AL-ADABIYAH: Jurnal Pendidikan Agama Islam

MULTICULTURAL EDUCATION IN THE PERSPECTIVE OF ISLAM NUSANTARA: A CRITICAL ANALYSIS OF ABDURRAHMAN WAHID’S THOUGHT

2025-07-21T11:55:40+07:00

This study examines Abdurrahman Wahid’s (Gus Dur) ideas on multicultural education and their relevance to Islamic education in Indonesia. Through a literature review of his writings and speeches, the research finds that Gus Dur promoted an inclusive, tolerant, and culturally grounded Islam known as Islam Nusantara. He emphasized that education should foster mutual respect, empathy, and peaceful coexistence across religious and cultural differences. His rejection of exclusivist interpretations and advocacy for local cultural integration position his thought as a strong foundation against intolerance and radicalism. Gus Dur’s ideas remain highly relevant for building a tolerant and humanistic Islamic education today.

Penelitian ini mengkaji pemikiran Abdurrahman Wahid (Gus Dur) tentang pendidikan multikultural dan relevansinya bagi pendidikan Islam di Indonesia. Melalui studi pustaka atas tulisan dan pidatonya, ditemukan bahwa Gus Dur mengusung Islam inklusif dan toleran yang dikenal sebagai Islam Nusantara. Ia menekankan pentingnya pendidikan yang menumbuhkan sikap saling menghargai, empati, dan hidup damai dalam keberagaman. Penolakannya terhadap tafsir tunggal dan dukungannya terhadap budaya lokal menjadikan gagasannya relevan untuk melawan intoleransi dan radikalisme. Pemikiran Gus Dur menjadi landasan penting dalam membangun pendidikan Islam yang manusiawi dan toleran.

IMPLEMENTATION STRATEGY OF MULTICULTURAL EDUCATION BASED ON ISLAMIC VALUES AT SMP SUMBARRANG

2025-08-04T12:09:26+07:00

Multicultural education plays a vital role in promoting moderate and inclusive Islamic values, particularly in pluralistic school environments. This study explores the implementation strategies of multicultural education based on Islamic values at SMP Sumbarrang. Using a descriptive qualitative method, data were gathered through participatory observation, semi-structured interviews with 12 informants (teachers, principal, and students), and documentation analysis. The findings reveal that Islamic values such as tolerance (tasamuh), brotherhood (ukhuwah), justice (‘adl), and compassion (rahmah) align with the core principles of multicultural education. However, the implementation remains normative and lacks systematic integration into both learning activities and school programs. The study recommends the development of a multicultural-based Islamic education (PAI) curriculum, targeted teacher training, and enhanced collaboration among schools, parents, and communities. These efforts are essential to cultivating an educational environment that respects diversity. The study contributes to the advancement of a contextual Islamic education model suitable for plural societies.

Pendidikan multikultural penting untuk menanamkan nilai-nilai Islam yang moderat dan inklusif, terutama di lingkungan sekolah yang plural. Penelitian ini bertujuan menganalisis strategi implementasi pendidikan multikultural berbasis nilai-nilai Islam di SMP Sumbarrang. Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi partisipatif, wawancara semi-terstruktur terhadap 12 informan (guru, kepala sekolah, siswa), serta studi dokumentasi. Hasil penelitian menunjukkan bahwa nilai-nilai Islam seperti toleransi (tasamuh), persaudaraan (ukhuwah), keadilan (‘adl), dan kasih sayang (rahmah) selaras dengan prinsip pendidikan multikultural. Namun, implementasinya masih bersifat normatif dan belum terintegrasi secara sistematis dalam pembelajaran dan program sekolah. Oleh karena itu, diperlukan pengembangan kurikulum PAI berbasis multikultural, pelatihan guru, serta sinergi antara sekolah, orang tua, dan masyarakat. Temuan ini memberi kontribusi dalam pengembangan model pendidikan Islam yang kontekstual dan relevan dengan masyarakat majemuk.

