching Campus, Character Values.
  topic: keywords
creator: Irwan Irwan
creator: Muslimah Muslimah
creator: Abdul Azis
creator: Masdani Masdani
rights: Copyright (c) 2025 Irwan Irwan, Muslimah Muslimah, Abdul Azis, Masdani Masdani http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 720
ending page: 738
doi: 10.69552/mumtaz.v5i3.3593

Resistance of Students from Migrant Worker Families Towards the Internalization of Mubadalah Values In Islamic Education
type: item
description: Despite the growing emphasis on gender equality in Islamic education, limited research has examined how students from migrant worker families respond to the internalization of Mubadalah values. This study aims to examine the forms of resistance demonstrated by students who are children of migrant workers. Employing a qualitative approach with a case study design, the research was conducted in four Islamic educational institutions located in Jember, East Java, Indonesia. Data were collected through in-depth interviews and analyzed using the interactive model of data analysis. The findings reveal that students exhibit two forms of resistance: overt resistance and covert resistance toward gender equality practices. Overt resistance is manifested in the rejection of domestic tasks perceived as incompatible with traditional gender roles, while covert resistance appears in the form of avoidance, lack of enthusiasm, and passive participation. In conclusion, resistance to the internalization of Mubadalah values emerges from the interaction between educational interventions and the socio-cultural backgrounds of students. Therefore, pedagogical strategies that are context-sensitive are required, integrating gender equality values with students’ lived experiences and family norms. This study contributes to the advancement of Islamic education scholarship and offers practical recommendations for strengthening gender equality education in Islamic educational institutions.
subject: Articles
  topic: section
subject: Santri
  topic: keywords
subject: Migrant Worker Families
  topic: keywords
subject: Gender Equality
  topic: keywords
subject: Islamic Education
  topic: keywords
subject: Educational Resistance
  topic: keywords
subject: Cultural Barriers
  topic: keywords
creator: Mochammad Zaka Ardiansyah
creator: Mulyadi
creator: Jamilah
creator: Akhmad Nurul Kawakip
rights: Copyright (c) 2026 Mochammad Zaka Ardiansyah, Mulyadi, Jamilah, Akhmad Nurul Kawakip http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1301
ending page: 1314
doi: 10.69552/mumtaz.v5i4.3591

The Dialectics of Tradition and Innovation: Hybridizing Peer Teaching within the Kitab Kuning Learning Ecosystem
type: item
description: Kitab Kuning learning in Salaf Islamic boarding schools (pesantren) faces a dialectic between preserving authoritative tradition (sanad, talaqqi) and adopting collaborative pedagogical innovation (peer teaching). This study aims to answer: How is this dialectic manifested in learning experiences, and what kind of hybrid pedagogy model can be developed? This study positions itself within the discourse of pedagogical glocalization, analyzing the negotiation between the traditional structure of pesantren and modern learning approaches through the lens of social construction theory. A phenomenological qualitative study was conducted in two Salaf Islamic boarding schools in East Java, involving 20 students and 4 teachers. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed thematically. The findings indicate that: (1) Peer teaching enhances student agency and metacognitive awareness, yet remains framed within teacher authority; (2) Conventional methods preserve the spirituality of talaqqi but limit critical space; (3) Cultural resistance leads to the adaptation of a “guided musyafahah” model as a form of hybridization. The implication is that Kitab Kuning learning requires a contextual model that integrates authoritative transmission and collaborative exploration.
subject: Articles
  topic: section
subject: Peer Teaching
  topic: keywords
subject: Conventional Method
  topic: keywords
subject: Kitab Kuning
  topic: keywords
subject: Islamic Boarding School
  topic: keywords
subject: Pedagogical Phenomenology
  topic: keywords
creator: Erfan Habibi
creator: Musyaffa Rafiqie
creator: Moch. Imam Machfudi
creator: Abd. Muhith
creator: Abdul Hamid Achak
rights: Copyright (c) 2026 Erfan Habibi, Musyaffa Rafiqie, Moch. Imam Machfudi, Abd. Muhith, Abdul Hamid Achak http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-13
publication date: 2026-03-13
starting page: 1100
ending page: 1116
doi: 10.69552/mumtaz.v5i4.3590

