Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Tafkir: Interdisciplinary Journal of Islamic Education Dirasah: International Journal of Islamic Studies
Arif Rahman Hakim
IAI Al-Urwatul Wutsqo Jombang, Indonesia
Religion Arts Humanities Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Institutionalizing Religious Moderation: School Culture and the Construction of Tolerance in Multicultural Education Ahmad Budiyono; Muhammad Hasyim; Arif Rahman Hakim; Hani Adi Wijono
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 6 No. 4 (2025): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v6i4.3181

Abstract

This study aims to analyze the implementation of religious moderation in shaping students’ tolerance attitudes at SMPN 1 Mojoagung. The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, teachers, and students from different religious backgrounds. The findings reveal that religious moderation has been integrated into the school culture through inclusive educational policies, equal religious learning services, habituation activities, collaborative social programs, and multicultural interaction among students. The implementation of moderation values is reflected in the provision of equal religious educational facilities, daily spiritual activities according to each religion, and social cooperation without discrimination based on religious identity. Teachers and school leaders play significant roles in strengthening tolerance values through role modeling, inclusive communication, and humanistic educational practices. The study also found several challenges, particularly the influence of intolerant narratives on digital media and differences in parental understanding regarding religious diversity. Nevertheless, the multicultural educational environment developed by the school contributes positively to strengthening students’ attitudes of tolerance, mutual respect, peaceful coexistence, and social harmony. This study contributes theoretically to religious moderation studies and practically to the development of multicultural educational strategies in pluralistic school environments.
Islamic Religious Education Teachers in Building Anti-Bullying School Culture Arif Rahman Hakim; Muhammad Hasyim; Ahmad Budiyono; Hani Adi Wijono
Dirasah International Journal of Islamic Studies Vol. 3 No. 2 (2025): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v3i2.108

Abstract

Bullying has become a persistent challenge in educational environments, affecting students’ psychological well-being, social relationships, and academic development. In response to increasing concerns regarding school violence and student morality, the role of Islamic Religious Education (PAI) teachers in fostering character development and preventing bullying has gained growing attention. This study aims to analyze the role of PAI teachers in building an anti-bullying school culture at SMP Negeri 5 Jombang. This research employed a qualitative case study approach. Data were collected through interviews, observations, and documentation involving PAI teachers, counseling teachers, school administrators, and students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings reveal that PAI teachers play strategic roles as moral educators, spiritual mentors, and social role models in preventing bullying through religious guidance, emotional mentoring, moral habituation, and character education programs. Religious activities such as congregational prayers, Qur’anic recitation, istighosah, and Islamic spiritual programs contribute significantly to strengthening students’ empathy, emotional discipline, tolerance, and social awareness. The study also found that bullying prevention becomes more effective when supported through collaboration among PAI teachers, counseling teachers, school administrators, and parents. However, challenges related to digital media exposure, peer-group influence, and limited parental supervision continue to affect students’ behavior.This study contributes to the growing discourse on religion-based bullying prevention and highlights the importance of integrating moral internalization, emotional guidance, and collaborative educational approaches in creating sustainable anti-bullying school cultures.
Co-Authors Ahmad Budiyono Hani Adi Wijono Muhammad Hasyim