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All Journal Teosofia: Indonesian Journal of Islamic Mysticism Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Hikmah: Jurnal Studi Pendidikan Agama Islam Annujum: Journal of Humaniora and Law
Shofiyana Nadia Fairuz
Universitas Singaperbangsa Karawang
Religion Arts Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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INTEGRATIVE VALUES OF SUFISM AND NATIONALISM WITHIN SANTRI COMMUNITIES AT PONDOK PESANTREN DAARUL ULUM WAL ḤIKAM YOGYAKARTA (LEADERSHIP AND CHARACTER BUILDING ANALYSIS) Fairuz, Shofiyana Nadia
Teosofia: Indonesian Journal of Islamic Mysticism Vol 7, No 2 (2018)
Publisher : Fakultas Ushuluddin dan Humaniora - UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/tos.v7i2.4402

Abstract

National identity crisis emerged in the country; many pesantren understand Sufism textually, and the need to dialogue Sufism in the national context. The Pesantren of Pesantren Daarul Ulum wal Ḥikam Yogyakarta prepared future leaders with high moral values through the implementation of Sufism and nationalism education in an implementative way through a humanist approach. The researcher employs qualitative method for the field research. Data collection techniques are observation, interview anddocumentation. The data gained then is analyzed through data reduction, data presentationand conclusion making. The validity test of the research data used triangulation techniques and sources. The results showed that, Sufism values are implanted at boarding Daarul Ulumwal Hikam through several methods: (1) role models, (2) spiritual training with phases of Takhalli, Tahalli, Tajalli, and (3) story telling. The values of Sufism include: sincerity,repentance, khauf and raja', zuhud, faqir, patience, ridha, muraqabah. The sufism at thispesantren followed Sunni Sufism based on Ahlussunah wal Jama'ah. Nationalism valuesare inculcated through the following methods: (1) knowing the good, (2) loving the good ,(3) desiring the good. Nationalism values include religious, tolerance, hard work, independent, democratic, patriotism, national spirit, communicative, peace loving, care forthe environment and responsibility based on Pancasila and the 1945 Constitution. The formation of leadership character is done by integrating the values of Sufism and nationalism in teaching and learning activities, pesantren culture and self-development so that the following characters emerge: theocentric, voluntary in serving, wisdom (faṭanah), simplicity, independence, altruism, sincerity, nationalism, responsibility (amanah), rolemodeling, moderate, visionary. The synergy of the values of Sufism and nationalism was applied through the concepts and processes of education that were organized by the pesantren. The synergy produced the values of Sufism which was nuanced by nationalism and created a new educational model namely Sufism-Nationalism Education .
INTEGRATIVE VALUES OF SUFISM AND NATIONALISM WITHIN SANTRI COMMUNITIES AT PONDOK PESANTREN DAARUL ULUM WAL ḤIKAM YOGYAKARTA (LEADERSHIP AND CHARACTER BUILDING ANALYSIS) Shofiyana Nadia Fairuz
Teosofia: Indonesian Journal of Islamic Mysticism Vol 7, No 2 (2018)
Publisher : Fakultas Ushuluddin dan Humaniora - UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/tos.v7i2.4402

Abstract

National identity crisis emerged in the country; many pesantren understand Sufism textually, and the need to dialogue Sufism in the national context. The Pesantren of Pesantren Daarul Ulum wal Ḥikam Yogyakarta prepared future leaders with high moral values through the implementation of Sufism and nationalism education in an implementative way through a humanist approach. The researcher employs qualitative method for the field research. Data collection techniques are observation, interview anddocumentation. The data gained then is analyzed through data reduction, data presentationand conclusion making. The validity test of the research data used triangulation techniques and sources. The results showed that, Sufism values are implanted at boarding Daarul Ulumwal Hikam through several methods: (1) role models, (2) spiritual training with phases of Takhalli, Tahalli, Tajalli, and (3) story telling. The values of Sufism include: sincerity,repentance, khauf and raja', zuhud, faqir, patience, ridha, muraqabah. The sufism at thispesantren followed Sunni Sufism based on Ahlussunah wal Jama'ah. Nationalism valuesare inculcated through the following methods: (1) knowing the good, (2) loving the good ,(3) desiring the good. Nationalism values include religious, tolerance, hard work, independent, democratic, patriotism, national spirit, communicative, peace loving, care forthe environment and responsibility based on Pancasila and the 1945 Constitution. The formation of leadership character is done by integrating the values of Sufism and nationalism in teaching and learning activities, pesantren culture and self-development so that the following characters emerge: theocentric, voluntary in serving, wisdom (faṭanah), simplicity, independence, altruism, sincerity, nationalism, responsibility (amanah), rolemodeling, moderate, visionary. The synergy of the values of Sufism and nationalism was applied through the concepts and processes of education that were organized by the pesantren. The synergy produced the values of Sufism which was nuanced by nationalism and created a new educational model namely Sufism-Nationalism Education .
KAJIAN LITERATUR TENTANG PERAN PENDIDIKAN AGAMA ISLAM DALAM MENGHADAPI DAMPAK MEDIA SOSIAL TERHADAP AKHLAK REMAJA 'Izzah, Yusriya Ni'matul; Putri, Aliyah Salsabila; Sandrika, Tutus; Ramadhani, Denissa Aulia; Ristamala, Zulfa Telian; Fairuz, Shofiyana Nadia
Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Vol 24 No 1 (2026): Januari
Publisher : Program Studi Pendidikan Agama Islam Tarbiyah IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/kreatif.v24i1.5576

