E-Journal UNUJA (Universitas Nurul Jadid)
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Capable but Excluded: Unpacking the Systemic Barriers to Mathematics Education for Students with Blindness
Full text linkThis study investigates the long-standing exclusion of students with blindness from mathematics education in Ethiopia, despite national commitments to inclusive learning and international frameworks supporting equitable access. Using a qualitative research design, the study gathered data from policymakers, regional education officials, disability advocates, and blind professionals to uncover structural, attitudinal, and pedagogical factors underpinning this exclusion. Data were collected through semi-structured interviews and analyzed thematically to identify patterns across institutional practices and lived experiences. Findings reveal a persistent misalignment between inclusive education policies and their implementation, driven by misconceptions that mathematics is inherently visual, insufficient teacher preparation, and the absence of adapted instructional tools. Testimonies from blind professionals further demonstrate that mathematical competence is attainable when accessible pedagogies are provided, highlighting that exclusion stems from systemic inaction rather than learner limitations. The study concludes that restoring mathematics education for blind learners requires challenging entrenched beliefs, strengthening teacher training, and ensuring institutional accountability. These insights contribute to broader debates on disability-inclusive education and emphasize the need for transformative reforms that honor the educational rights of students with blindness
The Role of Leadership in the Transformation of Local Cultural Values through Community-Based Islamic Education
Full text linkThis study aims to analyze the role of leadership in transforming local cultural values through community-based Islamic education in an indigenous community in Indonesia. The research method is a qualitative approach using ethnographic techniques, including participatory observation, in-depth interviews, and documentation. The analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion. The results of the study indicate that customary and religious leadership play a key role in maintaining local cultural values , such as cooperation and deliberation, in line with Islamic teachings. This leadership not only functions as a director in social life but also as a facilitator in the process of internalizing cultural values in society, ensuring that traditions remain alive without sacrificing religious principles. In addition, customary and religious leaders work together to guide the community so that these values are relevant to the modern social and religious context. The implications of this study indicate the importance of community-based Islamic education as an effective means to maintain and transform local culture, as well as the need to strengthen the leadership capacity within indigenous communities to manage cultural change. These findings contribute to the development of community-based Islamic education theory and the relevance of local cultural values in the era of globalization
A COMPARATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN PARENTING STYLES AND STUDENTS’ MORALITY
No full textThis study investigates the influence of parenting styles on student morality at Madrasah Mu’allimin Yogyakarta, addressing the gap in empirical research regarding the causal relationship between parental approaches and moral development in Islamic educational settings. Employing a comparative quantitative design, the research compares the effects of democratic, authoritarian, and permissive parenting styles on the moral character of 12th-grade students. Data were collected through standardized questionnaires and analyzed using descriptive statistics, normality and homogeneity tests, one-way ANOVA, and Tukey HSD post-hoc analysis. The findings reveal that students raised with a democratic parenting style exhibit the highest mean moral scores, followed by those with authoritarian and permissive backgrounds. Statistical analysis confirms a significant difference in moral outcomes between democratic and permissive parenting styles (p < 0.05), while differences between democratic-authoritarian and authoritarian-permissive styles are not statistically significant. The democratic style’s effectiveness is attributed to its balance of emotional support and rational behavioral expectations, fostering internalization of moral values and student autonomy. Conversely, permissive parenting correlates with weaker moral boundaries, and authoritarian approaches rely on obedience without deep moral comprehension. These results underscore the critical role of parenting in shaping student morality, highlighting the democratic style as the most conducive to moral development. The study recommends that parents and educational institutions prioritize democratic parenting strategies to nurture morally upright future generations, with implications for policy and parental education programs in Islamic schools
More Than Teaching Values: Teacher Exemplarity and Moral Formation through the Figurative Learning Model
