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All Journal Al-Ibrah : Jurnal Pendidikan dan Keilmuan Islam EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Journal AL-MUDARRIS Jurnal Review Pendidikan dan Pengajaran (JRPP) Attaqwa: Jurnal Ilmu Pendidikan Islam Pendidikan Multikultural Potret Pemikiran Community Development Journal: Jurnal Pengabdian Masyarakat Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam Tafkir: Interdisciplinary Journal of Islamic Education Journal of Education Research Berkala Ilmiah Pendidikan SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Jurnal Konseling Pendidikan Islam Atthiflah: Journal of Early Childhood Islamic Education Attaqwa:Jurnal Ilmu Pendidikan Islam Journal of Islamic Thought and Philosophy Jurnal Pustaka Indonesia Molang: Journal Islamic Education Maharot : Journal of Islamic Education Gahwa Javano Islamicus Al-Insyiroh: Jurnal Studi Keislaman FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Intelektual: Jurnal Pendidikan dan Studi Keislaman Eduprof Molang: Journal Islamic Education Syaikhuna: Jurnal Pendidikan dan Pranata Islam STAI Syaichona Moh. Cholil Bangkalan IJIE Al-Hayat: Journal of Islamic Education Al-Ridha KHULUQ: Jurnal Pendidikan Islam ALFIHRIS: Jurnal Inspirasi Pendidikan
Afandi
Institut Bahri Asyiq Galis Bangkalan
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A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Ahmad Hafidz Lubis; Zurqoni Zurqoni; Mufiqur Rahman; Sri Susmiyati; Hamidullah Marazi; Afandi Afandi
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

Abstract

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.
Love Curriculum in Islamic education: Fostering Tolerance and Religious Moderation Ahmad Hanif Fahruddin; Afandi Afandi; Mufiqur Rahman; Masrufah Masrufah; Mo’tasim Mo’tasim; Indhra Musthofa
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2519

Abstract

This study explores the implementation of the Love Curriculum, with a particular focus on its integration at Pesantren Al-Amien Prenduan. Using a qualitative approach with document analysis, field observations, and semi-structured interviews with teachers and students, the study investigates how the Love Curriculum’s nine core values empathy, compassion, tolerance, justice, respect, humanity, cooperation, responsibility, and creativity are practiced within pesantren education. The findings reveal that Al-Amien embeds these values not only in formal classroom learning but also in dormitory life, communal worship, and student organizations, creating an environment that nurtures students’ intellectual, moral, and spiritual growth. The novelty of this study lies in its examination of how pesantren education, traditionally rooted in Islamic values, adapts and operationalizes a state-issued curriculum to promote religious moderation, multiculturalism, and the Profil Pelajar Pancasila. Unlike previous studies that analyze tolerance education primarily in public schools, this research demonstrates that pesantrens can serve as unique models for integrating love-based pedagogy with religious and national identity. The study concludes that the Love Curriculum at Al-Amien contributes to countering intolerance, strengthening national commitment, and cultivating inclusive, socially responsible graduates thereby offering a replicable model for Indonesian and global Islamic education in the era of rapid social change.
Implementation of Merdeka Curriculum Based on Multicultural in Fiqh Learning: (Case Study at Madrasah Aliyah Darul Ulum II Middle Bujur Batumarmar Pamekasan) Afandi Afandi; Ach Sayyi
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol 14 No 02 (2023): October
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/syaikhuna.v14i02.6994