Abstract

The development of social media has had a major impact on teenagers, not only as a means of communication and entertainment, but also in character building. Social media provides opportunities to broaden one's horizons and social networks, but on the other hand, it raises moral issues, such as a decline in language ethics, neglect of worship and study, and the emergence of deviant behavior and a consumptive lifestyle. This study examines the role of Islamic Religious Education (IRE) in responding to these dynamics and formulating strategies for character building among adolescents. Using a qualitative approach based on literature review, the results show that IRE serves as a moral fortress and a means of character building. The recommended strategies include strengthening the curriculum with Islamic digital literacy, pedagogical innovation by teachers, family and school involvement, and the use of creative technologies such as Islamic applications, gamification, and virtual mentoring. With the integration of these strategies, PAI can function as an adaptive educational instrument that strengthens youth morals.
Limitations of Technology Utilization in PAI Learning Evaluation at MTs Annihayah Karawang Based on Modern Islamic Boarding Schools Dhika Gitaris Meliawan; Anisa Rizkiani; Auli Azzahra; Faiha Nur Haya; Shofiyana Nadia Fairuz
Annujum: Journal of Humaniora and Law Vol. 2 No. 2 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/annujum.v2i2.31

Abstract

This study aims to describe the limitations of technology utilization in the evaluation of Islamic Religious Education (PAI) learning at MTs Annihayah Rawamerta Karawang, identify the factors causing such limitations, analyze their impacts on the evaluation process, and examine teachers' strategies in optimizing learning evaluation. This study employed a qualitative field research approach. Data were collected through observation, interviews, and documentation involving PAI teachers. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the use of technology in PAI learning evaluation is still limited due to pesantren policies restricting students from using personal electronic devices. Consequently, most evaluation activities are conducted through written tests, oral tests, assignments, and observation. These limitations affect the efficiency of evaluation, feedback delivery, and the variety of assessment instruments. However, teachers continue to optimize evaluation through authentic assessment, continuous observation, varied assignments, and the utilization of available school facilities. The study concludes that the quality of learning evaluation is determined not only by technology use but also by teachers’ ability to design and implement appropriate assessment strategies.
Evaluasi Pembelajaran Pai Dalam Mengembangkan Kemampuan Siswa Di Sdn Karang Asih 07 Cikarang Utara Selpi Dwi Ariani; Salwa Salsabila Putri Sulaiman; Rahma Nabiilah Nuraniyyah; Raihan Azzam Arrayan; Sobur Sobur; Shofiyana Nadia Fairuz
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 3 No. 2 (2026): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v3i2.2251

Abstract

This study was motivated by importance from evaluating Islamic education (PAI) learning in supporting That development of students’ abilities at the elementary school level. Learning evaluation is an essential part of the educational process because it functions to determine the level of students’ success in understanding learning materials as well as the development of their religious attitudes and skills. In PAI learning, evaluation does not only assess cognitive aspects but also includes affective and psychomotor aspects. However, the implementation of PAI learning evaluation in elementary schools still faces several challenges, such as limited learning time, differences in students’ abilities, difficulties in objectively assessing attitudes, and the lack of optimal use of technology in the evaluation process. This study aims to identify and analyze the implementation of PAI learning evaluation in developing students’ abilities at SDN Karang Asih 07 North Cikarang. This research used a qualitative approach with a descriptive method. Data collection techniques were carried out through observation, interviews, and documentation involving PAI teachers and students as research subjects. The data were analyzed using the Miles and Huberman analysis technique through data reduction, data presentation, and conclusion drawing. The results showed that PAI learning evaluation was conducted through various forms of assessment, such as written tests, attitude observation, worship practices, assignments, and memorization of prayers and short surahs. These evaluations helped teachers identify students’ overall development in terms of knowledge, religious character building, and religious practice skills. This study also indicates that comprehensive learning evaluation can support the improvement of PAI learning quality in elementary schools. Therefore, teachers are expected to develop more innovative and authentic evaluation models to make the learning process more effective and suitable for students’ needs.
Co-Authors 'Izzah, Yusriya Ni'matul Anisa Rizkiani Auli Azzahra Dhika Gitaris Meliawan Faiha Nur Haya Putri, Aliyah Salsabila Rahma Nabiilah Nuraniyyah Raihan Azzam Arrayan Ramadhani, Denissa Aulia Ristamala, Zulfa Telian Salwa Salsabila Putri Sulaiman Sandrika, Tutus Selpi Dwi Ariani Sobur Sobur