INTEGRATING THE EXEGESIS OF SURAH AL-‘ALAQ (1–5) WITH LITERACY EDUCATION IN THE MERDEKA CURRICULUM

2025-08-25T09:02:27+07:00

Rendahnya capaian literasi membaca peserta didik Indonesia berdasarkan hasil PISA 2022 menunjukkan tantangan serius dalam sistem pendidikan nasional. Sementara itu, dalam perspektif Islam, urgensi literasi telah ditegaskan sejak wahyu pertama dalam QS. al-‘Alaq 1–5 melalui perintah iqra’ yang bermakna luas, meliputi pembacaan teks, realitas alam, dan fenomena sosial. Penelitian ini bertujuan mengisi kekosongan kajian yang mengintegrasikan tafsir QS. al-‘Alaq 1–5 dengan kebijakan Kurikulum Merdeka Belajar, khususnya dalam penguatan multiliterasi. Metode penelitian yang digunakan adalah studi pustaka dengan pendekatan kualitatif melalui analisis isi terhadap tafsir klasik (Ibn Katsir, al-Kasysyaf) dan tafsir modern (al-Misbah, al-Munir, al-Tahrir wa al-Tanwir). Hasil penelitian menunjukkan bahwa mufasir klasik menekankan iqra’ sebagai perintah membaca wahyu dengan menyebut nama Tuhan, sementara mufasir modern memperluas maknanya mencakup bacaan terhadap wahyu, alam, dan masyarakat. Temuan ini menunjukkan relevansi QS. al-‘Alaq 1–5 dengan multiliterasi dalam Kurikulum Merdeka, yang mencakup literasi baca-tulis, sains, digital, budaya, numerasi, dan spiritual. Kontribusi penelitian ini terletak pada tawaran kerangka konseptual “literasi Qur’ani” yang dapat memperkuat implementasi Kurikulum Merdeka dengan menekankan integrasi nilai spiritual dan moral ke dalam pendidikan literasi kontemporer.

The low reading literacy performance of Indonesian students, as revealed by the 2022 PISA results, highlights a critical challenge for the national education system. From an Islamic perspective, the urgency of literacy has been emphasized since the first revelation in QS. al-‘Alaq 1–5, with the command iqra’ encompassing the reading of texts, nature, and social realities. This study aims to address the research gap by integrating the exegesis of QS. al-‘Alaq 1–5 with the Merdeka Curriculum’s literacy framework, particularly in strengthening multiliteracy. Employing a qualitative library research design with content analysis, the study examines classical exegesis (Ibn Kathir, al-Kasysyaf) and modern exegesis (al-Misbah, al-Munir, al-Tahrir wa al-Tanwir). The findings reveal that classical exegetes interpret iqra’ as reading revelation in the name of God, while modern exegetes expand its scope to include revelation, nature, and society. These interpretations demonstrate strong relevance to the Merdeka Curriculum’s multiliteracy orientation, which covers reading–writing, scientific, digital, cultural, numerical, and spiritual literacies. The study’s novelty lies in proposing a “Qur’anic literacy” framework as a conceptual foundation for enhancing the implementation of the Merdeka Curriculum by integrating spiritual and moral values into contemporary literacy education.

CHALLENGES OF FIQH TEACHERS IN DEVELOPING HOTS-BASED ASSESSMENTS: A CASE STUDY IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOL

2025-09-09T19:44:45+07:00

The low critical thinking performance of Indonesian students, as highlighted by PISA and World Bank reports, underscores the urgency of implementing Higher Order Thinking Skills (HOTS) in assessment practices. While HOTS-based evaluation is emphasized in the Merdeka Curriculum, its application in Islamic subjects, particularly fiqh, remains underexplored. This study investigates the process and challenges faced by fiqh teachers in developing HOTS-based assessments at an Islamic senior high school in Indonesia. Employing a qualitative case study, data were gathered through classroom observation, semi-structured interviews, and document analysis, then analyzed using an interactive model with triangulation for validation. Findings indicate that teachers follow standard steps—competency analysis, blueprint design, stimulus development, item writing, and rubric construction—but encounter significant barriers, including limited mastery of Bloom’s Taxonomy, difficulties in creating contextual stimuli, dependence on textbooks, and lack of training. This study highlights the need for targeted professional development to strengthen teachers’ capacity in designing HOTS-oriented assessments.

