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All Journal Nuris Journal of Education and Islamic Studies Jurnal Manajemen Pendidikan Islam
Sufirmansyah Sufirmansyah
Universitas Islam Negeri Syekh Wasil Kediri
Education

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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.
Improving Students' Learning Motivation in Islamic Religious Education: A Collaborative Learning Management Approach Based on Games and Flashcards Sufirmansyah Sufirmansyah; Agus Dwi Santosa; Siti Rimayatul Fadhilah; Shahzadi Hina Sain
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2026): Management Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i2.398

Abstract

This study aims to analyse the effectiveness of the Game-Based Learning (GBL) model combined with flashcard media in increasing student learning motivation in Islamic Religious Education subjects. This study is based on constructivist theory and learning motivation theory, which emphasises the importance of active involvement, enjoyable learning experiences, and providing challenges as drivers of students' intrinsic motivation. The study used a mixed methods approach with a convergent design, involving 33 grade 10 students as research subjects. Quantitative data were obtained through learning motivation observation sheets using a Likert scale, while qualitative data were collected through direct observation of student activities during the learning process. The results showed that the application of Game-Based Learning assisted by flashcard media was able to significantly increase student learning motivation, indicated by 82% of students who were in the high and very high motivation categories after the intervention. In addition, game-based learning was able to increase active participation, enthusiasm, group collaboration, and student courage in expressing opinions during the learning process. The novelty of this study lies in the integration of the Game-Based Learning model with flashcard media implemented in the context of Islamic Religious Education learning in Pesantren-based vocational schools. This combination produces a learning strategy that not only increases learning motivation but also creates a more interactive, collaborative, and enjoyable learning experience, so that it has the potential to become an innovative learning model that is relevant for application in Islamic educational institutions
Co-Authors Agus Dwi Santosa Ahmad Barizi Muhammad ‘Imaduddin Roshief Sandi Ferdy Yulianto Shahzadi Hina Sain Siti Rimayatul Fadhilah Zuroidah, Ninik