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NALAR KRITIS MADRASAH DI TENGAH BUDAYA PRAGMATISME: STUDI TENTANG PENGEMBANGAN PENDIDIKAN ISLAM KRITIS DI MADRASAH JEMBER Mustajab; Zaimina, Ach. Barocky
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2020): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v1i2.1068

Penelitian ini membahas upaya madrasah dalam membangun kesadaran kritis peserta didik terhadap problematika masyarakat. Latar belakangnya adalah anggapan bahwa madrasah hanya fokus pada pendidikan keagamaan tanpa relevansi kritis terhadap realitas sosial. Metode yang digunakan adalah pendekatan kualitatif fenomenologi dan interpretasi, dengan fokus pada: (1) cara madrasah mengembangkan kesadaran kritis peserta didik, (2) kecenderungan ideologi yang dikembangkan, dan (3) integrasi kesadaran kritis antara nilai agama dan masalah sosial. Hasil penelitian menunjukkan bahwa: (1) madrasah tidak terlepas dari pengaruh lingkungan sosialnya, (2) pendidikan kritis membutuhkan ruang refleksi untuk mengatasi ketidakadilan sosial, dan (3) pendidikan kritis di madrasah Jember belum optimal, belum mencapai pengembangan peserta didik yang memiliki kesadaran kritis dan aksi perubahan sosial. This study examines the efforts of madrasahs in fostering critical awareness among students regarding societal problems. The background of this study is the perception that madrasahs focus solely on religious education without critical relevance to social realities. This research employs a qualitative phenomenological and interpretive approach, focusing on: (1) how madrasahs develop students' critical awareness, (2) the ideological tendencies promoted, and (3) the integration of critical awareness between religious values and social issues. The findings reveal that: (1) madrasahs are not independent of their social environment, (2) critical education requires reflective spaces to address social injustice, and (3) critical education in madrasahs in Jember is not yet optimal, as it has not achieved the development of students with critical awareness and social change actions.

LITERASI DIGITAL DALAM PEMBELAJARAN AKIDAH AKHLAK DI ERA SOCIETY 5.0: ANALISIS PUSTAKA TEMATIK Zaimina, Ach. Barocky; Zahrah, Fatimatus
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v5i2.1093

Literasi digital merupakan kompetensi esensial bagi peserta didik abad ke-21, termasuk dalam pembelajaran Pendidikan Agama Islam (PAI), khususnya mata pelajaran Akidah Akhlak. Penelitian ini bertujuan untuk mengeksplorasi integrasi literasi digital dalam pembelajaran Akidah Akhlak di era Society 5.0 melalui analisis pustaka tematik. Kajian ini menggunakan metode analisis pustaka tematik-kualitatif dengan meninjau 40 artikel ilmiah yang dipilih berdasarkan relevansi dan kredibilitas dari database terindeks Scopus, DOAJ, dan SINTA. Analisis dilakukan dengan mengelompokkan tema utama, yaitu konsep literasi digital dalam perspektif Islam, strategi implementasi dalam pembelajaran Akidah Akhlak, dan kebijakan pendukung digitalisasi pendidikan. Hasil kajian menunjukkan bahwa literasi digital dalam pendidikan Akidah Akhlak harus mencakup dimensi kognitif, teknis, etis, dan spiritual, dengan pendekatan pembelajaran berbasis proyek digital sebagai strategi yang efektif. Studi ini memberikan kontribusi dengan menawarkan model integrasi literasi digital yang kontekstual dan berbasis nilai-nilai Islam, yang relevan dalam menghadapi tantangan transformasi digital di era Society 5.0. Digital literacy is an essential competence for 21st-century students, including in Islamic Religious Education (PAI), particularly in Akidah Akhlak learning. This study aims to explore the integration of digital literacy in Akidah Akhlak learning in the Society 5.0 era through a thematic literature review. This study employs a thematic-qualitative literature analysis method, reviewing 40 scholarly articles selected based on relevance and credibility from Scopus, DOAJ, and SINTA databases. The analysis was conducted by categorizing key themes, including the concept of digital literacy from an Islamic perspective, implementation strategies in Akidah Akhlak learning, and supporting policies for educational digitalization. The findings indicate that digital literacy in Akidah Akhlak education should encompass cognitive, technical, ethical, and spiritual dimensions, with project-based digital learning being an effective strategy. This study contributes by proposing a contextually and value-based digital literacy integration model aligned with Islamic principles, which is relevant in addressing the challenges of digital transformation in the Society 5.0 era.