Rendahnya kemampuan berpikir kritis siswa Indonesia yang ditunjukkan oleh laporan PISA dan Bank Dunia menegaskan urgensi penerapan Higher Order Thinking Skills (HOTS) dalam praktik evaluasi. Meskipun Kurikulum Merdeka menekankan pentingnya penilaian berbasis HOTS, penerapannya pada mata pelajaran keagamaan, khususnya fikih, masih jarang dikaji. Penelitian ini bertujuan menganalisis proses penyusunan serta tantangan guru fikih dalam mengembangkan soal berbasis HOTS di salah satu madrasah aliyah di Indonesia. Metode yang digunakan adalah kualitatif studi kasus dengan teknik pengumpulan data melalui observasi, wawancara semi-terstruktur, dan analisis dokumen. Data dianalisis secara interaktif dengan uji keabsahan melalui triangulasi. Hasil penelitian menunjukkan bahwa guru mengikuti tahapan umum—analisis kompetensi, penyusunan kisi-kisi, pengembangan stimulus, penulisan soal, dan penyusunan rubrik—namun menghadapi hambatan serius, seperti keterbatasan penguasaan Taksonomi Bloom, kesulitan merancang stimulus kontekstual, ketergantungan pada buku teks, serta minimnya pelatihan. Temuan ini menegaskan perlunya pengembangan profesional berkelanjutan bagi guru untuk memperkuat kapasitas dalam merancang penilaian berbasis HOTS.

MODELING CHARACTER EDUCATION IN ISLAMIC BOARDING SCHOOL THROUGH ECOLOGICAL SYSTEM THEORY: A CASE STUDY AT GONTOR 10 JAMBI

2025-09-13T22:02:32+07:00

This study examines character education at Pondok Modern Darussalam Gontor, Campus 10 Jambi, using Bronfenbrenner’s Ecological System Theory (EST). Unlike most studies focusing on formal schools, it highlights the underexplored pesantren context. A qualitative case study was conducted through observations, interviews, and document analysis with leaders, teachers, and students. Findings show that character formation occurs holistically: the microsystem (dormitories, classrooms, mosques) fosters discipline; the mesosystem (teacher–mentor relations) ensures consistency; the exosystem (central policies) provides uniformity; the macrosystem (Panca Jiwa) grounds values; and the chronosystem reflects curricular adaptation. The novelty lies in the development of a Religious Ecological System Theory that integrates spiritual dimensions into EST. Practically, this model serves as a reference for designing adaptive and sustainable strategies in character education.

Penelitian ini menganalisis implementasi pendidikan karakter di Pondok Modern Darussalam Gontor Kampus 10 Jambi melalui Ecological System Theory (EST) Bronfenbrenner. Berbeda dari kajian terdahulu yang berfokus pada sekolah formal, penelitian ini menyoroti konteks pesantren yang masih jarang diteliti. Menggunakan metode kualitatif studi kasus, data dikumpulkan melalui observasi, wawancara, dan analisis dokumen dengan pimpinan, guru, dan santri. Hasil menunjukkan pembentukan karakter berlangsung holistik: mikrosistem (asrama, kelas, masjid) menanamkan kedisiplinan; mesosistem (relasi guru–pembina) menjaga konsistensi; eksosistem (kebijakan pusat) memberi standar seragam; makrosistem (Panca Jiwa) menjadi fondasi nilai; dan kronosistem mencerminkan adaptasi kurikulum. Kebaruan penelitian ini adalah pengembangan Religious Ecological System Theory yang menekankan dimensi spiritual. Model ini memberi rujukan praktis bagi lembaga pendidikan lain untuk strategi penguatan karakter yang adaptif dan berkelanjutan.

SPIRITUAL EDUCATION AS A STRATEGIC CONTRIBUTION OF HIGHER EDUCATION IN BUILDING FUTURE GLOBAL CIVILIZATION

2025-10-05T21:35:56+07:00

Spiritual education serves as a strategic approach for higher education institutions in shaping the future global civilization based on humanistic and divine values. This study aims to analyze the contribution of higher education in embedding spiritual values as the foundation for character formation and peaceful global culture. Using a library research approach, data were gathered from scientific literature on spiritual education, character development, and global civilization building. The results reveal that integrating spiritual education into university curricula enhances students’ spiritual intelligence, moral awareness, and social–ecological responsibility. Spiritual education acts as a transformative instrument in forming holistic individuals who are self-aware and committed to world peace. The findings highlight the strategic role of higher education in fostering a civilized global society through transformative spirituality.

