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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Jurnal Pendidikan Islam
Dwi Ratnasari
Universitas Islam Negeri Sunan Kalijaga, Yogyakarta
Religion Education Social Sciences Other

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200 Years of Pesantren: Tradition, Reform, and the Institutional Trajectory of Pesantren Tremas Dwi Ratnasari; Luqyana Azmiya Putri; M Sayyidul Abrori; Naif Daifullah Alsulami
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): 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.v9i1.314

Abstract

Pesantren Tremas has endured for more than 200 years. Amid dynamic socio-historical changes, the characteristics of a traditional pesantren remain firmly embedded as its distinctive identity. On this basis, this study aims to explore the traditions, reforms, and institutional trajectory of Pesantren Tremas. The study employs a qualitative, historical case study Design, with the unit of analysis focusing on Pesantren Tremas, an Islamic educational institution that has developed over time. The data were analyzed using a thematic analysis combined with historical analysis to identify the transmission of knowledge and the institutional development processes over a long period. The findings reveal that Pesantren Tremas responds to the challenges of changing times by maintaining consistency in its modes of knowledge transmission, such that this traditional legacy is not merely a form of unreflective repetition, but instead functions as a foundation and framework that ultimately shapes the pesantren’s epistemology. Pesantren Tremas does not exhibit resistance to modernity. Instead, it serves as an example of how a traditional pesantren can endure in an increasingly interconnected era without losing its identity as a salafiyah pesantren. Furthermore, the openness demonstrated by the pesantren represents a form of responsiveness that does not isolate itself from emerging educational systems, whether introduced by the state or driven by broader global developments. This study contributes to the scholarship on Islamic education by offering a historically grounded and conceptually robust account of how traditional pesantren sustain epistemic continuity while engaging institutional change, thereby providing a critical reference for understanding the resilience and adaptability of salafiyah educational institutions in contemporary contexts.
Development of Islamic Religious Education Learning Videos in Elementary Schools Using Powtoon Software Muhammad Ghozil Aulia; Dwi Ratnasari; Mustamid; Lutfina Aribah
Al-Mudarris Vol 8 No 3 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i3.10611

Abstract

Islamic Religious Education is an important aspect of the education system. Some Islamic Religious Education teachers are not yet familiar with software that can be used in the teaching and learning process. The learning process still uses conventional learning methods. Therefore, research needs to be conducted to identify software that can be used as an alternative. One software that can be used is Powtoon. Powtoon software can be developed in the form of animated videos containing Islamic Religious Education learning materials. This research uses a 3D model, which consists of the Define, Design, and Development stages. The subjects used in this study were Islamic Religious Education teachers and 5th grade elementary school students. The results showed that the material expert assessment was 94% in the very feasible category. Meanwhile, the media expert assessment showed a score of 81.4% in the very feasible category, and the peer review test showed a score of 91.8% in the very feasible category as well. This shows that the use of Powtoon software can be an alternative for teachers in developing learning media that is interesting for students. In addition, it can help students overcome boredom in learning. The conclusion of this study is that Powtoon software can be utilized by teachers and students in PAI learning.
Rethinking Ideal Education from Prospective Teachers' Perspectives: Systemic Challenges and Educational Policy Implications in Indonesia Adnan Syah Sitorus; Dwi Ratnasari
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 2 (2026): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i2.1179

Abstract

Contemporary educational reform in Indonesia has largely emphasized policy design and teacher implementation, yet limited attention has been given to how prospective teachers conceptualize ideal education and interpret systemic challenges. Addressing this gap, this study explores how pre-service teachers articulate their vision of ideal education and critically assess current educational conditions. Employing a qualitative case study design, data were collected from 33 fifth-semester students in an Islamic Education program through open reflective essays and analyzed using inductive thematic analysis. The findings reveal five interrelated dimensions shaping prospective teachers' conceptualization of ideal education: (1) learner-centered and meaningful pedagogy, (2) critique of assessment-oriented culture, (3) recognition of structural educational inequality, (4) awareness of professional pressures on teachers, and (5) integration of character education with 21st-century competencies. These themes demonstrate that prospective teachers' perspectives extend beyond classroom technique and reflect an emerging structural and professional consciousness. The study proposes an Ideal Education Framework that integrates pedagogical commitment, structural awareness, and systemic support as interconnected dimensions of educational transformation. This study contributes to the discourse on Indonesian educational reform by repositioning prospective teachers as reflective epistemic actors whose perspectives bridge pedagogical ideals and policy realities. The findings offer policy-relevant insights for strengthening teacher education, promoting equitable resource distribution, and balancing accountability with professional autonomy in national education reform.
Co-Authors Adnan Syah Sitorus Luqyana Azmiya Putri Lutfina Aribah M Sayyidul Abrori Muhammad Ghozil Aulia Mustamid Naif Daifullah Alsulami