Focus & Scope

Focus

Fikrotuna: Jurnal Pendidikan dan Manajemen Islam publishes original, peer-reviewed research that examines education and institutional governance through Islamic intellectual traditions as operative analytical frameworks — not merely as geographic settings or demographic descriptors. The journal's distinctive concern is with how Islamic epistemologies, normative systems (such as maqāṣid al-sharīʿah, tarbiyah, and tazkiyah), and institutional forms (pesantren, madrasah, kuttab, and their functional equivalents worldwide) generate educational practices, organizational logics, and policy architectures that are analytically distinct from those produced by secular-liberal or generic educational paradigms.

Scope

The journal welcomes empirical, conceptual, and systematic review contributions across four interconnected domains:

1. Islamic Pedagogy and Curriculum Studies — Instructional design, learning models, and curricular policy grounded in or critically engaging Islamic normative and philosophical traditions, including fiqh pedagogy, Qur'anic literacy, character formation (akhlak), values-based curriculum frameworks, and the integration of digital technologies and artificial intelligence within Islamic pedagogical commitments.

2. Islamic Educational Psychology and Wellbeing — Psychological, counseling, and mental health interventions that integrate Islamic spiritual, ethical, or contemplative traditions with empirically grounded therapeutic and educational frameworks, encompassing both preventive and responsive approaches to learner wellbeing in faith-based educational settings.

3. Governance, Leadership, and Institutional Dynamics in Islamic Education — Organizational governance, human resource development, child protection, institutional reform, and faith-based philanthropic mechanisms that shape educational access and sustainability within Islamic educational institutions, with explicit analytical attention to how Islamic values, authority structures, communal logics, or digitalization processes shape governance practice.

4. Epistemology, Philosophy, and Policy of Islamic Education — Foundational questions concerning the knowledge frameworks, civilizational aims, and policy coherence of Islamic educational systems, including comparative, historical, and cross-national analyses. Comparative studies examining Islamic education alongside other faith-based educational traditions (e.g., Christian, Hindu, Buddhist) are welcomed where Islamic frameworks constitute a substantive component of the inquiry, not merely a peripheral reference point.

All submissions undergo a double-blind peer-review process managed by subject-area editors with expertise in the journal's four domains. The journal encourages the submission of original manuscripts that advance theory, methodology, or analytical frameworks in the study of Islamic education and its institutional governance — not merely replicate existing findings in new settings. Methodological pluralism is welcomed; what is non-negotiable is transparency of epistemological assumptions, explicit statement of limitations, and substantive engagement with Islamic intellectual traditions as defined in the scope above.

Fikrotuna is committed to immediate, barrier-free open access. All articles are published under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. The journal actively fosters scholarly collaboration across the Muslim-majority world and beyond, and seeks to bridge Indonesian and Southeast Asian Islamic education scholarship with global conversations in comparative education, faith-based institutional studies, and applied Islamic thought.