Pendidikan spiritual merupakan strategi penting bagi perguruan tinggi dalam membangun peradaban dunia masa depan yang berlandaskan nilai-nilai kemanusiaan dan ketuhanan. Penelitian ini bertujuan untuk menganalisis kontribusi pendidikan tinggi dalam menanamkan nilai spiritual sebagai fondasi pembentukan karakter dan budaya global yang damai. Dengan menggunakan pendekatan studi kepustakaan, data dikumpulkan dari berbagai literatur ilmiah tentang pendidikan spiritual, nilai karakter, dan pembangunan peradaban global. Hasil kajian menunjukkan bahwa integrasi pendidikan spiritual dalam kurikulum perguruan tinggi mampu mengembangkan kecerdasan spiritual mahasiswa, memperkuat moralitas, serta menumbuhkan tanggung jawab sosial dan ekologis. Pendidikan spiritual menjadi instrumen strategis dalam membentuk manusia yang holistik, sadar diri, dan berorientasi pada perdamaian dunia. Temuan ini menegaskan bahwa pendidikan tinggi berperan signifikan dalam mewujudkan peradaban global yang berkeadaban melalui spiritualitas transformatif.

JOYFUL LEARNING AS A STRATEGY TO ENHANCE COGNITIVE LEARNING OUTCOMES IN ISLAMIC RELIGIOUS EDUCATION

2025-09-30T16:34:48+07:00

This study examines the effectiveness of Joyful Learning as a pedagogical strategy to enhance students’ cognitive learning outcomes in Islamic Religious Education (PAI) at MTs Salafiyah Ngaringan, a pesantren-based junior high school in Central Java. Using a posttest-only control group quasi-experimental design with 50 eighth-grade students, the experimental class received PAI instruction through Joyful Learning activities—role-play, group discussion, and interactive quizzes—while the control class followed conventional teaching. Independent t-test results revealed a significant difference (p = 0.000), with the experimental group (M = 83.72) outperforming the control group (M = 72.88). These findings indicate that Joyful Learning effectively increases students’ cognitive achievement by fostering engagement, motivation, and contextual understanding. The novelty of this study lies in its implementation within a traditional pesantren-based school, demonstrating that pedagogical innovation can succeed even with limited resources. This research contributes to Islamic education reform by promoting learner-centered, joyful, and contextually responsive instruction.

Penelitian ini menelaah efektivitas strategi Joyful Learning dalam meningkatkan hasil belajar kognitif siswa pada mata pelajaran Pendidikan Agama Islam (PAI) di MTs Salafiyah Ngaringan, sebuah madrasah berbasis pesantren di Jawa Tengah. Dengan menggunakan desain kuasi-eksperimen posttest-only control group terhadap 50 siswa kelas VIII, kelompok eksperimen diajar melalui aktivitas Joyful Learning seperti simulasi, diskusi kelompok, dan kuis interaktif, sedangkan kelompok kontrol menggunakan metode konvensional. Hasil uji t independen menunjukkan perbedaan signifikan (p = 0,000), di mana kelompok eksperimen (rata-rata = 83,72) melampaui kelompok kontrol (rata-rata = 72,88). Temuan ini membuktikan bahwa Joyful Learning efektif meningkatkan capaian kognitif melalui peningkatan motivasi, keterlibatan, dan pemahaman kontekstual. Kebaruan penelitian ini terletak pada penerapannya di madrasah salafiyah tradisional yang minim fasilitas, namun mampu menghasilkan inovasi pedagogis yang bermakna. Penelitian ini berkontribusi pada pembaruan pendidikan Islam melalui pembelajaran yang berpusat pada siswa, menyenangkan, dan responsif terhadap konteks lokal.

