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All Journal Noumerico: Journal of Technology in Mathematics Education Al-Bustan: Jurnal Pendidikan Islam
Rabiatul Nadawiyah
Al-Azhar University
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Internalizing Aswaja Values to Develop Students’ Moderate Character in Indonesian Islamic Boarding Schools Firdaus; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Rabiatul Nadawiyah
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i1.543

Abstract

The issue of religious extremism and intolerance has become a significant challenge in contemporary Islamic education, particularly in shaping students’ religious character. Islamic boarding schools (pesantren) play a strategic role in instilling moderate Islamic values through religious learning traditions and cultural practices. This study aims to describe the internalization of Ahlussunnah wal Jama’ah (Aswaja) values tawasuth (moderation), tawazun (balance), tasamuh (tolerance), and i’tidal (justice) in developing the moderate character of students at Simpay Hurip Al-Musri’ Islamic Boarding School as a non-formal salafi pesantren. The study employed a descriptive qualitative approach with a case study design. Research participants included the kiai, teachers, and students selected through purposive sampling. Data were collected through in depth interviews, observations, and documentation and analyzed using the Miles and Huberman model. The novelty of this research lies in revealing the internalization of Aswaja values in a non-formal salafi pesantren without a formal curriculum but implemented systematically through pesantren culture, exemplary leadership, and traditional learning activities. The findings show that this process fosters open, tolerant, and dialogical attitudes among students.
Evaluating Differences in Elementary Students’ LCM Mastery Across School Environments Ibnu Imam Al Ayyubi; Nurhikmah; Namiyah Fitriani; Rabiatul Nadawiyah; Alamul Huda Almuzakky
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9044

Abstract

Mathematics learning outcomes are not merely administrative indicators; they reflect the extent to which students have mastered conceptual understanding. This study aims to analyze elementary school students’ mastery of the Least Common Multiple (LCM) by comparing mathematics achievement scores across different schools. The study employed a quantitative approach with an ex post facto research design. The sample consisted of 70 fifth-grade students from four Madrasah Ibtidaiyah in West Bandung Regency, namely MI Muktarul Arifin, MI Al-Qodar, MI Darussyifa Al-Musri’ 1, and MIS Jauharul Huda. The final mathematics scores were analyzed using descriptive and inferential statistical techniques. Normality and homogeneity tests indicated that the data did not fully meet the assumptions for parametric analysis; therefore, the Kruskal–Wallis test was used to examine differences among groups. The findings showed a statistically significant difference in students’ mastery of LCM material by school affiliation. Post hoc analysis further showed that MI Al-Qodar consistently had significantly different learning outcomes than the other three schools, while MI Muktarul Arifin, MI Darussyifa Al-Musri’ 1, and MIS Jauharul Huda showed relatively comparable achievement levels. These findings indicate that students’ mastery of LCM varies across schools, suggesting differences in local learning environments. Practically, these results underscore the need for targeted instructional interventions and standardized teaching strategies to address conceptual gaps and ensure equitable mathematics achievement across elementary schools.
Co-Authors Alamul Huda Almuzakky Firdaus Ibnu Imam Al Ayyubi Namiyah Fitriani Nurhikmah