Green Islam Education: Model Pembelajaran Ekopedagogi Berbasis Fikih Lingkungan di Sekolah Islam Urban Zaimina, Ach. Barocky; Munib, Bahrul
MANAGIERE: Journal of Islamic Educational Management Vol 4 No 1 (2025): MANAGIERE: Journal of Islamic Education Management
Publisher : Postgraduate Study Programme, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/managiere.v4i1.2329

This article explores and develops an ecopedagogical learning model grounded in Islamic environmental fiqh within the context of urban Islamic schools. The findings reveal that integrating core Islamic ecological principles such as khalifah (human stewardship), maslahah (public benefit), hima (environmental protection zones), and the prohibition of ifsad (destruction) enriches contemporary ecopedagogical values with strong spiritual and normative foundations. The model is contextualized to address the unique challenges of urban Islamic schools, including limited green spaces, air pollution, and consumerist culture. Implementation shows that urban contexts can become critical ecological learning spaces through green practices such as energy conservation, waste management, and school-based environmental advocacy. Moreover, this model holds promise as an alternative curriculum framework for Islamic schools aiming to implement systematic environmental education. By integrating thematic, interdisciplinary, and action-oriented approaches, the model emphasizes the development of students’ ecological character rooted in Islamic values and real-life engagement beyond mere cognitive understanding.

Agency and Structural Dynamics in Islamic Organization-Based Higher Education: A Comparative Analysis Mustajab; Ach. Barocky Zaimina
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Innovation in Learning and Children's Mental Health
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.88i2.13

This study aims to explore the dynamics of agency and structure within Islamic-based higher education institutions through a comparative approach at Universitas Muhammadiyah Jember (Unmuh) and Universitas Islam Jember (UIJ). The research is driven by the need to understand how universities rooted in Islamic values navigate the tension between preserving ideological identity and responding to the demands of globalization. A qualitative method was employed, with data collected through in-depth interviews, document analysis, and participatory observation. The findings reveal that Unmuh tends to emphasize internal agency to maintain ideological autonomy based on Muhammadiyah values, while UIJ is more open to external collaboration to enhance global relevance and competitiveness. Both institutions utilize organizational structures as instruments to instill values, shape norms, and foster adaptation through formal policies, human resource development, and digital transformation. The discussion is enriched through a theoretical dialogue involving Giddens' structuration theory, Archer's morphogenetic approach, and the Islamic educational ethics of Halstead and Al-Attas. The novelty of this research lies in its simultaneous exploration of agency and structure in a comparative manner, and in the integration of Islamic values into leadership, policymaking, and institutional transformation within the context of contemporary Islamic higher education.

Deconstructing gender norms in pesantren: a critical etnographic study of the pesantren curriculum in Indonesia Zaimina, Ach Barocky; Asnawan, Asnawan; Sohwang, Anuwat
An-Nisa' Journal of Gender Studies Vol. 18 No. 2 (2025): An-Nisa' Journal of Gender Studies
Publisher : Institute for Research and Community Service, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/annisa.v18i2.367

