Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Modern Islamic Studies and Civilization Indonesian Journal of Educational Management and Leadership
Abdurrahman Abdurrahman
Universitas Al-Qolam Malang, Indonesia
Religion Humanities Education Library & Information Science Social Sciences Other

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Navigating Classical Texts in A Digital Age: A Phenomenological Study of Gen Z and Gen Alpha’s Experiences in Arabic Literacy Zulfan Syahansyah; Abdurrahman Abdurrahman
Journal of Modern Islamic Studies and Civilization Том 4 № 02 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i02.2498

Abstract

This study addresses the widening cognitive gap in Arabic literacy among digital-native generations within traditional Indonesian pesantren settings. The research aims to explore the essential lived experiences of Gen Z and Gen Alpha students in interpreting classical Arabic texts amidst digital culture. Utilizing an interpretative phenomenological approach, data were gathered through in-depth interviews and participant observations at Pesantren Al-Munawwariyah. The findings reveal a “Cross-Spatial Cognitive Negotiation” and a “Digital Cognitive Filter”, where students navigate between traditional spiritual identity and modern algorithmic logic. While Gen Z demonstrates functional adaptation, Gen Alpha exhibits linguistic alienation requiring visual-interactive mediation. This study identifies a “Techno-Traditional Paradox”, highlighting that the literacy crisis stems from methodological irrelevance rather than a decline in sacred values. Consequently, this study contributes a novel cross-generational socio-cognitive framework to Arabic educational psychology, while providing a strategic roadmap for educators to implement “Generatively Responsive Pedagogy”, ensuring classical Arabic remains an existential, living language in the era of information disruption.
Integrating Ahlussunnah wal Jama’ah values into Islamic religious education learning management: A case study at MI NU An-Nur Purworejo Adib Qosim Masrukhan; Abdurrahman Abdurrahman
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1954

Abstract

Purpose – This study is motivated by the importance of strengthening the management of Islamic Religious Education (IRE) learning based on the values of Ahlussunnah wal Jama’ah in shaping students’ religious and moderate character in madrasahs. Previous studies have generally focused on curriculum implementation and religious habituation, while limited attention has been given to the systematic integration of Aswaja values within the overall management of IRE learning. Therefore, this study aims to analyze the integration of Aswaja values in the planning, implementation, and evaluation of IRE learning at MI NU An-Nur Purworejo. Method – This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the principal, IRE teachers, pesantren ustāẓ, and students. Data validity was ensured through source and technique triangulation. Data analysis was conducted through data reduction, data display, and conclusion drawing to obtain a comprehensive interpretation of the findings. Findings – The findings reveal that Aswaja values are integrated systematically into curriculum planning, learning objectives, instructional activities, religious habituation, and evaluation practices. The internalization of values is strengthened through teacher role modeling, pesantren traditions, hidden curriculum practices, and students’ direct religious experiences within the madrasah environment. In addition, the integration of religious and national values contributes to the development of students’ moderate Islamic character, discipline, tolerance, and social responsibility. The study concludes that the management of Islamic Religious Education learning based on Aswaja values is implemented holistically and consistently through the synergy between instructional management, institutional culture, and character-based educational practices.
Co-Authors Adib Qosim Masrukhan Zulfan Syahansyah