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All Journal APPLICATION: Applied science in Learning Research Kariman: Jurnal Pendidikan Keislaman Nuris Journal of Education and Islamic Studies
Sandi Ferdy Yulianto
Universitas Islam Negeri Syekh Wasil Kediri
Religion Education Mathematics Physics Social Sciences Other

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Hybrid Parenting - School Partnership in Islamic Education: Constructing Parents and Madrasah Relationships Based on an Islamic Digital Ecosystem Sandi Ferdy Yulianto; Sukma Ayu Fadhila Ardianing; Muhamad Yasin
APPLICATION: Applied science in Learning Research Vol. 6 No. 1 (2026): Vol 6 No 1 , June 2026
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/yw9q5807

Abstract

The purpose of this study is to explore the collaboration pattern between parents and school within the Islamic digital ecosystem of MIN 1 Jombang amid the implementation of digitally based Islamic education. This research is grounded in the social constructivism perspective, which views educational relationships as socially constructed through interaction, communication, and the internalization of cultural and religious values in digital environments. This study employed a qualitative approach with an intrinsic case study design. Data were collected from March to May 2026 through unstructured interviews, participant observation, and documentation. Participants included madrasah administrators, teachers, parents, and students selected using purposive and snowball sampling techniques. Data analysis used the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that the digital Islamic ecosystem transformed parent–school relations from administrative communication into a collaborative and value-based educational partnership. Digital platforms function not only as communication media but also as socio-epistemic spaces for academic supervision, religious guidance, character building, and the internalization of Islamic values in students’ daily lives. The study identifies relational transformation, authority negotiation, collaborative monitoring, and value reproduction as key characteristics of the hybrid partnership model. Challenges include digital literacy gaps, communication overload among teachers, and blurred boundaries between professional and private spaces. This study contributes to the development of the Hybrid Parenting–School Partnership concept in digital Islamic education
Kurikulum Berbasis Nilai Cinta: Rekonstruksi Ontologis dan Aksiologis Pendidikan Madrasah Sandi Ferdy Yulianto; Mohammad Iqbal Falahy; Nur Ahid
Kariman: Jurnal Pendidikan Keislaman Vol. 14 No. 1 (2026): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v14i1.1127

Abstract

This study aims to reconstruct the essence of the madrasah curriculum from ontological and axiological perspectives by positioning the value of love as the fundamental orientation in the process of internalizing educational values. The research problem stems from the tendency to interpret the curriculum in a manner that remains administrative and focused on cognitive aspects, resulting in the affective and spiritual dimensions not yet being systematically integrated into the curriculum structure. This study employs a qualitative approach with a library research design. Research data are sourced from primary and secondary literature, including works on the philosophy of education, curriculum theory, and classical and contemporary Islamic educational studies relevant to the concepts of educational values and objectives. Data collection was conducted through literature documentation, while data analysis employed content analysis and philosophical analysis to identify the curriculum’s ontological structure and its underlying axiological orientation. The research findings indicate that the madrasah curriculum must be understood as a normative and existential entity that not only regulates instructional content but also shapes students’ educational experiences and value orientations. Axiological reconstruction positions the value of love as an ethical principle that frames educational goals, curriculum content, learning strategies, and the institutional culture of the madrasah. This study formulates a Three-Dimensional Integration Model of Love-Based Madrasah Curriculum, consisting of structural, pedagogical, and cultural dimensions that operate systemically as a framework for value internalization. These findings contribute to the development of Islamic curriculum philosophy by emphasizing the importance of integrating the value of love into curriculum design to build a madrasah education that is humanistic, transcendental, and oriented toward character formation.
Negotiating Tradition and Modernity: The Pedagogy of Mahabbah in Developing the Character of Millennial Students at the Bahrul Ulum Tambakberas Islamic Boarding School in Jombang Sandi Ferdy Yulianto; Ahmad Barizi; Sufirmansyah Sufirmansyah; Ninik Zuroidah; Muhammad ‘Imaduddin Roshief
Nuris Journal of Education and Islamic Studies Vol. 6 No. 1: January - June 2026
Publisher : Institut Nurul Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jeis.v6i1.259

Abstract

The shift in educational values in the digital era has added further strains between the traditional authoritarian pedagogy and the reflective and egalitarian nature of millennial learners. This research will explore the role of mahabbah pedagogy as an affective–relational process of negotiating this tension during character education in pesantren. The research contribution is that it conceptualizes mahabbah pedagogy as an affective-relational pedagogical framework and provide empirical evidence of its role in mediating the relationship between tradition and modernity in Islamic education. This research is a qualitative study that relies on an intrinsic case study design that is conducted at Bahrul Ulum Tambakberas Islamic Boarding School, Jombang. Purposive and snowball sampling methods were used to collect data by way of participatory observation, semi-structured interviews with kiai, ustaz, and santri, and documentation. Inductive data analysis was done using data reduction, displaying data and drawing conclusions. The results indicate that mahabbah pedagogy is reflected in the affective relationships that are empathetic, emotionally close, and trustful, which create a dialogical and reflective learning environment. It acts as a relational process of cultural mediation and the mitigation of tensions between hierarchical traditions and egalitarian learner attributes. Moreover, it encourages transformative reflection by the methods of self-knowledge and internalization of values. The study presents three fundamental elements, namely, affective relationships, cultural mediation, and transformative reflection, that conglomerate to create the wholeness of character development of santri. Finally, mahabbah pedagogy presents a theoretically based and practically applicable model in the development of humanistic, adaptive and transformative education, and in providing a platform upon which future integration can be achieved within digitally mediated learning environments.
Co-Authors Ahmad Barizi Mohammad Iqbal Falahy Muhamad Yasin Muhammad ‘Imaduddin Roshief Ninik Zuroidah Nur Ahid Sufirmansyah Sufirmansyah Sukma Ayu Fadhila Ardianing