Pesantren in Indonesia maintain traditional gender structures through formal and non-formal curricula, reproducing male dominance, limiting female participation, and reinforcing patriarchal hierarchies amid rapid social change. This study aims to analyze the dynamics of gender power reproduction and contestation in three pesantren in East Java through a critical ethnographic approach, tracing layered patriarchy and symbolic agency within pedagogical practices and the pesantren curriculum. This study employed a critical ethnographic approach with a case study design. Data were collected through semi-structured interviews with 10 informants and analyses of curriculum documents. Data analysis applied Carspecken’s critical ethnographic framework, supported by source triangulation, theoretical triangulation, and ideological critique. The findings revealed four main issues: (1) pesantren curricula reproduce gender inequality through patriarchal roles and vertical power relations; (2) resistance emerges through progressive female teachers, critical students, and informal learning groups; (3) gender-responsive curricula are hindered by monolithic religious content, patriarchal structures, and limited teacher competence; and (4) minimal representation of female Islamic scholars limits students’ recognition of women as religious role models. The study demonstrates that pesantren reproduce patriarchy through curricula, institutional structures, and symbolic representations, while resistance from female teachers and students remains largely symbolic due to the absence of sustainable structural reform. This study contributes to expanding the concept of patriarchal habitus and proposes a pesantren patriarchy contestation model through curriculum reform, critical pedagogy, inclusive policies, and strengthening women’s participation toward sustainable structural transformation.

Addressing digital religious polarization: Policy analysis of religious moderation narratives on Indonesian government social media Ach Barocky Zaimina
Al'Adalah Vol. 28 No. 1 (2025)
Publisher : UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aladalah.v28i1.572

This article examines how Indonesian state institutions construct and communicate narratives of religious moderation in a contested digital public sphere. Focusing on the Ministry of Religious Affairs (MoRA) and the National Counter-Terrorism Agency (BNPT), the study employs a descriptive qualitative design that integrates digital observation of official Instagram, X/Twitter, and YouTube accounts from January to December 2024, analysis of policy documents and institutional reports, and semi-structured interviews with policymakers and social-media administrators. Data are analysed through content and framing analysis, as well as interview-based thematic coding with triangulation. Findings indicate that state messaging is dominated by normative, declarative, and largely one-way communication, which is associated with weaker dialogic engagement and recurrent scepticism in comment spaces. By contrast, personal testimonies, lived-experience narratives, and non-patronising visual rhetoric receive more favourable reactions and lower resistance. Emotional appeal, contextual relevance, and a personal approach emerge as key determinants of constructive uptake, whereas limited responsiveness and broadcast-style posting amplify disengagement. The article links these reception patterns to post-truth dynamics and conceptualises monologic digital communication as a governance effect. It concludes that participatory public diplomacy, centred on co-creation with trusted intermediaries and institutionalised listening, provides an operational pathway to strengthen digital religious resilience.

Epistemic Sovereignty and Dual Hegemony in Salaf Pesantren Resistance to Educational Modernity in Jember Ach Barocky Zaimina; Aminullah; Mohammad Mu'tashim Billah
Nadwa: Jurnal Pendidikan Islam Vol. 20 No. 1 (2026): Articles in Progress
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

The encounter between Salaf Pesantren and educational modernity represents a critical issue in contemporary Islamic education because it shapes traditional epistemology, institutional autonomy, and pesantren identity. Previous scholarship has extensively examined pesantren modernization, curriculum reform, and institutional adaptation; however, limited attention has been paid to how resistance functions as a strategy for preserving epistemic sovereignty. This study explores how Salaf pesantren in Jember Regency construct resistance to educational modernity. Employing a comparative qualitative case study design, the research was conducted at three Salaf pesantren: Al-Wafa Temporan, Salafiyah Curah Kates Ajung, and Raudlatul Ulum Sumber Wringin. Data were collected through staged interviews, field observations, and document analysis and analyzed using data reduction, thematic coding, and cross-case comparison. The findings identify three models of resistance: absolutist resistance, reforming resistance, and accommodative-reforming resistance. These models are sustained through the preservation of kitab kuning, the authority of the kyai, moral discipline, spatial regulation, technological restrictions, and economic self-reliance. The study argues that resistance is not merely opposition to modernity but a strategy for maintaining epistemic sovereignty through a dual hegemonic structure interpreted within a Foucauldian framework. It further proposes a policy framework based on partnership without intervention that respects pesantren autonomy while supporting context-sensitive modernization.

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