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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) TOFEDU: The Future of Education Journal Edcomtech: Jurnal Kajian Teknologi Pendidikan
Noviriani Noviriani
Institut Agama Islam Yasni Bungo
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Constructing Students Disciplinary Character through Hidden Curriculum in the Pesantren Tradition: An Educational Technology Perspective Amelia Sapitri; Noviriani Noviriani; Muallimin Muallimin; Nur Hikmah; Hijriah Afika; Muhammad Sabli
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 7 No. 2 (2022)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v7i22022p179

Abstract

This study analyses the construction of students disciplinary character through the hidden curriculum mechanism in the Islamic boarding school tradition at Pondok Pesantren Al Fatah, while examining the role of educational technology as a mediating factor in the pesantren moral ecosystem. The research employed a qualitative approach with a single case study design. Informants were selected through purposive sampling, consisting of seven senior students and three teachers. Data were collected through participatory observation, in-depth interviews, and document analysis, then analysed following the interactive model of Miles, Huberman, and Saldana, including data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, method triangulation, and member checking. The findings reveal that disciplinary character is constructed through collective prayer habituation, structured rules with social supervision, teacher role modelling, and peer reinforcement culture. Discipline evolves from external compliance toward internalised awareness embedded in students identities. Selective adoption of educational technology reinforces the hidden curriculum through activity monitoring, documentation of moral practices, and enrichment of learning content, although it also introduces risks of distraction from open digital media exposure. The study confirms that the pesantren tradition functions as a moral ecosystem that systematically reproduces values through structured daily practices. The findings imply the need for educational technology integration designs that are sensitive to the pesantren hidden pedagogy, so that digital transformation reinforces rather than replaces existing character formation mechanisms.
EFEKTIVITAS IMPLEMENTASI KURIKULUM MERDEKA DALAM MATA PELAJARAN PAI TERHADAP PENGEMBANGAN BERPIKIR KRITIS RELIGIUS SISWA: STUDI MIXED-METHODS DI MTSS AL-IKHLAS SUNGAI ARANG BUNGO Syukur Arianto; Muhammad Sabli; Mabruri Mabruri; Andryadi Andryadi; Noviriani Noviriani
Jurnal Review Pendidikan dan Pengajaran Vol. 4 No. 1 (2021): Volume 4 Nomor 1 Tahun 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i2.60038

Abstract

Kurikulum Merdeka menekankan pembelajaran berdiferensiasi dan pengembangan kompetensi holistik, termasuk dimensi berpikir kritis religius dalam Pendidikan Agama Islam (PAI). Penelitian ini bertujuan menguji efektivitas implementasi Kurikulum Merdeka pada mata pelajaran PAI terhadap pengembangan berpikir kritis religius siswa di MTsS Al-Ikhlas Sungai Arang, Kabupaten Bungo. Desain penelitian menggunakan pendekatan mixed-methods eksplanatori sekuensial. Sampel kuantitatif terdiri dari 84 siswa kelas VII dan VIII yang dipilih secara purposive, dilengkapi instrumen tes berpikir kritis religius (reliabilitas α=0,87) dan wawancara mendalam dengan 4 guru PAI serta 6 siswa. Analisis kuantitatif menggunakan uji-t berpasangan dan regresi linear sederhana, sementara analisis kualitatif menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil menunjukkan peningkatan signifikan pada skor berpikir kritis religius (t=6,421, p<0,001, d=0,89) dengan kontribusi implementasi Kurikulum Merdeka sebesar 62%. Temuan kualitatif mengonfirmasi bahwa pendekatan proyek, diferensiasi konteks lokal, dan refleksi nilai Islam memperkuat kemampuan analisis, evaluasi, dan pengambilan keputusan berlandaskan dalil. Penelitian ini merekomendasikan penguatan kapasitas guru dalam merancang asesmen autentik berbasis HOTS serta integrasi konteks kearifan lokal dalam modul ajar PAI.
RITME HAFALAN SANTRI DALAM PEMBELAJARAN TAHFIDZ BERBASIS METODE MANZIL DIPONDOK PESANTREN TAHFIDZUL QUR’AN AZIZIYAH Lora Fataisyadijah Ramadhani; Noviriani Noviriani; Najib Burrahman; Andika Andika; Muhammad Sabli; Mabrui Mabrui
Jurnal Review Pendidikan dan Pengajaran Vol. 4 No. 1 (2021): Volume 4 Nomor 1 Tahun 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v4i1.60043

