Darulfunun Institute

Institute for Development, Research and Initiatives (IDRIS)

Tag: Journal AL-IMAM

  • Emotional Intelligence and Servant Leadership of the Head of Madrasah Based on the Balance of Dhikr and Pikir: A Case Study at MAN 1 Nganjuk

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aim: This study examines how a madrasah principal enacts emotional intelligence, identifies its supporting and inhibiting factors, and explores the integration of dhikr and pikir within the ulul albab paradigm at MAN 1 Nganjuk, Indonesia. Method: A qualitative single-case study was conducted using three semi-structured interviews with the principal, participant observation by a researcher working as a teacher, and institutional documents. Data were analysed through condensation, display, and conclusion drawing. Results: Emotional intelligence was manifested through tabayun-based self-regulation, personal engagement and informal dialogue, and participatory, bottom-up communication. The principal understood leadership as service (khadimul ummah), delegated responsibilities according to organisational roles, and retained accountability. Enabling conditions included leadership experience, willingness to learn, clear delegation structures, and external partnerships; obstacles included resistance to change, limited cohesion, cultural differences, and unbudgeted needs. Decision-making combined verification and rational analysis with prayer, followed by spiritual consultation when reasoning reached an impasse. This integration was most evident in the principal’s decision-making, while its application in classroom teaching remained insufficiently explored. Evidence came primarily from one principal, limiting transferability across educational settings. Implications: These findings suggest that madrasah leadership development should combine emotional regulation, participatory approaches, and spiritual reflection. They also highlight the importance of understanding Islamic educational leadership within its organisational and cultural context. Originality/Added Value: The study proposes a context-specific, provisional conceptual model connecting emotional intelligence, servant leadership, and the ulul albab paradigm. It identifies tabayun-based self-regulation as a distinctive, contextually documented expression of emotional intelligence in madrasah leadership, without claiming that the proposed model has been causally tested.

  • The Rise of the Academic Precariat in Indonesia: A Tripartite Analysis of Wage Injustice through Islamic Corporate Finance, Legal Gaps, and Sharia Ethics

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyse the structural factors underlying the economic vulnerability and wage inequality experienced by lecturers at private higher education institutions (PHEIs) in Indonesia, examining the relationship between financial governance, legal protection and ethical responsibility. It employs normative legal research using statutory, conceptual and philosophical approaches. Primary, secondary and tertiary legal materials were collected through a literature review and analysed qualitatively using descriptive-analytical and prescriptive methods. The findings indicate that the academic precariat is caused not merely by low wages, but also by limited transparency in remuneration policies, insecure employment relationships and the gap between legal norms and their implementation. From the perspective of Sharia ethics, the principles of al-‘adl (justice), kafalah (guarantee and responsibility) and maqasid al-shari’ah (the objectives of Islamic law) provide a normative foundation for evaluating remuneration fairness, institutional accountability and lecturers’ welfare. The novelty of this study lies in developing an integrated analytical framework that connects Islamic Corporate Finance, positive law and Sharia ethics to understand the academic precariat as a structural issue rather than merely a matter of individual income. The study concludes that addressing lecturers’ economic vulnerability requires stronger remuneration standards, better protection of employment relationships and greater institutional financial accountability, ensuring that the financial sustainability of PHEIs is aligned with the fulfilment of lecturers’ economic rights and respect for their professional dignity.

  • Islamic Financial Technology (Fintech): Bridging the Gap between Islamic Financial Literacy and Inclusion in Indonesia