Tautological Expressions and the Affirmation of God’s Oneness in the Qur’an: A Stylistic and Theological Analysis
type: item
description: This study investigates how the Qur’an employs tautological language to articulate and affirm the existence of God. The research aims to identify the structural patterns of tautology used in Qur’anic expressions about the divine and to reveal the theological meanings embedded within these stylistic choices. It addresses how repetition, synonymous diction, and emphatic linguistic forms contribute to constructing a coherent and powerful discourse on God’s oneness and ultimate authority. Using a qualitative design, this research applies a stylistic approach supported by library-based data collection. The primary data consist of Qur’anic verses related to God’s existence, examined through authoritative classical tafsir sources, including al-Kashshaf, Tafsir al-Tabari, and Tafsir al-Qurthubi. Analytical procedures cover diction analysis, sentence structure examination, and interpretive exploration of rhetorical meaning to uncover the semantic and stylistic functions of tautology in Qur’anic discourse. The findings reveal three dominant stylistic constructions: kalam khabar (informative statements), qashr (restrictive structures), and predicate–subject equivalence. These forms emphasize God’s absolute oneness, His all-encompassing power, and the certainty of the hereafter. Tautological structures serve as theological reinforcement, confronting pre-Islamic belief systems and affirming monotheism as the foundation of Islamic worldview.
subject: Articles
  topic: section
subject: Tautological language
  topic: keywords
subject: Divine Existence
  topic: keywords
subject: Qur’anic stylistics
  topic: keywords
subject: Monotheism
  topic: keywords
subject: Rhetorical Analysis
  topic: keywords
creator: Marzuqi Marzuqi
creator: Akhmad Muzakki
rights: Copyright (c) 2025 Marzuqi Marzuqi, Akhmad Muzakki http://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 515
ending page: 531
doi: 10.69552/mumtaz.v5i2.3575

Shaping the Religious Character of Students from Fishermen Families Through Islamic Religious Education and Character Building
type: item
description: This research examines how Islamic education shapes the religious character of students from fishing families at SMAN 1 Parigi Pangandaran through intracurricular and extracurricular learning, along with the supporting and inhibiting factors involved. Using a qualitative case study approach, data were collected through observations, interviews, and documentation. Data analysis involved reduction, presentation, and conclusion drawing, with validity ensured through triangulation. The study found that Islamic education is implemented in two key ways: 1) Intracurricular learning, which enhances religious understanding, emotional stability, and student engagement, fostering greater trust and interactive learning; 2) Extracurricular learning, which strengthens religious character, discipline, responsibility, and integrity, while promoting harmony within the school environment. Supporting factors include student motivation, the availability of BPI books, and complete facilities. Inhibiting factors include external negative influences, student fatigue, and low awareness of the importance of religious values. The implementation of Islamic education at SMAN 1 Parigi Pangandaran has significant implications for shaping students' religious character academically and socially. This research contributes to the broader development of Islamic education in Indonesia.
subject: Articles
  topic: section
subject: Islamic Education
  topic: keywords
subject: Religious Character
  topic: keywords
subject: Students
  topic: keywords
subject: Fishing Families
  topic: keywords
creator: Yayat Hidayat
creator: Mahmud Manan
creator: Muslihun Muslihun
rights: Copyright (c) 2025 Yayat Hidayat, Mahmud Manan, Muslihun Muslihun http://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 495
ending page: 514
doi: 10.69552/mumtaz.v5i2.3563

