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Educational Transformation of Pesantren Values in a Multicultural Society Ibnu Imam Al Ayyubi; Wildan Miftahussurur; Siti Rahmawati
Episteme: Jurnal Kajian Mahasiswa Vol. 2 No. 1 (2026): Episteme: Jurnal Kajian Mahasiswa
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/episteme.v2i1.547

This The increasing diversity within higher education institutions raises important questions about how students from traditional Islamic educational backgrounds negotiate their values in multicultural environments. However, limited studies have examined the transformation of pesantren values when individuals experience minority positions in pluralistic academic settings. This study aims to analyze the transformation of pesantren values within a multicultural higher education context. Using a qualitative case study approach, the research focuses on a student with a pesantren background studying at a multicultural university where he occupies a minority religious position. Data were collected through in-depth informal conversations to explore academic and social experiences. The findings indicate that core pesantren values discipline, responsibility, tolerance, social ethics, and religious commitment remain resilient while undergoing contextual adaptation. The subject maintains a strong religious identity while developing openness, empathy, and adaptive communication. Notably, the minority experience encourages reflective understanding and constructive reinterpretation of religious values. This study highlights the dynamic transformation of pesantren values from a minority perspective and demonstrates their role in fostering intercultural resilience and inclusive attitudes.

Social Media and Religious Moderation: Countering Radicalism Among University Students Firdaus; Ibnu Imam Al Ayyubi; Nurhikmah; Rabiatul Nadawiyah
Episteme: Jurnal Kajian Mahasiswa Vol. 2 No. 1 (2026): Episteme: Jurnal Kajian Mahasiswa
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/episteme.v2i1.548

The rapid expansion of social media has transformed the way students access religious information and engage in public discourse, creating both opportunities and challenges in addressing digital radicalism. In this context, promoting religious moderation has become an important strategy for fostering tolerance and balanced perspectives among young people. However, empirical studies examining how social media influences students’ attitudes toward religious moderation remain limited. This study aims to analyze the role of social media in shaping and strengthening religious moderation among university students. Using a qualitative descriptive approach, the research involved university students who actively use social media platforms such as WhatsApp, Instagram, and TikTok. Data were collected through semi-structured online interviews and analyzed using thematic analysis. The findings reveal that social media plays a dual role: it facilitates exposure to diverse viewpoints that encourage openness, tolerance, and critical reflection, while simultaneously presenting challenges through the rapid circulation of provocative or extreme narratives. Students responded to these dynamics by developing digital literacy and critical filtering strategies to maintain balanced perspectives. This study contributes to the discourse on digital religion and education by highlighting how social media can function as a strategic platform for promoting religious moderation among university students in the digital era.

Students’ Perspectives on Religious Moderation in Pancasila Education: Insights into Multicultural Learning Practices Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Alamul Huda Almuzakky
Episteme: Jurnal Kajian Mahasiswa Vol. 2 No. 1 (2026): Episteme: Jurnal Kajian Mahasiswa
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/episteme.v2i1.549

The growing religious diversity and potential polarization in higher education highlight the urgency of strengthening religious moderation through civic education. However, limited studies have examined how students perceive and internalize religious moderation within Pancasila Education. This study analyzes students’ perspectives on the implementation of religious moderation in Pancasila Education in higher education. Grounded in the conceptual framework of religious moderation as a balanced, anti-extremist, and tolerance-based approach, this research employs a descriptive qualitative design. Data were collected through semi-structured interviews with students who had completed the Pancasila course and analyzed using an interactive qualitative analysis model. The findings reveal that students conceptualize religious moderation as a middle-path attitude that promotes harmony, justice, and respect for diversity. Pancasila learning particularly through dialogical discussions, contextual case studies, and reflective assignments facilitates the internalization of moderation values. The historical formulation of the first principle of Pancasila serves as a key entry point for understanding compromise and consensus in a plural society. However, challenges remain in translating conceptual understanding into consistent social practice. This study contributes by highlighting students’ perspectives as a micro-level lens to understand the internalization of religious moderation, reinforcing the role of Pancasila Education in fostering inclusive and moderate student character.