IMPLEMENTATION OF THE DHUHA PRAYER PROGRAM IN FOSTERING STUDENT DISCIPLINE: A CASE STUDY IN ISLAMIC JUNIOR HIGH SCHOOLS

2025-09-24T21:34:47+07:00

This study explores the implementation of the Dhuha prayer program and its role in fostering student discipline at Islamic junior high schools. The research employs a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation, and validated using triangulation techniques to ensure reliability. The findings reveal that the Dhuha prayer program is conducted routinely before the start of classes and has become a distinctive feature of the school’s religious culture. The program effectively cultivates student discipline, as reflected in punctuality, orderly participation in worship, and increased responsibility in academic tasks. Moreover, it enhances teacher–student relationships and promotes a spiritual atmosphere within the school environment. The main challenges encountered include student tardiness, lack of focus during prayer, limited facilities, a tight academic schedule, and insufficient parental support. Overall, the Dhuha prayer program significantly contributes to strengthening student character and discipline formation.

Penelitian ini mengkaji implementasi program salat Dhuha dan perannya dalam menumbuhkan kedisiplinan siswa di madrasah tsanawiyah. Pendekatan penelitian yang digunakan adalah kualitatif dengan desain deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian divalidasi menggunakan teknik triangulasi untuk menjamin keabsahan data. Hasil penelitian menunjukkan bahwa program salat Dhuha dilaksanakan secara rutin sebelum kegiatan belajar dimulai dan telah menjadi ciri khas budaya religius sekolah. Program ini efektif menumbuhkan kedisiplinan siswa, yang tampak dari kebiasaan datang tepat waktu, ketertiban dalam beribadah, serta meningkatnya tanggung jawab terhadap tugas belajar. Selain itu, kegiatan ini juga mempererat hubungan antara guru dan siswa serta menciptakan suasana spiritual di lingkungan sekolah. Adapun kendala yang dihadapi meliputi keterlambatan siswa, kurangnya kekhusyukan dalam salat, keterbatasan fasilitas, padatnya jadwal belajar, dan minimnya dukungan dari orang tua. Secara keseluruhan, program salat Dhuha memberikan kontribusi signifikan terhadap pembentukan karakter dan disiplin siswa.

THE ROLE OF ISLAMIC SCHOOL LIBRARIES IN ENHANCING STUDENTS’ READING INTEREST: A STUDY AT MTSN 1 LANGKAT

2025-09-24T21:40:20+07:00

This study explores the role of the school library in enhancing students’ reading interest. Using a descriptive qualitative method, data were collected through observation, interviews, and documentation to examine library activities, reading habits, and available collections. Findings reveal that the library plays a significant role in promoting reading culture, though its function is not yet optimal due to limited space, a lack of updated collections, and librarians’ multiple responsibilities. Despite these constraints, the library remains an essential learning resource for students who demonstrate consistent reading habits. Factors that most influence students’ reading interest include collection diversity, room comfort, regular literacy programs, and support from teachers and librarians. Challenges such as competition with gadgets and limited book variety can be addressed through new acquisitions, donation programs, and digital resource utilization. Overall, well-managed libraries supported by all school elements effectively foster students’ reading culture.

Penelitian ini bertujuan untuk mengkaji peran perpustakaan sekolah dalam meningkatkan minat baca siswa. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi untuk mengetahui aktivitas perpustakaan, kebiasaan membaca siswa, serta koleksi yang tersedia. Hasil penelitian menunjukkan bahwa perpustakaan memiliki peran penting dalam menumbuhkan budaya membaca, meskipun fungsinya belum optimal karena keterbatasan ruang, koleksi buku yang kurang mutakhir, dan tugas ganda pustakawan. Meskipun demikian, perpustakaan tetap menjadi sumber belajar utama bagi siswa yang memiliki kebiasaan membaca secara konsisten. Faktor yang paling berpengaruh terhadap peningkatan minat baca antara lain keberagaman koleksi, kenyamanan ruang, kegiatan literasi rutin, serta dukungan guru dan pustakawan. Hambatan seperti persaingan dengan gawai dan keterbatasan koleksi dapat diatasi melalui pengadaan buku baru, program donasi, serta pemanfaatan sumber digital. Secara keseluruhan, perpustakaan yang dikelola dengan baik dan mendapat dukungan seluruh elemen sekolah mampu menumbuhkan budaya membaca di kalangan siswa.

