JSP: Jurnal Studi Pesantren

Leadership Strategies for Teachers' Social Competence Development Through Pesantren Values Integration in East Lombok Islamic Schools

2026-05-07T06:38:30+00:00

Teachers' social competence is a fundamental yet often overlooked dimension of educational quality in Islamic educational institutions. Without strategic leadership grounded in strong values, this competence tends to develop inconsistently, resulting in ineffective teacher interactions with students, colleagues, parents, and the broader community. This study aims to analyze leadership strategies in developing teachers' social competence through pesantren values integration at an Integrated Islamic School in East Lombok, West Nusa Tenggara, Indonesia. A qualitative descriptive approach was employed, with data collected through in-depth interviews with the principal, teachers, and students, complemented by observation and documentation, and analyzed using the Miles and Huberman model through source and technique triangulation. The findings reveal four leadership strategies rooted in pesantren values: serving as a motivator through appreciation and moral support; functioning as a facilitator through training programs and collaborative activities; modeling exemplary behavior reflecting discipline and mutual respect; and building a collaborative culture through regular coordination and team-based tasks. Supporting factors include active teacher participation and adequate facilities, while inhibiting factors include low motivation among some teachers and heavy teaching schedules. Leadership strategies grounded in pesantren values contribute significantly to teachers' social competence development and the creation of a conducive educational climate.

Contemporary Ijtihad Methodology in Pesantren Traditions: Typologies and Constructions

2026-01-26T09:52:13+00:00

Contemporary Ijtihad Methodology in Pesantren Traditions: Typologies and Constructions examines how modern fiqh scholars respond to emerging legal questions through methodological renewal within pesantren-based intellectual traditions. The study addresses the gap between classical juridical frameworks and contemporary social realities, particularly in relation to the role of pesantren as custodians of Islamic scholarly authority. Using a qualitative library research design and descriptive-critical analysis, this article investigates the typologies of contemporary ijtihad and the epistemological foundations that shape them. The findings show that contemporary ijtihad develops through several patterns, including selective, creative, combined, and maslahah-oriented approaches, each reflecting different ways of balancing textual fidelity and contextual relevance. Yusuf al-Qaradawi’s thought is especially significant because it integrates Qur’anic and Hadith-based reasoning, maqasid al-shari‘ah, and collective ijtihad as key methodological principles. The study also indicates that pesantren traditions provide an important ethical and intellectual environment for sustaining adaptive legal reasoning without abandoning normative continuity. In conclusion, contemporary ijtihad is not a rupture from classical scholarship, but a constructive extension that enables Islamic law to remain responsive, credible, and socially meaningful in changing times.

Beyond the Screen: Media Power, Religious Identity, and the Digital Defence of Pesantren in Contemporary Indonesia

2026-01-26T09:50:48+00:00

The representation of Islamic boarding schools (pesantren) in Indonesian mainstream media has long been a site of tension between secular media logics and Islamic educational values, yet the specific dynamics of misrepresentation, public response, and regulatory intervention in the digital era remain underexplored. This study examines how the broadcast of Trans7's Xpose Uncensored programme in October 2025 triggered a crisis of pesantren representation, analyzes the digital counter-responses mounted by the santri community, and investigates the regulatory and political actions that followed. Employing a qualitative descriptive approach grounded in Critical Discourse Analysis (Fairclough, 1995) and thematic content analysis, this study draws on data from national online media, official institutional statements from KPID Banten, KPI, MUI, and DPR RI, and digital public responses across YouTube, Instagram, and X (Twitter). The findings reveal that the broadcast constructed a distorted image of pesantren life by decontextualizing ritual practices of respect (ta'dzim) as symbols of subjugation, thereby reproducing secular-capitalist discursive dominance over Islamic educational institutions. In response, the santri community mobilized a sustained digital counter-narrative through social media activism, transforming from passive media subjects into active producers of religious public discourse. Regulatory bodies subsequently confirmed broadcasting violations and imposed sanctions, while political and religious institutions affirmed the moral boundaries of permissible media representation. This study concludes that the pesantren community's digital response signals a significant shift in the socio-religious public sphere, and that ethical media governance in religiously plural societies requires institutional frameworks that are sensitive to the symbolic dimensions of faith-based education.