Abstract

The application of the Merdeka curriculum in fiqh learning is a form of response to the presence of the era of society 5.0, which invites every individual to continue to develop their potential independently adapted to technological sophistication. The purpose of this study is to examine and study the application of the Merdeka curriculum in fiqh learning. The research method used is a qualitative approach based on phenomenology with the intention of collecting data through observation, interviews, and document studies. Research data obtained through interviews, observation, and document study were then analyzed using Miles and Huberman's interactive analysis techniques. The results of the study show that the implementation of the Merdeka curriculum based on multiculturalism in conceptually learning fiqh in madrasas has formulated fiqh material through integration with the study of classical books (the yellow book). Students are given freedom and flexibility in studying and dissecting various literature that contains the study of fiqh. The structure of the Merdeka curriculum in fiqh learning implemented by this Madrasah is centered on the study of worship fiqh, mu'amalat fiqh, munakahat fiqh, roses fiqh, and jinayat fiqh
Implementation of Merdeka Curriculum Based on Multicultural in Fiqh Learning: (Case Study at Madrasah Aliyah Darul Ulum II Middle Bujur Batumarmar Pamekasan) Afandi Afandi; Ach Sayyi
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol 14 No 02 (2023): October
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/syaikhuna.v14i02.6994

Abstract

The application of the Merdeka curriculum in fiqh learning is a form of response to the presence of the era of society 5.0, which invites every individual to continue to develop their potential independently adapted to technological sophistication. The purpose of this study is to examine and study the application of the Merdeka curriculum in fiqh learning. The research method used is a qualitative approach based on phenomenology with the intention of collecting data through observation, interviews, and document studies. Research data obtained through interviews, observation, and document study were then analyzed using Miles and Huberman's interactive analysis techniques. The results of the study show that the implementation of the Merdeka curriculum based on multiculturalism in conceptually learning fiqh in madrasas has formulated fiqh material through integration with the study of classical books (the yellow book). Students are given freedom and flexibility in studying and dissecting various literature that contains the study of fiqh. The structure of the Merdeka curriculum in fiqh learning implemented by this Madrasah is centered on the study of worship fiqh, mu'amalat fiqh, munakahat fiqh, roses fiqh, and jinayat fiqh
Application Of Student Facilitator and Explaining Model in Learning Afandi Afandi; Mudmainnah Mudmainnah
Molang: Journal Islamic Education Vol. 2 No. 1 (2024): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v2i1.581

Abstract

This study examines the application of the Student Facilitator and Explaining (SFE) Model in learning fiqh class VIII at SMP Mambaul Ulum Bata-Bata. Using a qualitative approach with a case study, data were collected through non-participant observation, interviews with the principal and fiqh teachers, as well as documentation related to student activities and attendance. Data analysis was conducted using the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the SFE model had a significant impact on student learning and development. This model increases students' critical thinking skills, enthusiasm in learning, and a deeper understanding of the material. Students become more active in asking and answering logical questions in the context of fiqh law, and are able to understand information better. Teachers can also control and monitor students' understanding effectively. Overall, the SFE model not only increases students' interest in learning but also develops their critical thinking skills and mental courage. This model proves to be an effective tool in achieving better learning objectives in the modern educational environment.
Translating Islamic Educational Philosophy into Multicultural ‎Educational Praxis: A Multi-Site Study of Islamic Higher ‎Education in Madura, Indonesia Afandi Afandi; Ach. Sayyi
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 2 (2025): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i2.2965

Abstract

This study examines how Islamic educational philosophy is translated into multicultural educational praxis in two private Islamic higher education institutions in Madura, Indonesia. Using a qualitative multi-site case study, data were generated from 44 informants through semi-structured interviews, direct observations, document analysis, and focus group discussions. Analysis proceeded first within each site to identify institution-specific patterns and then across sites to examine convergence and contextual variation. Four interconnected findings emerged. Multicultural education was grounded in karamah insaniyah, justice, social responsibility, ta'dib, tarbiyah, and diversity as rahmah. These principles were translated into curriculum, learning outcomes, dialogical pedagogy, case-based discussion, and collaborative learning. Pesantren ethics and Madurese local wisdom mediated inclusive academic relations and the management of difference. Cross-site analysis identified a translational pathway from Islamic philosophical values to multicultural praxis, while revealing distinct institutional configurations: ta'dib–local wisdom–dialogue at one site and ilmu–amal–akhlak–wasathiyah at the other. Analytically, the study shows how shared philosophical foundations are institutionally mediated into context-specific multicultural practices rather than reproduced through a single uniform model.
Integrating Islamic and Multicultural Values to Prevent Violence in Pesantren Education: A Multisite Study in Madura, Indonesia Afandi Afandi; Ach. Sayyi
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5791