Work Motivation and Employee Performance: The Roles of Discipline and Trustworthiness at Ditjen Pendidikan Islam
type: item
description: This study originates from the gap between employee potential and actual performance outcomes in the public sector, underscoring the need for a more comprehensive understanding of the psychological, behavioral, and moral determinants shaping performance. This study employs a quantitative correlational and causal-comparative design. It examines the effects of work motivation, work discipline, and trustworthiness on employee performance at the Directorate General of Islamic Education (Ditjen Pendis). Data were collected through a Likert-scale survey and analyzed using multiple regression and Structural Equation Modeling (SEM) to test direct, interaction, mediation, and moderation effects. The findings reveal that motivation, discipline, and trustworthiness collectively explain 61% of the variance in employee performance, with motivation emerging as the strongest predictor. Discipline strengthens the relationship between motivation and performance, while trustworthiness acts as a partial mediator by transmitting part of motivation’s effect through the internalization of Islamic-based ethical responsibility in bureaucratic practice. These finding indicate that performance improvement is shaped not only by psychological energy but also by structured behavioral regulation and internalized ethical foundations. Theoretically, this study advances a value-mediated performance framework, and practically provides a basis for designing integrated public-sector human resource development strategies grounded in motivation, discipline, and integrity.
subject: Articles
  topic: section
subject: Work Motivation
  topic: keywords
subject: Work Discipline
  topic: keywords
subject: Trustworthiness
  topic: keywords
subject: Employee Performance
  topic: keywords
creator: Budi Purwanto
creator: Naf’an Tarihoran
rights: Copyright (c) 2026 Budi Purwanto, Naf’an Tarihoran http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1148
ending page: 1160
doi: 10.69552/mumtaz.v5i4.3562

Implementation of Deep Learning and Gamification to Increase Student Learning Engagement
type: item
description: This study aims to address the problem of low student engagement at MTs Negeri 3 Sidoarjo, East Java, by integrating deep learning and gamification into a digital learning platform. Low student engagement at MTs Negeri 3 Sidoarjo, East Java, is often caused by impersonal teaching methods and the lack of interactive elements that suit their psychological characteristics. Therefore, this study proposes an adaptive system that utilizes deep learning to analyze individual student learning patterns and then uses it to personalize gamification content and challenges. This study used a mixed-methods experimental design involving two groups: an experimental group using an integrated learning platform and a control group using conventional learning methods. Quantitative data were collected through user activity logs (interaction duration, task completion rate), student engagement questionnaire scores, and academic grades before and after the intervention. The results showed that the learning platform integrating deep learning and gamification significantly increased student engagement (p < 0.05). Quantitative data showed an increase in the average interaction duration and task completion rate in the experimental group compared to the control group. Furthermore, there was a positive correlation between the level of engagement and students' academic scores in the experimental group. Interviews confirmed that students felt more motivated and enjoyed the learning process due to the challenging elements and personalized feedback provided by the platform. Overall, this study demonstrates that the combination of deep learning and gamification technology is an effective approach to improving student engagement and learning outcomes at MTs Negeri 3 Sidoarjo, East Java.
subject: Articles
  topic: section
subject: Deep Learning
  topic: keywords
subject: Gamification
  topic: keywords
subject: Learning Engagement
  topic: keywords
subject: Adaptive Learning
  topic: keywords
subject: Madrasah Education
  topic: keywords
creator: Amru Almu’tasim
creator: Nining Khurrotul Aini
rights: Copyright (c) 2025 Amru Almu’tasim, Nining Khurrotul Aini http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-24
publication date: 2025-12-24
starting page: 701
ending page: 719
doi: 10.69552/mumtaz.v5i3.3558