A Culture-Based Character Education Through the Roan Tradition at Pondok Pesantren Riyadlatul Ulum, Batanghari, East Lampung

2026-05-02T16:49:39+00:00

The Roan tradition — a collective environmental cleaning practice rooted in pesantren culture — represents one of the most enduring instruments of character formation in Indonesian Islamic boarding schools. However, amid increasing academic pressures and the rapid penetration of digital technology into students' daily lives, the motivational foundations of this tradition have begun to erode, raising critical questions about its continued effectiveness as a medium of moral education. This study aims to examine the implementation of the Roan tradition at Pondok Pesantren Riyadlatul Ulum, Batanghari, East Lampung, analyze its role in shaping students' discipline and social responsibility, and identify the supporting and inhibiting factors in its practice. This research employed a qualitative descriptive method with a case study approach. Data were collected through observation, in-depth interviews, and documentation involving five informants comprising the dormitory head, administrators, and students, and analyzed using Miles and Huberman's interactive model. The findings indicate that the Roan tradition continues to be carried out regularly every Sunday morning with structured task distribution and direct supervision, functioning not only as a cleaning routine but also as a medium for internalizing discipline, responsibility, cooperation, and collective solidarity. Nevertheless, a decline in enthusiasm was observed among long-standing students who increasingly perceive Roan as a formal obligation rather than a moral practice. This study concludes that Roan constitutes a living implementation of ta'dib-based character education that requires purposeful revitalization to sustain its pedagogical significance amid contemporary challenges.

Bridging the policy divide in Nigeria: Cross-sectoral Collaboration, Accountability, and Data Integration for Sustainable Education Governance

2026-08-11T15:51:41+00:00

Weak organizational and institutional structures continue to constrain education governance in developing contexts, hindering the achievement of sustainability goals. This study investigated whether cross-sectoral collaboration, accountability, and data integration significantly predict sustainable education governance in Nigeria. A correlational survey design was employed, involving education policy makers, government administrators, and civil society actors at the federal, state, and local levels. A sample of 178 respondents was randomly selected through stratified sampling to represent the three tiers of governance. Data were collected using a structured, validated questionnaire and analyzed through Spearman's Rank-Order Correlation and multiple regression. Results showed a moderate positive bivariate correlation between cross-sectoral collaboration and governance (r = .453, p = .000); however, this contribution became non-significant once accountability and data integration were controlled for (β = –.044, p = .222), likely due to shared explanatory overlap among predictors. The overall regression model was significant, F(3,174) = 331.111, p = .000, explaining 85.1% of the variance (R² = .851, R = .922). Accountability (β = .850, p = .000) and data integration (β = .150, p = .000) were significant predictors, with accountability showing the strongest influence. The study concludes that accountability and data integration are the most critical drivers of sustainable education governance, while cross-sectoral collaboration contributes meaningfully only when considered independently. It is recommended that stakeholders strengthen accountability mechanisms, integrate education data systems, and institutionalize cross-sectoral coordination to improve governance outcomes in Nigeria.

Jerold E. Kemp’s Instructional Design Model in Islamic Religious Education: A Literature-Based Analysis of Its Systematic and Adaptive Features

2026-03-18T11:39:00+00:00

The use of instructional design models in Islamic Religious Education (IRE) requires a framework that connects learning objectives, learner characteristics, instructional materials, learning strategies, media, assessment, and contextual learning conditions. However, existing discussions of Jerold E. Kemp’s model have generally emphasized its components and flexibility without sufficiently synthesizing how its systematic and adaptive features can be understood within IRE. This study examines the relevance of Jerold E. Kemp’s instructional design model to Islamic Religious Education through library research. Data were drawn from relevant books, journal articles, and academic documents discussing instructional design, the Kemp model, and IRE. The data were analyzed using qualitative content analysis and critical-comparative synthesis. The analysis identifies three main findings. First, the Kemp model provides an interconnected design framework that links learning objectives, learner characteristics, content organization, instructional strategies, learning resources, media, assessment, facilities, and time allocation. Second, its non-linear and revisable structure allows instructional planning to respond to variations in learners, content, and educational contexts. Third, its relevance to IRE depends on the alignment between cognitive, affective, and psychomotor objectives and the use of appropriate assessment procedures. The study contributes a literature-based interpretation of the Kemp model by clarifying the conditions under which its systematic and adaptive features may support IRE planning. The findings do not establish empirical effects on student achievement but provide a conceptual basis for further research and instructional development.