Abstract

Violence prevention in pesantren requires approaches that connect religious ethics, multicultural values, daily educational practices, and institutional protection. This study examines how Islamic and multicultural values are integrated to prevent violence in two pesantren in Madura, Indonesia. Using a qualitative multisite case-study design, data were collected from 42 informants through semi-structured interviews, non-participant observations, and document review between 25 April and 25 June 2026. The findings reveal five interconnected dimensions: Islamic ethical values, multicultural and local values, pedagogical and relational practices, institutional protection mechanisms, and the formation of a violence-preventive pesantren culture. Values such as rahmah, hifz al-nafs, musawah, ta’dib, tasamuh, ukhuwah, justice, and human dignity were translated into non-violent discipline, egalitarian peer relations, multicultural interaction, musyawarah, supervision, safe reporting, and gender-sensitive caregiving. Cross-site analysis shows that different local expressions produced similar preventive functions. The study concludes that value integration becomes effective when normative commitments are operationalized through consistent pedagogical practices and reinforced by institutional safeguards, thereby fostering safer, inclusive, and humanistic pesantren environments. This model provides a culturally grounded framework for violence prevention efforts.
SOCIAL COGNITIVE PROCESSES IN THE FORMATION OF RELIGIOUS MODERATION AMONG ELEMENTARY SCHOOL STUDENTS: A QUALITATIVE CASE STUDY FROM MADURA, INDONESIA Ach. Sayyi; Ahmad Hanif Fahruddin; Afandi Afandi; Nur Syarifuddin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1782

Abstract

Religious moderation is often presented in Indonesian Islamic education as a normative ideal, but less is known about how elementary-school children actually acquire moderation-oriented dispositions through everyday social experience. This study examines how social-cognitive processes within Islamic learning contribute to the formation of religious moderation among elementary-school students in Madura, East Java, Indonesia. A qualitative case-study design was used across selected elementary schools and Madrasah Ibtidaiyah representing public, private Islamic, and pesantren-based settings. Data were generated through semi-structured interviews, participant observation, and document analysis involving Islamic Religious Education teachers, homeroom teachers, school principals, students in Grades 4–6, and parents. The data were analysed thematically, with attention to observational learning, reciprocal interaction, social reinforcement, self-regulation, and contextual cultural meaning. Four interrelated mechanisms emerged: teacher exemplification, peer reinforcement, an inclusive school culture with religious habituation, and culturally grounded meaning-making. The findings indicate that children did not primarily articulate moderation as an abstract ideological concept; rather, they recognised it through observable practices such as respectful communication, helping peers, avoiding ridicule, accepting differences, and resolving disagreement without humiliation or violence. On this basis, the study develops the Social Cognitive Religious Moderation Internalization (SCRMI) framework, which conceptualises moderation as a socially learned and contextually reinforced disposition rather than a product of cognitive transmission alone. The contribution of the study lies in linking Social Cognitive Theory with culturally situated Islamic pedagogy and in specifying mechanisms through which moderation may become embedded in everyday school life.
Islamic Education in the Southern Thailand Conflict Zone: Trauma, Community Resilience, and the Quest for Peace Afandi Afandi; Tanzila Syahid; Moh. Amiril Mukminin
Al-Insyiroh: Jurnal Studi Keislaman Vol. 12 No. 2 (2026): September 2026
Publisher : LPPPM STAI Darul Hikmah Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35309/kj3fmw78