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aims: This study aims to identify the need for Islamic financial technology (Islamic fintech) as an alternative to support Islamic financial literacy and inclusion in Indonesia. It also describes the factors that hinder the conversion of Islamic financial knowledge into the actual use of formal financial services and summarizes governance pillars, drawn from the literature and oriented toward Maqashid al-Shariah, to promote equitable and sustainable financial inclusion. Method: This study employs a library research method with a qualitative-descriptive approach. Data were collected through a review of scientific literature, regulations, and official reports relevant to Islamic financial literacy, financial inclusion, and the development of Islamic fintech in Indonesia. The literature was identified, selected, classified into five dimensions (Table 1), and synthesized descriptively to describe the literacy-inclusion gap, its contributing factors, and the opportunities and challenges of Islamic financial digitalization. The study does not apply thematic coding, empirical testing, or the development of a formal framework. Results: The findings reveal a substantial gap between Islamic financial literacy and Islamic financial inclusion in Indonesia, as reported in national survey data. This gap indicates that public knowledge has not been fully translated into the utilization of Islamic financial services. This phenomenon is explained through the concept of symbolic literacy, which refers to a condition in which people recognize Islamic financial terminology but lack a substantive understanding of contractual structures (akad), risks, operational mechanisms, and the benefits of Islamic financial products. Other barriers include low institutional transparency, pseudo-inclusion practices that may undermine public trust, limited digital infrastructure, and misalignment between technological innovation and regulatory readiness. Islamic fintech services, including peer-to-peer lending, crowdfunding, and electronic waqf (e-waqf), have the potential to expand financial access. However, the literature synthesis suggests that optimizing their role requires four governance pillars: regulation, technology, social engagement, and spirituality (Table 2). These pillars are supported by contract-based financial education, algorithmic ethics audits, consumer protection, and community collaboration. Novelty: The novelty of this study lies in the use of symbolic literacy and pseudo-inclusion as analytical concepts for explaining the gap between understanding and utilizing Islamic financial services, as well as in the synthesis of four Islamic fintech governance pillars oriented toward Maqashid al-Shariah. The findings highlight the need for integrated regulation, greater institutional transparency, financial education emphasizing contractual understanding, ethical oversight of technology, and the development of accessible digital services tailored to community needs. Accordingly, Islamic fintech should not merely expand financial access but also promote substantive, responsible, and sustainable financial inclusion in Indonesia.

  • The Relevance of the Khulafaur Rasyidin’s Principles of Justice to Leadership Ethics in the Digital Era

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyze the relevance of the Khulafaur Rasyidin’s principles of justice to leadership ethics in the digital era, particularly in the use of social media, the formation of public perceptions, and leadership accountability. This research employs a qualitative approach with a descriptive-analytical design through a literature review and direct interviews with six participants, consisting of three women and three men. The interviews were conducted on October 2-4, 2026, focusing on the understanding of justice, the influence of social media popularity, the leadership values of the Khulafaur Rasyidin, and ethical communication between leaders and the public. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that justice, honesty, trustworthiness, responsibility, openness to criticism, and equal treatment remain relevant foundations for contemporary leadership ethics. The interviews also reveal that a leader’s popularity on social media cannot serve as the primary measure of justice, as a digital image does not necessarily reflect actual policies and actions. Nevertheless, social media can facilitate access to information, accommodate public aspirations, and support transparency and public oversight when used responsibly. The novelty of this study lies in connecting the principles of justice upheld by the Khulafaur Rasyidin with public assessments of leadership through social media, particularly in distinguishing digital popularity from justice demonstrated through actual policies and public services. This study emphasizes that ethical leadership must be grounded in moral integrity, fair policies, honest communication, and accountability that can be demonstrated to the public.

  • Independence and Integrity of Judges in The Exercise Of Judicial Power in Indonesia Perspective Siyasah Qadha’iyyah

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aim: This study aims to analyze judicial independence and integrity in the exercise of judicial power in Indonesia from the perspective of siyasah qadha’iyyah and to examine the relevance of its principles to strengthening judicial power. Method: This study employs normative legal research with a descriptive-analytical approach, using statutory, conceptual, and case approaches. Primary, secondary, and tertiary legal materials were collected through library research and analyzed qualitatively by interpreting legal norms and scriptural texts (nash), comparing them with the principles of siyasah qadha’iyyah, and drawing deductive conclusions. Result: The findings indicate that judicial independence encompasses collective, personal, and internal independence, while integrity is reflected in honesty, trustworthiness (amanah), objectivity, professionalism, and moral responsibility. From the perspective of siyasah qadha’iyyah, grounded in Qur’an 4:58 and 4:135, Qur’an 38:26, and hadith prohibiting bribery, judges are entrusted with the responsibility to uphold justice, act honestly, demonstrate competence, restrain personal desires, and refrain from bribery. Independence without integrity may lead to abuse of authority. Therefore, strengthening judicial power requires a balance between safeguarding judicial independence and reinforcing judicial integrity. Novelty: This study conceptualizes judicial independence not merely as freedom from external interference but also as the ability to resist internal influences, including personal desires and interests. The siyasah qadha’iyyah perspective provides an ethical and moral foundation for strengthening judicial integrity through the internalization of justice and trustworthiness.