THE IMPLEMENTATION OF QUR’AN READING AND WRITING METHOD TO ENHANCE MEMORIZATION SKILLS IN ISLAMIC SENIOR HIGH SCHOOLS

2025-09-27T17:27:56+07:00

This study examines the implementation of the Qur’an Reading and Writing Method (QRWM) to enhance students’ memorization skills at MAS Tarbiyah Waladiyah. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation. The QRWM combines reading, listening, and writing activities that engage visual, auditory, and kinesthetic senses to strengthen memory. Findings show that the method is applied through group recitations, verse-writing exercises, and repetition, with teachers serving as guides, correctors, and motivators. Students who regularly read and write Qur’anic verses achieve faster and more accurate memorization, improved letter recognition, and higher confidence in recitation. The method also cultivates discipline and positive study habits, reinforcing students’ spiritual commitment and the overall quality of Qur’an learning.

Penelitian ini mengkaji implementasi Metode Baca Tulis Qur’an (MBTQ) dalam meningkatkan kemampuan hafalan siswa di MAS Tarbiyah Waladiyah. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi, wawancara, dan dokumentasi. MBTQ menggabungkan kegiatan membaca, mendengar, dan menulis yang melibatkan aspek visual, auditori, dan kinestetik untuk memperkuat daya ingat. Hasil penelitian menunjukkan bahwa metode ini diterapkan melalui kegiatan membaca bersama, latihan menulis ayat, dan pengulangan hafalan, dengan guru berperan sebagai pembimbing dan motivator. Siswa yang rutin membaca dan menulis ayat memiliki hafalan lebih cepat, ketelitian tinggi, serta percaya diri saat menyetorkan hafalan. Metode ini juga menumbuhkan disiplin dan kebiasaan belajar positif yang memperkuat semangat spiritual serta kualitas pembelajaran Al-Qur’an.

CHARACTER DEVELOPMENT OF SANTRI AT DARUL AMANAH ISLAMIC BOARDING SCHOOL, KENDAL: A QUALITATIVE STUDY ON THE ROLES OF THE KYAI, CURRICULUM, AND DORMITORY ENVIRONMENT

2025-11-06T18:41:29+07:00

This study examines the character development of santri at Darul Amanah Islamic Boarding School, Kendal, by focusing on the roles of the kyai, curriculum, and dormitory environment as the core elements in value internalization. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis. The findings reveal that the kyai serves as a central figure who provides moral exemplification, spiritual guidance, and continuous supervision. The pesantren curriculum integrates religious and general subjects with habituation practices, language strengthening, and extracurricular programs that foster morality, discipline, and independence. The dormitory environment functions as a social space in which students apply values daily through peer interaction, structured routines, collective activities, and social control mechanisms. The integration of these three dimensions creates a comprehensive and sustainable character-building system. The study highlights that effective character development depends not only on formal curriculum design but also on the exemplary leadership of the kyai and the cultural environment of the dormitory that consistently supports the practical and continuous internalization of values.

Penelitian ini bertujuan untuk menganalisis pembinaan karakter santri di Pondok Pesantren Darul Amanah Kendal melalui peran kyai, kurikulum, dan lingkungan asrama sebagai tiga elemen utama dalam proses internalisasi nilai. Menggunakan pendekatan kualitatif dengan desain studi kasus, data diperoleh melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen. Hasil penelitian menunjukkan bahwa kyai berperan sebagai figur sentral yang memberikan keteladanan, arahan spiritual, serta penguatan nilai melalui nasihat dan pengawasan rutin. Kurikulum pesantren mengintegrasikan ilmu agama dan umum dengan pendekatan pembiasaan, penguatan bahasa, serta kegiatan ekstrakurikuler yang mendukung pembentukan akhlak, kemandirian, dan kedisiplinan. Lingkungan asrama berfungsi sebagai ruang sosial yang memungkinkan santri menerapkan nilai-nilai dalam kehidupan sehari-hari melalui interaksi, kegiatan bersama, pengaturan jadwal, dan mekanisme kontrol sosial. Integrasi ketiga komponen tersebut menciptakan sistem pembinaan karakter yang komprehensif dan berkesinambungan. Temuan ini menegaskan bahwa keberhasilan pembinaan karakter tidak hanya bergantung pada kurikulum formal, tetapi juga pada keteladanan kyai dan kultur asrama yang mendukung internalisasi nilai secara praktis dan berkelanjutan.