Abstract

This review examines how existing scholarship conceptualises Islamic education in the conflict-affected Deep South of Thailand through three intersecting dimensions: collective trauma, community resilience, and peace education. A hermeneutic literature review was conducted using Scopus, Web of Science, and Google Scholar, covering peer-reviewed English-language scholarship published between 2004 and 2025. From an initial 780 records, 26 core studies were selected through iterative hermeneutic analysis. The review applied a three-stage hermeneutic interpretation—naive reading, structural analysis, and critical interpretation—within the Gadamerian and Ricoeurian traditions. The synthesis produced three thematic clusters: (1) Islamic education as a site of historical trauma and intergenerational memory; (2) the pondok as a locus of cultural, spiritual, and social resilience; and (3) the contested role of Islamic education in fostering critical peace education within structural violence. The findings show Islamic education in the Deep South to be both a wound and a sanctuary—a site of collective pain and resilient hope. The review concludes with implications for trauma-informed education policy and suggestions for future empirical research on Islamic peace education in conflict-affected Asian contexts
Integrating School Counseling with Islamic Religious Education to Prevent Violence in an Indonesian Madrasah: A Design-Based Study Ach. Sayyi; Afandi Afandi; Noris Soleh; Ulfatur Riski; Depik Depik
Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam Special Edition: The 1st International Conference on HOLISTIC Guidance and Counseling
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ec.holistic1.25988

Abstract

Violence prevention at MTsS Darul Ulum Banyuanyar remained constrained by reactive counseling services, fragmented case documentation, limited anti-violence content in Islamic Religious Education, and informal collaboration between school counselors and religious education teachers. This study aimed to develop, validate, implement, and evaluate a structured model integrating school counseling with Islamic Religious Education to prevent violence in the madrasah. The study employed Design-Based Research supported by quantitative and qualitative data. Thirty-seven eighth-grade students participated in two iterative cycles comprising eight meetings, while six experts and practitioners validated the model. Data were collected through interviews, observations, questionnaires, document analysis, and field notes. Expert validation yielded a mean score of 3.62 out of 4.00, indicating that the model was highly feasible. Student outcomes increased progressively from 66.5% at pretest to 76.8% after Cycle I and 85.3% after Cycle II. The greatest improvement occurred in students’ perceptions of counseling services, followed by their acceptance of counseling–religious education integration. The study concludes that structured collaboration can strengthen preventive learning, improve access to counseling, and promote anti-violence attitudes, although broader testing is required to confirm its effectiveness.
Co-Authors ABD Aziz, ABD Abd. Latif R Abdul Mukit Abdul Salam Hamood Ghaleb Alanesi Abu Siri Ach. Sayyi Ach. Sayyi Ach. Sayyi Ach. Sayyi Ahmad Darlis Ahmad Hafidz Lubis Ahmad Hanif Al-Manduriy, Shahibul Muttaqien Amie Primarni Anwar Abidin, Achmad Artamin Hairit Artamin Hairit Asmaul Hikmatan Della Amrina Yusra Depik Depik Fahruddin, Ahmad Hanif Faisol Faisol Fajriyah Fajriyah Fithriyah, Imaniyatul Ghaleb Alanesi, Abdul Salam Hamood Hamidullah Marazi Hibrul Umam Indhra Musthofa Ishaq Syahid Iswatun Hasanah Jarong, Koree Maemunah Maemunah Masrufah Masrufah Mawardi Pewangi Moh Toyyib Moh. Amiril Mukminin Moh. Amiril Mukminin Moh. Lutfi motasim motasim Mo’tasim Mo’tasim Mudmainnah Mudmainnah Mudmainnah Mudmainnah Mufida, Laily Mufiqur Rahman Mufiqur Rahman Mufiqur Rahman Muhsin Muhsin Muhyiddin Tohir Tamimi Muksin Muksin Musli musli Muslimin, Abdul Azis Nofita R, Roro Kurnia Noris Soleh Nur Syarifuddin Risa Fadatul M. Roro Kurnia Nofita Rahmawati saepudin mashuri Saepudin Mashuri Sahidi Mustafa, Sahidi Sayyi, Ach. Sayyi, Ach. Sayyi, Ach.` Shahibul Muttaqien Al-Manduriy Shilpi Bhattacharya Siti Maryam Sopi, Adus Sri Susmiyati Syahid, Ishaq Tanzila Syahid Ulfatur Riski Umayyatun Wandi, Joni Indra Zurqoni