  • Students’ Responses To Hybrid PjBL-STEAM Through A Plastic-Waste Collage Project in IPAS Learning

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to describe students’ responses to hybrid Project-Based Learning (PjBL)-STEAM through a plastic-waste collage project in Grade VI IPAS learning. A quantitative descriptive design involved 27 students. Responses were observed through ten indicators: interest, active participation, understanding of instructions, response to digital media, collaboration, responsibility, creativity, problem solving, communication, and reflection. The overall score was 999 out of a maximum of 1,080, equivalent to 92.50% and categorized as very positive. Interest and collaboration obtained the highest percentages, while communication/presentation was relatively lower but remained in the very positive category. The novelty lies in mapping students’ responses to the synergy of two learning processes—concrete project activities and guided digital support—within Hybrid PjBL-STEAM using plastic waste as an authentic context. The findings imply that technology should strengthen visualization, documentation, and data presentation, while hands-on experience, collaboration, product development, testing, and reflection remain central to elementary IPAS learning.

  • Implementation of Hybrid PjBL-STEAM Through A Hanging Pot Project Using Waste Plastic

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aim: This study aimed to describe the implementation of hybrid Project-Based Learning (PjBL)-STEAM through a hanging-pot project using discarded plastic bottles in Grade III integrated science and social studies (IPAS), Method: A quantitative descriptive approach supported by qualitative evidence was employed. Participants were 10 Grade III pupils at SD Negeri 10 Siak Kecil, comprising six boys and four girls. Two learning sessions combined a teacher delivering instruction via Zoom with an in-class facilitator supporting practical activities. Data were collected through observations, student worksheets, written tests, assessments of project processes and products, presentations, and reflections. Frequencies and percentages were used to describe attainment. Result: Nine of the 10 pupils achieved the learning criteria, yielding 90% class-wide attainment; one pupil required support. The project connected plastic-waste issues and plant needs with digital technology, product design, drainage testing, creative decoration, and simple measurements. These findings describe attainment in this classroom rather than causal effectiveness, as the study included neither a comparison group nor a pretest–posttest design. Novelty: This study illustrates the coordinated roles of a remote instructor and an on-site facilitator in an elementary-level recycled-bottle project integrating STEAM components. The design offers an active, collaborative approach to IPAS learning and meaningful environmental awareness.

  • School-Based Management as Collaborative Governance to Support Educational Relevance: A Literature Review

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aim: This study aims to analyze how School-Based Management (SBM) functions as collaborative governance to support educational relevance. Method: The study uses a narrative literature review with a qualitative-descriptive approach to publications from 2021–2026. Literature was searched through Google Scholar, Garuda, and journal websites using terms related to SBM, school autonomy, participation, leadership, planning, accountability, and educational quality. Sources were selected based on topical relevance, publication period, verifiable bibliographic information, and access to full text. Ten articles were designated as the primary literature, while other articles were used as supporting sources. Result: The synthesis indicates that educational relevance is supported by the interconnectedness of decision-making autonomy, stakeholder participation, leadership, resource management, transparency, accountability, and evaluation. Autonomy creates room for context-sensitive decisions, but implementation depends on school capacity and stakeholder involvement. Novelty/Implication: The novelty of this study lies in a conceptual synthesis that integrates these elements into a collaborative-governance framework oriented toward educational relevance. The findings imply that strengthening SBM requires linking school authority with collaboration, implementation capacity, transparency, accountability, and continuous evaluation.

  • Implementing Project-Based Hybrid STEAM Learning Through the “Eco Craft Fan” from Recycled Bottle Caps: A Qualitative Study in a Grade Six Elementary School

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Objective: This study aims to describe the implementation of Science, Technology, Engineering, Art, and Mathematics (STEAM) learning through a hybrid project-based approach using “Kipas Eco Craft,” a product made from used bottle caps, as well as student engagement, implementation challenges, and adaptive strategies in Grade VI at SDN 004 Domo. Methods: This study employed a descriptive qualitative approach. Data were collected through participatory observation, semi-structured interviews with students, parents, and the school principal, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Method and source triangulation were applied to enhance the credibility of the findings. Results: The “Kipas Eco Craft” project integrated all five STEAM components through contextual learning activities. Online learning was used for concept exploration and product design, while face-to-face sessions focused on assembly, testing, and product refinement. Students demonstrated enthusiasm, collaboration skills, participation in design decision-making, and increased awareness of plastic waste. The challenges included limited digital devices and internet connectivity, restricted face-to-face learning time, work safety considerations, and differences in work pace among groups. Novelty/Implications: The novelty of this study lies in integrating STEAM learning, a hybrid model, and the use of locally available waste materials in a project adapted to technological access limitations in elementary schools. Dividing activities according to their characteristics, with exploration and design conducted online and practical work and testing carried out face-to-face, offers a potentially replicable strategy for similar learning contexts. These findings highlight the need to strengthen teachers’ competencies in designing integrated STEAM learning and to provide simple learning resources to support innovative, inclusive, and contextually relevant education.

