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All Journal EduReligia : Jurnal Pendidikan Agama Islam Jurnal Pendidikan Islam
Asyifa Nadia Jasmine
Universitas Gadjah Mada, Indonesia
Religion Education Social Sciences Other

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Cultural Barriers and Challenges of Ma’had Aly: The Path towards a Competitive Islamic Higher Education Institution Munifah Munifah; Intan N.N. Puspitasari; Hilmi Husaini Zuhri; Achmad Yani; Asyifa Nadia Jasmine; Agustina Kurniasari
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.216

Abstract

The dominance of the local realm and traditional values in Ma’had Aly has been deemed irrelevant in light of the recent need for modern education. Despite its significant potential, Ma’had Aly faces critical cultural challenges that hinder its transformation into a competitive and sustainable Islamic higher education institution. Accordingly, this article examines the cultural factors that influence governance, curriculum development, and technological integration within the context of ma’had aly, a pesantren-based model of Islamic higher education. Utilizing a qualitative case study approach, this research gathered data from interviews with participants, documents, and observations. It was also supported by web scraping techniques—drawing from news outlets, websites, and social media platforms relevant to ma’had aly discourse. The findings revealed that Ma'had Aly faced cultural barriers in several key aspects. First, the dominance of conservatism is signified by the educational orientation that relies on classical texts, Islamic teachings, organisational structure, and institutional management that is not based on modernisation-administrative principles. Secondly, there is a traditional management approach that tends to be less adaptive, characterised by a centralised organisation, an alum majority in the staff structure, centralised policy, and central decision-making. Finally, this research identified curriculum decontextualization in the areas of curriculum composition, orientation, and implementation, which is considerably inflexible in the context of globalization and technological enhancement. Thus, this research highlights the need for visionary leadership that is responsive to change and for comprehensive institutional reform.
ALGORITHMIC PEDAGOGY IN ISLAMIC EDUCATION: THE SHIFT FROM SANAD AUTHORITY TO DIGITAL METRICS Anisatun Muthi’ah; Muhammad Faiq Hammam; Ahmed Abdul Malik; Asyifa Nadia Jasmine; Rachma Fadhila Usman
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2026): IN PRESS
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i2.14597

Abstract

This study aimed how the logic of ‘Algorithmic Pedagogy’ operates to disrupt sanad-based religious authority and alter the epistemic structure of Islamic education. Employing a qualitative digital inquiry approach, the unit of analysis encompasses popular digital da’wah channels, specifically on YouTube and Instagram. The criteria for selecting content and accounts were based on high visibility, follower influence, and platform representation. Data collection was conducted through non-participatory digital observation over a six-week period, from June 11 to July 20, 2025. Utilizing the concept of ‘Algorithmic Pedagogy’ for data analysis, the findings reveal that this logic operates within Islamic education through three primary mechanisms: (1) Epistemic Displacement, wherein legitimacy shifts from scholarly credentials to digital engagement metrics; (2) Affective Distillation, which reduces complex theological teachings into shallow, emotionally charged commodities; and (3) Structural Polarization, wherein algorithms amplify extreme narratives over moderate traditions to maximize user retention. This study argued that this pedagogical shift engenders a new regime of truth that privileges visual performativity over scholarly authenticity. Ultimately, this research underscored the urgent need for formal Islamic educational institutions to integrate critical algorithmic literacy into their curricula, thereby equipping the younger generation to counter digital polarization and affective manipulation.
Co-Authors Achmad Yani Agustina Kurniasari Ahmed Abdul Malik Anisatun Muthi’ah Hilmi Husaini Zuhri Intan N.N. Puspitasari Muhammad Faiq Hammam Munifah Munifah Rachma Fadhila Usman