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All Journal SYAIKHONA: Jurnal Magister Pendidikan Agama Islam Al-Bustan: Jurnal Pendidikan Islam Episteme: Jurnal Kajian Mahasiswa GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Wildan Miftahussurur
Institut Agama KH Yazid Karimullah, Jember
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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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

Abstract

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.
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

Abstract

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.
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

Abstract

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.
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

Abstract

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.
RETHINKING ISLAMIC EDUCATION IN THE AGE OF UNCERTAINTY: A POST-TRADITIONAL PERSPECTIVE Wildan Miftahussurur; Muhammad Minhaj Uddin; Salih Awadh Ali
SYAIKHONA: Jurnal Magister Pendidikan Agama Islam Vol 4 No 2 (2026): October 2026
Publisher : Prodi Magister Pendidikan Agama Islam (MPAI) - STAI Nida El-Adabi Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59166/syaikhona.v4i2.472

Abstract

This study critically rethinks Islamic education in the contemporary age of uncertainty by developing a post-traditional governance framework responsive to ongoing epistemic, technological, and institutional transformations. Using a qualitative conceptual approach, the research synthesizes interdisciplinary perspectives from sociology, educational philosophy, governance studies, and Islamic intellectual tradition to examine changing configurations of authority, knowledge, and governance within Islamic education. The findings reveal a major shift from hierarchical and institution-centered authority toward what this study conceptualizes as networked legitimacy, where educational authority is increasingly shaped through relational interaction, digital mediation, and decentralized knowledge ecosystems. This transformation challenges conventional governance models rooted in centralized authority and rigid institutional control. However, the study argues that these changes also provide opportunities to reconstruct Islamic educational governance in ways that are more adaptive, participatory, and socially responsive while remaining normatively grounded. In response, the study proposes a post-traditional governance framework built upon three interconnected pillars: distributed governance, epistemic plurality with normative anchoring, and adaptive-reflexive management. Together, these pillars provide a governance model that integrates classical Islamic epistemic foundations with contemporary demands for flexibility, collaboration, and complexity awareness. The study contributes theoretically by bridging global educational theories with Islamic intellectual traditions and repositioning Islamic education within broader debates on uncertainty and governance transformation. Practically, it offers a conceptual framework for institutional reform and policy development. Ultimately, the study concludes that Islamic education must move beyond rigid institution-centered paradigms toward more dynamic and ecosystem-based approaches in order to remain ethically grounded, intellectually relevant, and institutionally resilient in an increasingly uncertain world.
Co-Authors Alamul Huda Almuzakky Brilliant Windy Khairunnisa Ibnu Imam Al Ayyubi Muhammad Minhaj Uddin Nurhikmah Salih Awadh Ali Siti Rahmawati