Abstract

Penelitian ini bertujuan untuk menganalisis ritme hafalan santri dalam pembelajaran tahfidz berbasis metode manzil di Pondok Pesantren Tahfidzul Qur’an Aziziyah, serta mengkaji penerapan metode tersebut dalam menjaga kualitas hafalan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif, melalui teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa ritme hafalan santri terbentuk melalui pola yang terstruktur dan berkelanjutan, yang mengintegrasikan metode sabaq (hafalan baru), sabqi (pengulangan hafalan baru), dan Manzil (pengulangan hafalan lama). Metode manzil berperan penting dalam menjaga kestabilan hafalan dengan sistem muraja’ah yang rutin dan terjadwal, sehingga mampu meningkatkan daya ingat jangka panjang, kelancaran bacaan, serta ketepatan tajwid. Selain itu, ritme hafalan dipengaruhi oleh faktor internal seperti motivasi dan kedisiplinan santri, serta faktor eksternal seperti peran ustadz, dukungan orang tua, dan lingkungan pesantren. Dengan demikian, penerapan metode manzil yang didukung oleh manajemen waktu yang baik dan lingkungan yang kondusif terbukti efektif dalam meningkatkan dan menjaga kualitas hafalan Al-Qur’an santri.
The Revitalization of Moral Education through a Habituation Approach Grounded in School Culture Nita Erlina; Ulfa Adilla; Baili; Joni Juli Yandra; Noviriani Noviriani; Sugeng Kurniawan
The Future of Education Journal Vol 2 No 1 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i1.1975

Abstract

Moral education in Islamic junior secondary schools faces several structural challenges, including the dominance of cognitive-oriented approaches, the fragmentation of values in school practices, and the influence of the digital ecosystem, which has shifted the process of character internalization. This study aims to analyze the revitalization of moral education through a school culture-based habituation approach at MTs Tahfizul Quran Rantau Duku, Bungo Regency, Jambi Province. The research employed a qualitative approach with a single-case study design. Data were collected through three months of participant observation, in-depth interviews with 18 informants (the school principal, Islamic Religious Education and moral education teachers, students, parents, and dormitory supervisors), and documentation of school programs. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while source and method triangulation were employed to ensure data trustworthiness. The findings indicate that the revitalization of moral education was developed through three main mechanisms: (1) the construction of a school culture institutionalized through daily routines, codes of conduct, and teacher role modeling; (2) a habituation process following the cycle of modeling, guided practice, independent habituation, and reflective internalization; and (3) the integration of the Tahfiz al-Qur’an program as a medium for strengthening moral conduct and spirituality. Consistent habituation within a supportive school culture ecosystem was found to be effective in internalizing akhlaq al-karimah (noble character), reducing negative behaviors, and enhancing students’ social responsibility. The study concludes that a school culture-based habituation approach represents a holistic, contextual, and sustainable model for revitalizing moral education. Recommendations include strengthening teachers’ capacity building, developing authentic moral assessment instruments, and fostering synergy among schools, families, and communities.
A Local Wisdom Based Islamic Character Education Model for Developing Religious Moderation among Students at MA Diniyyah Al-Azhar Bungo Nailis Sa'adah; Sugeng Kurniawan; Joni Juli Yandra; Wiwin Narti; Noviriani Noviriani
The Future of Education Journal Vol 2 No 4 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i4.1983

Abstract

This study aims to formulate and analyze a local wisdom-based Islamic character education model for fostering moderate attitudes among students at MA Diniyyah Al-Azhar Bungo, Jambi. Employing a qualitative approach with a case study design, data were collected over a six-month period through in-depth interviews, participant observation, and document analysis. The participants included the madrasah principal, Islamic Religious Education (IRE) teachers, students, and local customary leaders. Data were analyzed using Braun and Clarke’s thematic analysis technique, supported by source and method triangulation to ensure trustworthiness. The findings reveal that the integration of Jambi Malay local wisdom values—such as adat bersendi syarak, syarak bersendi kitabullah (custom founded upon Islamic law, and Islamic law founded upon the Qur’an), deliberative traditions (musyawarah), and the spirit of communal solidarity (salingka nagari)—into the hidden curriculum, contextual learning practices, and character habituation programs successfully strengthened four pillars of religious moderation: tawassuth (moderation), tasamuh (tolerance), i‘tidal (justice and balance), and muwatanah (citizenship). The resulting model consists of five strategic components: (1) identifying local values aligned with Islamic principles; (2) integrating these values into lesson plans and student profile strengthening projects; (3) implementing community-based character habituation programs; (4) positioning teachers as uswatun hasanah (role models); and (5) conducting multidimensional authentic assessments. These findings contribute to the development of a contextual Islamic Religious Education pedagogy that is aligned with the national agenda of religious moderation and adaptable to madrasahs in culturally diverse settings. Future studies are recommended to test the model quantitatively and longitudinally to validate its long-term impact on students’ religious attitudes.
Co-Authors Amelia Sapitri Andika Andika Andryadi Andryadi Baili Hijriah Afika Joni Juli Yandra Lora Fataisyadijah Ramadhani Mabrui Mabrui Mabruri Mabruri Muallimin Muallimin Muhammad Sabli Nailis Sa'adah Najib Burrahman Nita Erlina Nur Hikmah Sugeng Kurniawan Syukur Arianto Ulfa Adilla Wiwin Narti