  • Student Responses to Hybrid PjBL-STEAM Through The Toilet Check System Project in Elementary School

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aim: This study aimed to describe first-grade students’ responses to hybrid learning integrated with Project-Based Learning (PjBL)-STEAM through the Toilet Check System project in Civic Education. Method: A quantitative descriptive approach involved 28 students. Data were collected using a four-point observation sheet covering ten indicators: interest, active participation, response to digital media, understanding of instructions, collaboration, responsibility, creativity, problem solving, communication, and reflection. The data were analysed using frequencies, percentages, mean, median, and standard deviation. Result: Twenty-two students obtained a score of 4, five students a score of 3, and one student a score of 2. The total score was 105 out of 112 (93.75%), with a mean of 3.75, a median of 4.00, and a standard deviation of 0.52, indicating a very positive response. Novelty/Implication: The novelty lies in combining hybrid learning, PjBL-STEAM, and a Toilet Check System project as a contextual Civic Education experience for early-grade students. The findings imply that digital technology should support concrete experience, collaboration, and problem solving while direct teacher-student interaction remains central.

  • Batu Seremban-Based Malay Ethnomathematics in Deep Learning for Enhancing Mental Calculation Skills

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Mental calculation is an important part of numeracy competence because it relates to number understanding, strategy flexibility, and the ability to use number relationships in solving arithmetic operations. Learning that only emphasizes written algorithms can limit opportunities to explore diverse calculation strategies. This article aims to develop a conceptual study on the use of the Batu Seremban game as a Malay ethnomathematics context integrated with a deep learning approach to support mental calculation of elementary school students in Phase B on addition and subtraction. The study uses a conceptual literature review approach by synthesizing literature on ethnomathematics, traditional games, contextual mathematics learning, deep learning, number sense, and mental calculation. Five stones are given pedagogical values based on learning agreements, namely red=1, yellow=2, green=3, blue=4, and black=5. The conceptual synthesis shows that Batu Seremban activities can be used to facilitate combining, separating, decomposing, compensation, and inverse relationships between addition and subtraction. The integration of meaningful, mindful, and joyful learning principles has the potential to strengthen meaning and student engagement. This study produces a conceptual framework as a basis for developing learning tools rooted in local wisdom.

  • An Analysis of the Influence of Mathematics Anxiety and Learning Motivation on the Mathematics Learning Achievement in the Topic of Algebra

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aim: This study aimed to examine whether mathematics anxiety and learning motivation statistically predict algebra achievement, both individually and jointly, among Year 7 students at an integrated Islamic junior secondary school in Indonesia. Method: A quantitative ex post facto correlational design was employed, involving 64 Year 7 students from SMPIT Ar-Risalah Sukoharjo. Mathematics anxiety and learning motivation were measured using two separate 30-item questionnaires, while algebra achievement was assessed through an algebra test. Data were analysed using multiple linear regression following diagnostic assessments of residual normality, linearity, multicollinearity, and heteroscedasticity, with statistical significance set at 0.05. Results: Mathematics anxiety did not significantly predict algebra achievement (B = 0.046, ? = 0.152, p = 0.357). Similarly, learning motivation was not a statistically significant predictor (B = 0.063, ? = 0.227, p = 0.171). The overall regression model was not statistically significant, F(2, 61) = 0.961, p = 0.388, R² = 0.031. Achievement scores were concentrated within a narrow, high-performing range (82–95; M = 90.08, SD = 2.97). Novelty/Implication: This study provides context-specific empirical evidence regarding the limited predictive contribution of two affective factors to early secondary algebra achievement when observed performance exhibits restricted variability. The non-significant findings do not imply that mathematics anxiety and learning motivation are educationally irrelevant; instead, they highlight the importance of considering score distributions and measurement characteristics when interpreting predictive relationships. The findings underscore the need to integrate affective, cognitive, and instructional indicators into comprehensive models of mathematics achievement and to employ assessment instruments capable of capturing meaningful differences in students’ mathematical performance.