Integration of 21st Century Skills in Pesantren Education: An Innovative Model for Improving the Global Competence of Santri
type: item
description: In the context of rapid global change, pesantren face increasing pressure to equip santri with 21st-century skills essential for global competitiveness.This study explores how Al-Yasini Islamic Boarding School integrates 21st-century skills within an Islamic framework to sustain its religious identity while enhancing global competitiveness. Using a qualitative descriptive approach with a case study design, data were collected through in-depth interviews with kiai, teachers, and students, along with classroom observations and document analysis. Thematic analysis was applied to identify key patterns in leadership, independence, and digital literacy, while methodological triangulation was employed to ensure analytical credibility. The findings reveal that the integration of Islamic soft skills, the 4C learning framework (critical thinking, creativity, collaboration, and communication), the digitalization of Islamic literacy, and the cultivation of leadership and independence enables the institution to produce globally competitive graduates. However, several challenges persist, including limited technological infrastructure, resistance to modernization among some Islamic boarding schools, and insufficient teacher adaptability to innovative pedagogical methods. To address these gaps, this study recommends strengthening collaboration between Islamic boarding schools, higher education institutions, and industry partners to enhance student preparedness for global challenges. The study contributes to both theory and practice by providing a context-specific yet globally relevant framework for Islamic education reform.
subject: Articles
  topic: section
subject: Islamic education
  topic: keywords
subject: experiential learning
  topic: keywords
subject: 21st-century skills
  topic: keywords
creator: Sodikin
creator: Vialinda Siswati
creator: A. Qomarudin
creator: Akhmad Sirojuddin
creator: Achmad Yani
rights: Copyright (c) 2026 Sodikin, Vialinda Siswati, A. Qomarudin, Akhmad Sirojuddin, Achmad Yani http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1206
ending page: 1226
doi: 10.69552/mumtaz.v5i4.3549

EVP Strategy for Islamic Boarding Schools: Balancing Formal Recognition and Charismatic Legitimacy for Retention
type: item
description: Harmonization between formal recognition and charismatic legitimacy is crucial to addressing the challenges of educator retention, in order to ensure the sustainability of professional human resource management without neglecting the traditional values ??and spirituality typical of the Islamic boarding school environment. This study aims to analyze a unique and effective Employee Value Proposition (EVP) strategy in Islamic boarding schools to improve the retention of qualified educators, especially amidst the increasing demands for professionalism that prioritize formal qualifications. Using a qualitative approach with a case study type. Data were collected through participant observation, in-depth interviews with Kyai, administrators, and educators from various.. Data analysis using interactive models and data examination using triangulation. The results show that the EVP at Darussalam Blokagung Islamic Boarding School is effective through a dual-factor harmonization model. This strategy balances Formal Recognition with Charismatic Legitimacy as the Essential Motivating Factors for retention. Harmonization is supported by EVP Segmentation and the role of Harmonious Alumni, which binds core talent to spiritual commitment. This redefines retention in value-based institutions by combining external professionalism and internal charismatic authority. This research contribution offers a conceptual model of the Dual-Factor EVP of Islamic Boarding Schools that harmoniously integrates the values ??of spirituality (charisma) and local culture (khidmah) into a contemporary Human Resource Management framework, providing practical and strategic guidance for community-based educational institutions to manage and retain superior talent amidst value disruption and intense competition.
subject: Articles
  topic: section
subject: Employee Value Proposition
  topic: keywords
subject: Charismatic Legitimacy
  topic: keywords
subject: Educator Retention
  topic: keywords
creator: Siti Aimah
creator: Nihayatul Wafiroh
creator: Nur Wiarsih
creator: Fathiyah Mohd Fakruddin
rights: Copyright (c) 2026 Siti Aimah, Nihayatul Wafiroh, Nur Wiarsih, Fathiyah Mohd Fakruddin http://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1161
ending page: 1181
doi: 10.69552/mumtaz.v5i4.3537

Internalisasi Nilai-Nilai Moderasi Beragama Melalui Kearifan Lokal Bugis Makassar: Studi Multi-Situs di Sekolah Menengah Atas Islam
type: item
description: This study examines the process of value internalization in fostering students’ attitudes of religious moderation. The research aims to identify and articulate the concept of value internalization in relation to strengthening students’ moderation attitudes from the perspective of Bugis–Makassar local wisdom. The study employs a qualitative multisite approach in two madrasahs in Bulukumba Regency, referring to Robert K. Yin’s model. Data were collected through observation, interviews, and documentation. The findings of this study provide an important contribution to elaborating the theory of value internalization proposed by Emile Durkheim and Muhaimin within the context of value cultivation, by exploring how elements of local wisdom are internalized by students as part of efforts to strengthen attitudes of religious moderation. The formal finding of this research is the formulation of the PINTAR value-internalization concept, which consists of Environmental Conditioning, Habituation, Experience, Transinternalization, Appreciation through Reward and Punishment, and Role Modeling.
subject: Articles
  topic: section
subject: Internalization of Values
  topic: keywords
subject: Religious Moderation
  topic: keywords
subject: Local Wisdom
  topic: keywords
subject: Bugis Makassar
  topic: keywords
creator: Ardiyansyah Ardiyansyah
creator: M. Afif Zamroni
creator: Rahmat Rahmat
creator: Asep Saepuddin Chalim
rights: Copyright (c) 2025 Ardiyansyah Ardiyansyah, M. Afif Zamroni, Rahmat Rahmat, Asep Saepuddin Chalim http://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 449
ending page: 480
doi: 10.69552/mumtaz.v5i2.3534

