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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Karoma
Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Religion Humanities Library & Information Science Social Sciences

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Budaya Akademik dan Integrasi Nilai Keislaman dalam Pendidikan Tinggi Islam: Studi Kasus di IAI Asshiddiqiyah Lempuing OKI Ahmad Rojali; Abdullah Idi; Karoma; Yulia Tri Samiha
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.881

Abstract

This research is motivated by the importance of understanding Islamic education in higher education not only as a process of transmitting religious knowledge, but as a social practice that shapes academic culture, pedagogical interactions, Islamic identity, and moral responsibility of students. This research aims to analyze academic culture and the integration of Islamic values in Islamic higher education. The research uses a qualitative approach with a case study design. Data was collected through in-depth interviews, observations, and documentation, then analyzed thematically-interpretively. The results of the study show that the integration of Islamic values takes place through six main forms, namely the formation of a religious academic culture, lecturer-student interaction as a medium for socializing values, a forum for academic-religious studies and activities, student awards and participation, Islamic education's response to social change, and a hidden curriculum in the formation of Islamic habitus. The values of manners, trust, discipline, responsibility, religiosity, respect for knowledge, and academic ethics are not only taught formally, but also habituated through campus symbols, lecturer examples, institutional routines, and daily social practices. This research confirms that Islamic universities function as a social space that simultaneously produces students' values, identity, academic culture, and moral orientation.
Budaya Madrasah dan Pembentukan Karakter Peduli Lingkungan di MIN 2 Kota Palembang Widiawaty; Abdullah Idi; Karoma; Yulia Tri Samiha
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.888

Abstract

This study aims to analyze madrasah culture and the formation of students’ environmental care character through the Adiwiyata Program at MIN 2 Kota Palembang from the perspective of Islamic educational sociology. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, observation, and documentation involving the head of madrasah, teachers, the Adiwiyata team, students, and relevant school personnel. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal three main points. First, the Adiwiyata Program has been institutionalized as part of madrasah culture through environmental policies, curriculum integration, participatory activities, environmentally friendly facilities, and regular evaluation. Second, teachers play a central role as agents of value socialization through exemplary behavior and repeated habituation, such as classroom cleaning duties, waste collection, recycling activities, and plant care. Third, students’ environmental care character begins to develop from obedience to teachers’ instructions into social awareness, shown through keeping the classroom clean, disposing of waste properly, caring for plants, and reminding peers. However, this internalization still faces challenges, including inconsistent home habituation, peer influence, consumptive habits, waste volume, and limited supporting facilities. This study contributes to strengthening environmental character education in madrasah by showing that environmental care is formed not only through formal programs, but also through institutionalized culture, teacher role modeling, collective habituation, and sustainable social practices.
Posisi Minoritas dalam Pendidikan Islam Multikultural: Representasi, Rekognisi, dan Keadilan Pendidikan Yajid Latif; Abdullah Idi; Karoma; Yulia Tri Samiha
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.903

Abstract

Pluralitas sosial-budaya menempatkan pendidikan Islam dalam ruang sosial yang kompleks, terutama ketika peserta didik hadir dengan perbedaan etnis, bahasa, kelas sosial, pengalaman komunitas, dan posisi keagamaan. Kajian ini bertujuan menganalisis rekognisi minoritas dalam pendidikan Islam multikultural melalui perspektif sosiologi pendidikan Islam. Penelitian ini menggunakan metode kepustakaan dengan pendekatan kualitatif-kritis. Literatur yang dianalisis mencakup artikel jurnal internasional, buku akademik, dan hasil penelitian yang relevan dengan pendidikan Islam, pendidikan multikultural, minoritas, rekognisi, relasi kuasa, dan keadilan sosial. Data dianalisis melalui pembacaan kritis, pengelompokan tema sesuai rumusan masalah, perbandingan argumen antar-literatur, dan sintesis sosiologis. Hasil kajian menunjukkan bahwa pluralitas sosial-budaya dapat menempatkan minoritas dalam dua posisi, yaitu sebagai kelompok yang dimarginalkan oleh struktur pendidikan atau sebagai subjek yang direkognisi melalui pendidikan Islam yang adil dan responsif. Kurikulum, pedagogi guru, budaya kelembagaan, dan asesmen dapat menjadi ruang rekognisi apabila memberi tempat bagi identitas, pengalaman, suara, dan partisipasi peserta didik minoritas. Sebaliknya, keempat aspek tersebut dapat mereproduksi marginalisasi apabila hanya merepresentasikan pengalaman kelompok dominan. Kontribusi kajian ini terletak pada penempatan rekognisi minoritas sebagai isu utama dalam sosiologi pendidikan Islam, sehingga pendidikan Islam multikultural tidak hanya dipahami sebagai pendidikan toleransi, tetapi juga sebagai agenda keadilan sosial. Kajian ini menegaskan bahwa pendidikan Islam multikultural perlu bergerak dari toleransi normatif menuju rekognisi substantif yang mengakui martabat, pengalaman, dan partisipasi kelompok minoritas.
Co-Authors Abdullah Idi Ahmad Rojali Widiawaty Yajid Latif Yulia Tri Samiha