Full text linkThis study aims to examine the implementation of the Figurative Learning Model as an exemplar-based pedagogical approach to addressing moral challenges among adolescents at Madrasah Aliyah Negeri 1 Probolinggo, Indonesia. The research is grounded in concerns over declining moral behaviors among students, including low levels of discipline, responsibility, empathy, and politeness, despite their immersion in an Islamic educational environment. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, Islamic education teachers, guidance counselors, and students. Data analysis followed the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the Figurative Learning Model significantly enhances students’ moral awareness and behavior, particularly in terms of discipline, social empathy, responsibility, and respectful conduct. Teachers’ consistent role modeling, emotional engagement, and daily moral habituation function as powerful mechanisms for moral internalization among students. These findings align with Albert Bandura’s Social Learning Theory and Kolb’s Experiential Learning Theory, emphasizing learning through observation and lived experience. The study concludes that exemplar-based moral education constitutes an effective, contextual, and sustainable strategy for fostering adolescent character development in Islamic secondary education settings
Digital-Based Change Management for Enhancing Vocational Students’ Work Readiness
Full text linkThis study aims to develop a digital-based change management model to enhance vocational students’ work readiness in vocational schools. Rapid technological change and evolving industry requirements have intensified the mismatch between vocational graduates’ competencies and labor market expectations. Previous studies highlight that limited digital integration and weak change management reduce the relevance of vocational education. This research employed a qualitative case study involving school leaders, vocational teachers, industry partners, and students. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed thematically using Atlas. Ti 9. The findings indicate that effective digital transformation is shaped by six interrelated factors: the urgency for change, school–industry collaboration, continuous teacher competency development, technology-embedded curriculum implementation, systematic evaluation mechanisms, and graduate outcomes. These factors collectively strengthen students’ technical skills, digital literacy, and employment-readiness. The proposed model demonstrates that adaptive change management and active stakeholder involvement improve curriculum relevance and perceived employability. This study contributes theoretically by enriching perspectives on change management in vocational education and, practically, by offering a contextual framework for digital curriculum development. It recommends continuous curriculum updating, infrastructure investment, and sustained industry partnerships to ensure long-term workforce readiness
Managing Innovation in Boarding Schools to Develop Qur’anic Character in Public Senior High Schools
Full text linkThis study aims to examine the management strategies, implementation processes, and challenges of character education in boarding programs at two public high schools. Although national education policy emphasizes character development, empirical evidence on how such programs are planned, implemented, and evaluated in school settings remains limited. This study employed a qualitative approach, with data collected through interviews, observation, and documentation. Data were analyzed using the Miles and Huberman interactive model. The results indicate that both schools systematically integrate character values into the curriculum, daily routines in the boarding school, and extracurricular activities through structured planning, implementation, and evaluation. However, significant challenges remain, such as the negative influence of mass media, inadequate facilities and infrastructure, low student motivation, and limited parental involvement. To address these challenges, the schools have implemented measures such as strengthening teacher leadership and capacity, improving facilities, developing extracurricular activities focused on character building, and increasing parental involvement through workshops and community programs. This study contributes to the theory and practice of character education in boarding schools by emphasizing the importance of context-responsive management strategies, strong stakeholder collaboration, and ongoing monitoring and evaluation
Exploring Commitment to Quality Improvement in State Islamic Senior High Schools: Insights from Aceh
Full text linkThis study aims to analyze and understand the practice of commitment to improving educational quality in several State Islamic Senior High Schools (Madrasah Aliyah) in Aceh. Using a qualitative, multisite Design, this study examines variations in the implementation of quality assurance across three madrasas with different institutional characteristics. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion. The results indicate that madrasah principals’ commitment is expressed through systematic approaches, relational strategies, and culture-based leadership. Furthermore, quality assurance strategies vary from formal, data-driven systems to flexible, value-based approaches, while stakeholder engagement ranges from structured participation to informal, trust-based collaboration. The implications of this study underscore the importance of tailoring quality improvement strategies to each madrasah's specific context. This research demonstrates that adequate quality assurance requires leadership commitment, tailored strategies, and active stakeholder involvement, all of which contribute to the sustainability of educational improvement. This research provides policymakers and educational leaders with valuable insights for improving the quality of education in madrasahs