A Love-Based Curriculum from a Hadith Perspective: A Conceptual Analysis of the Integration of Values of Compassion and Ahlak in Islamic Religious Education Asep Hikmatullah; Moh. Nasir; Ramdani Nopandri; Namiyah Fitriani; Ibnu Imam Al Ayyubi
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.29741

This study aims to analyze a love-based curriculum from the perspective of hadith and the integration of compassion and moral values (akhlak) in Islamic religious education. This research employs a qualitative approach of the library research type and the thematic (maudhu'i) approach to hadith studies. The results show that compassion is a fundamental aspect of Islamic teachings. The Prophet's hadiths not only serve as a normative source of Islamic teachings but also possess significant pedagogical dimensions in building an educational paradigm. The values contained in the hadiths, such as rahmah (mercy/compassion), empathy, gentleness, social care, and morals (akhlak), constitute the primary foundation for designing a humanistic curriculum. The love-based curriculum model from the hadith perspective consists of three main components. First, the source of values, namely the hadiths of Prophet Muhammad (peace be upon him) which contain the principles of compassion and morals as the theological basis of education. Second, the core values, which include rahmah, empathy, gentleness, care, and morals (akhlak), serving as the foundation in education. Third, curriculum integration, i.e., the application of these values into the main components of the Islamic religious education curriculum: objectives, content or materials, methods, and learning evaluation.

Internalizing Aswaja Values to Develop Students’ Moderate Character in Indonesian Islamic Boarding Schools Firdaus; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Rabiatul Nadawiyah
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i1.543

The issue of religious extremism and intolerance has become a significant challenge in contemporary Islamic education, particularly in shaping students’ religious character. Islamic boarding schools (pesantren) play a strategic role in instilling moderate Islamic values through religious learning traditions and cultural practices. This study aims to describe the internalization of Ahlussunnah wal Jama’ah (Aswaja) values tawasuth (moderation), tawazun (balance), tasamuh (tolerance), and i’tidal (justice) in developing the moderate character of students at Simpay Hurip Al-Musri’ Islamic Boarding School as a non-formal salafi pesantren. The study employed a descriptive qualitative approach with a case study design. Research participants included the kiai, teachers, and students selected through purposive sampling. Data were collected through in depth interviews, observations, and documentation and analyzed using the Miles and Huberman model. The novelty of this research lies in revealing the internalization of Aswaja values in a non-formal salafi pesantren without a formal curriculum but implemented systematically through pesantren culture, exemplary leadership, and traditional learning activities. The findings show that this process fosters open, tolerant, and dialogical attitudes among students.

Islamic Education Based Moderation as a Counter Narrative to Contemporary Social Intolerance Wildan Miftahussurur; Ibnu Imam Al Ayyubi; Nurhikmah; Alamul Huda Almuzakky
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i1.544

Moderation is an important strategy in facing the challenges of social diversity in various modern communities. This study aims to analyze religious moderation as a counter-narrative to intolerance within society. The research employed a descriptive qualitative approach with purposive sampling techniques. Data were collected through in-depth interviews, observation, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that religious moderation is not merely understood as a normative concept but is manifested in everyday social practices through tolerance, mutual respect, and the refusal to impose religious beliefs on others. Differences both interfaith and intra-faith, such as those between NU and PERSIS communities, are managed peacefully through dialogue and respect for individual convictions. Intolerance is largely perceived as stemming from religious ego and exclusive truth claims rather than from religious teachings themselves. Religious moderation thus functions as a social mechanism to prevent conflict and maintain social harmony. The study also highlights the crucial role of religious leaders, community figures, and digital literacy in countering intolerant narratives in the era of social media. Therefore, religious moderation serves as a relevant social strategy for strengthening unity and cohesion in a pluralistic society.

Toward an Islamic Values Framework for Mathematics Education: Evidence from Classroom Practices Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Reziq Ridho; Muhammad Farhan Habibi
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i1.551

Amid the rapid development of information technology, Islamic da'wah faces significant challenges in reaching younger generations who are increasingly exposed to diverse streams of digital information. One potential approach to addressing this challenge is to utilize mathematics education as a medium for da'wah, connecting scientific concepts with religious teachings. This study employs a qualitative approach using a case study method to explore the strategies and challenges of Islamic da'wah in integrating the values of mathematics education in the digital era. Data were collected through in-depth interviews with da'wah leaders, educators, mathematics education practitioners, and audiences involved in mathematics-based da'wah activities. In addition, document analysis was conducted on da'wah content disseminated through digital platforms such as social media, websites, and mobile applications. Data collection techniques included in-depth interviews and observations. The data were analyzed using thematic analysis. This article examines strategic approaches to integrating Islamic religious values into mathematics learning while identifying the pedagogical and technological challenges that accompany this process. Academically, this study contributes to the formulation of a conceptual framework for mathematics-based da'wah in the digital era, grounded in empirical findings from da'wah leaders and mathematics educators. By bridging the discourse between Islamic education and science education, this study proposes an integrated value-based mathematics learning model that is both theoretical and practical within the context of contemporary digital education.