Multiculturalism and Islamic Education in Western Contexts: Navigating Identiity, Faith, and Citizenship
type: item
description: Islamic education in Western countries serves as a strategic space for shaping the dual identities of Muslim students as faithful individuals and as citizens in democratic and multicultural societies. This study explores how Islamic institutions and educators in the West integrate civic values, multiculturalism, and Islamic teachings into educational practices. Using a systematic literature review (SLR) method with an exploratory qualitative approach, the study analyzes 10 scholarly articles, sourced from Scopus, Sinta, and Google Scholar. The findings reveal four key themes: (1) Islamic education functions as a space for negotiating dual identities among Muslim students; (2) there is active integration of civic values such as tolerance, social responsibility, and justice into Islamic curricula; (3) Muslim educators play a strategic role as cultural mediators and transformative agents in building inclusive identities; and (4) structural challenges persist, including institutional discrimination, restrictive secular policies, and limited policy support. This study affirms that Islamic education in the West is not merely a vehicle for religious preservation, but also a strategic platform for cultivating participatory, democratic, and pluralistic citizenship.
subject: Articles
  topic: section
subject: Islamic Education
  topic: keywords
subject: Multiculturalism
  topic: keywords
subject: Dual Identity
  topic: keywords
subject: Citizenship
  topic: keywords
subject: Western Contexts
  topic: keywords
creator: Ubaidillah Ubaidillah
creator: Irmak Sude Gürel
rights: Copyright (c) 2025 Ubaidillah Ubaidillah, Irmak Sude GÃƒÂ¼rel http://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-08
publication date: 2025-09-08
starting page: 379
ending page: 392
doi: 10.69552/mumtaz.v5i2.3249

Integration of Gestalt Counseling in Pesantren Counseling Management System: A Strategy to Improve the Psychological Well-Being of Students’
type: item
description: This study aims to explore the integration of the Gestalt Counseling approach into the counseling management system of Islamic boarding schools to improve the psychological well-being of students. The research approach used is qualitative with a case study design. Data collection was conducted through participatory observation, in-depth interviews, and document analysis, which were then analyzed using the Miles and Huberman model. The results of the study indicate that the Gestalt approach is effective in increasing self-awareness, strengthening interpersonal relationships and empathy, and encouraging a more humanistic and responsive transformation of the counseling management system. Students become more capable of recognizing and expressing their emotions, building healthy social relationships, and demonstrating personal responsibility in solving problems. These findings prove that modern psychological approaches such as Gestalt can be harmoniously contextualized within an Islamic educational environment. Implicitly, Islamic boarding schools can develop an integrative counseling model that combines religious values with contemporary psychological approaches to create an educational ecosystem that supports the holistic spiritual, emotional, and social development of students. This research also opens up opportunities for the development of a more adaptive humanistic-based Islamic counseling theory tailored to the needs of students in the modern era, while accommodating the psychological dynamics faced by students in their daily lives.
subject: Articles
  topic: section
subject: Gestalt Counseling
  topic: keywords
subject: Management
  topic: keywords
subject: Psychology of Islamic Boarding School Students
  topic: keywords
creator: Fathor Rozi
creator: Nur Afidah Udhiyah
creator: Muhammad Munif
creator: Hasan Jali
rights: Copyright (c) 2025 Fathor Rozi, Nur Afidah Udhiyah, Muhammad Munif, Hasan Jali http://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 761
ending page: 780
doi: 10.69552/mumtaz.v5i3.3280