Legal Education and Digital Discipline in Pesantren: Fostering Santri’s Legal Awareness in the Age of Social Media
Full text linkThe rapid expansion of digital technology and the widespread use of social media have introduced new challenges for fostering legal awareness among young people, including santri in pesantren environments. This article examines how legal education is implemented within pesantren to cultivate santri’s legal awareness related to social media use. Employing a qualitative approach with a case study design, the research was conducted. Data were collected through in-depth interviews, field findings, and document analysis, and were analyzed using thematic analysis. The findings reveal that pesantren apply internal regulations that are firm yet educational in nature, including restrictions on mobile phone ownership and use, direct supervision by administrators and kyai, and the application of educational sanctions. These regulatory practices function not merely as administrative rules, but as instruments for internalizing discipline, responsibility, and legal awareness in digital contexts. Nevertheless, the study also identifies persistent challenges, particularly the inconsistency between pesantren regulations and formal school policies, as well as santri’s strong curiosity toward social media trends. To address these challenges, pesantren adopt adaptive strategies such as inter-institutional coordination, guided supervision, and the habituation of disciplined behavior. Overall, the study highlights the strategic role of pesantren in integrating digital legal education with Islamic values and Islamic educational management in responding to contemporary digital realities
Building Trust and Collaboration: The Impact of Hybrid Leadership on Stakeholder Relations in Islamic Education
Full text linkThis study examines how a principal's leadership style manages stakeholder dynamics in an Islamic elementary school. A qualitative case-study design was used with key informants (principals, teachers, foundation managers, administrative staff, and parents). Data were gathered through interviews, direct observation, and literature review, and analysed descriptively-narratively using the interactive model of Miles, Huberman, and Saldaña. Findings indicate that the principal employs a hybrid style that blends transformational, servant, and situational leadership; that spiritual values guide decision-making; that two-way communication and team empowerment are core strategies; and that flexibility is exercised to fit the context. The study identifies perceptual gaps—particularly regarding decision-making transparency, role clarity in school–foundation–parent relations, the extent of stakeholder involvement in planning, and alignment on long-term direction. Foundation backing, structured parent collaboration, and strengthened interpersonal capacities emerge as critical enablers. These findings explain why value-driven, reflective, and participatory leadership can foster a healthy, collaborative school culture: the combination of spiritually anchored decisions, open communication, participative forums, and adaptive role negotiation reduces misunderstandings, builds trust, and coordinates action. Realising holistic and sustainable Islamic education nevertheless requires tighter stakeholder synergy and continuous capacity building
Empirical History of Local Wisdom in Digital Learning Within Islamic Education Management
Full text linkThis study aims to explore the influence of local wisdom on the formation of Islamic character through digital learning. Participants were 285 madrasah teachers in DKI Jakarta, West Java, and Banten, Indonesia. Data were collected through a Likert-type questionnaire. Partial least squares-based structural Equation modeling was used in data analysis, along with descriptive and correlational analyses. The results indicate that local wisdom and digital learning influence Islamic character formation; local wisdom influences digital learning; and digital learning mediates the influence of local wisdom on Islamic character formation. Local wisdom has a greater influence on Islamic character formation than digital learning. Consequently, local wisdom deserves greater attention than digital learning in the context of developing Islamic character formation. These findings introduce an empirical model of how local wisdom influences Islamic character formation through digital learning. This model demonstrates that digital learning, as a management strategy, can act as a medium for transmitting local wisdom in education and character formation. Therefore, its presence needs to be discussed critically before being adopted by researchers for future research and by practitioners, especially in Islamic education management, to optimize the formation of Islamic character based on local wisdom