Integrating Mathematics and Islamic Da'wah in Education: Bridging the Gap Between Science and Religious Values Ibnu Imam Al Ayyubi; Rima Ayu Handayani; Nayla Damai Vadlina Putri
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i1.552

The rapid development of science and digital culture has challenged Islamic da'wah to adopt more contextual and innovative approaches that resonate with younger generations. One emerging strategy is integrating educational disciplines with religious messages. This study aims to analyze the implementation of a contextual approach in developing contemporary Islamic da'wah through mathematics education within Islamic educational settings. Using a qualitative field-based design, data were collected through in-depth interviews with da'wah leaders, mathematics educators, and participants, as well as direct observations and document analysis. The findings reveal that mathematical concepts such as patterns, logic, proportion, and order are contextualized to illustrate Islamic values, including tawhid, ethical reflection, and spiritual awareness. This integration enhances the relevance of da'wah and strengthens the epistemological connection between mathematics and Islamic teachings. The study’s novelty lies in proposing mathematics education as an integrative medium for contextual Islamic da'wah, bridging scientific reasoning and religious values. However, challenges remain, including limited teacher competence and insufficient instructional resources. The study offers practical implications for educators, preachers, and policymakers in developing innovative and sustainable da'wah strategies.

Systematic Review of PBL–LMS Effects on Critical Thinking and Adversity Quotient in Elementary Education Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Firda Noerzanah; Alamul Huda Almuzakky
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.540

Despite the increasing emphasis on critical thinking skills and adversity quotient in elementary education, existing studies remain fragmented and lack comprehensive synthesis regarding the integration of instructional models and digital platforms. Specifically, the combination of Problem-Based Learning (PBL) and Learning Management Systems (LMS) has not been systematically examined within elementary mathematics contexts. This study aims to synthesize empirical evidence on the effectiveness of PBL integrated with LMS in enhancing students’ critical thinking skills and adversity quotient. This research employs a Systematic Literature Review (SLR) using structured stages: identification, screening, eligibility, and inclusion. A total of 16 peer-reviewed articles published between 2020 and 2025 were selected from Google Scholar and Scopus based on predefined criteria. The analysis focuses on research design, intervention characteristics, and learning outcomes. The findings indicate that PBL–LMS integration effectively promotes critical thinking through problem exploration, collaboration, and reflection. It also strengthens students’ adversity quotient by fostering persistence, adaptability, and resilience in learning challenges. Furthermore, its effectiveness is influenced by instructional design quality, digital facilitation, and task alignment with student characteristics. This study contributes a focused synthesis highlighting the dual impact of PBL–LMS integration on cognitive and non-cognitive development in elementary mathematics learning.

Gender and School-Origin Differences in Elementary Students’ Mastery of the Greatest Common Factor Nurhikmah; Ibnu Imam Al Ayyubi; Wildan Miftahussurur; Brilliant Windy Khairunnisa
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.546

Mastery of the Greatest Common Factor (GCF) is a fundamental component of number learning in elementary mathematics, as it supports students’ understanding of arithmetic operations and later mathematical reasoning. However, differences in students’ mathematical achievement may be associated with individual and institutional factors, including gender and school type. This study aims to examine the effects of school type and gender on elementary school students’ mastery of the Greatest Common Factor and to determine whether an interaction exists between these variables. The study employed a quantitative approach using an ex post facto comparative factorial design. The sample consisted of 28 sixth-grade students from three Islamic elementary schools in West Bandung Regency, Indonesia. Data were analyzed using descriptive statistics and Two-Way ANOVA after meeting the assumptions of normality and homogeneity. The results indicate that school type significantly affects students’ GCF mastery. Gender also shows significant differences in learning outcomes between male and female students. However, no significant interaction effect was found between school type and gender. These findings suggest that variations in GCF mastery are influenced more by institutional context and gender differences independently rather than by their combined effect. This study contributes empirical evidence on how student characteristics and school context relate to numeracy achievement in elementary mathematics learning.

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