ISLAMIC ELITES’ PERCEPTIONS OF MUSLIM LIYAN AND THEIR IMPACT ON RELIGIOUS MODERATION IN ISLAMIC EDUCATION

2025-11-08T10:08:46+07:00

This study examines how Islamic elites in Jember Regency perceive Muslim Liyan (other Muslims) and how these perceptions influence the development of religious moderation within Islamic education. Using a qualitative phenomenological design, the research explores the subjective meanings underlying intra-Islamic differences through in-depth interviews, participatory observations, and document analysis involving kiai, organizational leaders, and influential preachers. Findings reveal three main typologies of perception: (1) mainstream orthodoxy that prioritizes doctrinal purity, (2) conditional tolerance that accepts diversity within certain boundaries, and (3) rigid exclusivism that rejects the legitimacy of differing groups. These perceptions are shaped by religious educational backgrounds, institutional interests, historical conflicts, and media-driven identity narratives. The study shows that inclusive elite perspectives support the cultivation of religious moderation in Islamic educational institutions, whereas exclusive views tend to foster polarizing attitudes among learners. This research contributes to the discourse on intra-religious exclusivism and offers practical implications for strengthening moderation-oriented curricula, teacher training, and dialogical learning environments within Islamic education.

Penelitian ini mengkaji bagaimana elit Islam di Kabupaten Jember memandang Muslim Liyan (Muslim lainnya) serta bagaimana konstruksi pandangan tersebut memengaruhi pengembangan moderasi beragama dalam pendidikan Islam. Dengan menggunakan pendekatan kualitatif berdesain fenomenologis, penelitian menggali makna subjektif perbedaan intraumat Islam melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen terhadap kiai, pimpinan organisasi keagamaan, dan da’i berpengaruh. Temuan menunjukkan tiga tipologi utama persepsi: (1) ortodoksi arus utama yang menekankan kemurnian ajaran, (2) toleransi bersyarat yang menerima keberagaman dalam batas tertentu, dan (3) eksklusivisme keras yang menolak legitimasi kelompok berbeda. Pola tersebut dibentuk oleh latar pendidikan keagamaan, kepentingan institusional, sejarah konflik, dan pengaruh media. Penelitian ini menunjukkan bahwa sikap elit yang inklusif dapat memperkuat moderasi beragama di lembaga pendidikan Islam, sedangkan pandangan eksklusif berpotensi menumbuhkan sikap polarisatif pada peserta didik. Penelitian ini memberikan kontribusi bagi kajian eksklusivisme intraagama serta implikasi praktis bagi penguatan kurikulum moderasi, pelatihan guru, dan pembelajaran dialogis dalam pendidikan Islam.

STRENGTHENING STUDENTS’ ISLAMIC VALUES THROUGH ISLAMIC RELIGIOUS EDUCATION (PAI) LEARNING AND RELIGIOUS HABITUATION AT SMK 1 RAUDLATUL AL FALAH PROBOLINGGO

2025-10-23T14:24:27+07:00

This study examines the synergy between Islamic Religious Education (PAI) learning and religious habituation in strengthening students’ Islamic values at SMK 1 Raudlatul Al Falah Probolinggo. Employing a qualitative approach with a case study design, the research collected data through in-depth interviews with students, PAI teachers, and the school principal, as well as systematic observations of religious habituation activities conducted within the school environment. The findings reveal that the integration of formal PAI instruction with consistent religious practices greatly enhances students’ cognitive understanding, emotional awareness, and behavioral internalization of Islamic teachings. Religious habituation programs—such as congregational prayer, Qur’an recitation, morning dhikr, and faith-based social activities—serve as effective reinforcement mechanisms that help shape students’ moral character, discipline, and spiritual awareness. Students reported noticeable improvements in religious commitment and social behavior, including increased honesty, empathy, responsibility, and mutual respect. The study also highlights how supportive school culture, teacher role modeling, and collaborative involvement of stakeholders contribute significantly to the success of this integrative approach. Overall, the synergy between PAI learning and religious habituation proves to be a strategic model for cultivating strong Islamic values and fostering holistic religious character development among vocational high school students.