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All Journal EduReligia : Jurnal Pendidikan Agama Islam
Sandi Pratama
Universitas Muhammadiyah Makassar, South Sulawesi
Education Social Sciences

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INTEGRATING MULTICULTURAL BOARDING SCHOOL EDUCATION TO STRENGTHEN STUDENTS' RELIGIOUS AND ACADEMIC CHARACTER Arif Pramana Aji; Muhammad Ali Bakri; Sandi Pratama; Rosmalina Rosmalina; Agil Hasan Abdullah
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 8, No 1 (2024)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v8i1.8750

Abstract

This study examines how Islamic Religious Education in a multicultural boarding school integrates formal learning, mentoring in the dormitory, and character building in a religiously and culturally diverse environment. Using a qualitative case study design, data were collected through observation, in-depth interviews, and documentation involving the madrasah principal, Islamic Religious Education teachers, dormitory supervisors, students, and parents. Data were analyzed through condensation, display, and conclusion drawing, while triangulation of sources and techniques was used to strengthen credibility. The findings indicate an integrative, 24-hour educational system that links the madrasah curriculum with the dormitory program, congregational worship, Quran recitation and memorization, evening study, the role of educators as role models, discipline, and ongoing monitoring. Religious character is developed through greater consistency in worship, respectful behavior, tolerance, and social responsibility. Academic character is strengthened through learning discipline, time management, independence, task responsibility, academic honesty, and achievement motivation. The main mechanism is not only regulation alone, but also the interaction between habituation, modeling, mentoring, reflective explanations, educational rewards and punishments, and collaboration between the school, the dormitory, and the family. This study implies that multicultural Islamic boarding school education is most effective when religious identity, social tolerance, and academic self-regulation are fostered as a coherent educational ecology.
ECOLOGICAL STRATEGIES AND EMBODIED LEARNING IN THE KAISA METHOD FOR SUSTAINABLE QUR’AN MEMORIZATION Laili Tri Lestari; Muhammad Ali Bakri; Sandi Pratama; Muh Abi Ramadhan
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 8, No 2 (2024)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v8i2.10688

Abstract

This study analyzes the KAISA Method as an integrative Qur’an memorization system that combines symbolic gestures, verse comprehension, spirituality, and educational-ecosystem synergy. Using a qualitative intrinsic case-study design, the study examined institutional documents from Madrasah Hafizh Qur’an Tonra, Bone Regency, South Sulawesi. The corpus encompasses dissertation proposals, operational modules and KAISA guidelines, *mutāba‘ah* instruments and parent-student communications, report card formats for all levels of madrasah, organizational documents, and aggregated workforce data. Data were analyzed through condensation, cross-document mapping, source triangulation, and terminology-consistency checks. The findings show that KAISA is organized around five pedagogical principles, seven instructional stages, a multidimensional assessment system, and a madrasah–family–community ecosystem. Institutional readiness is reflected in differentiated functions for tahfizh, teaching, student affairs, character formation, dormitory mentoring, the KAISA division, health, publication, and infrastructure. The staffing documents record 34 teachers and 4 education personnel at the MA level and 45 teachers and 3 education personnel at the MTs level. However, the report-card instruments still employ four dimensions, whereas the 2024 standardization document specifies five. KAISA’s main contribution lies in integrating embodied pedagogy, Islamic spirituality, institutional governance, and longitudinal documentation within an interdisciplinary model of Islamic education. Instrument consistency and completed achievement data remain necessary before its empirical effectiveness can be established.
Co-Authors Agil Hasan Abdullah Arif Pramana Aji Laili Tri Lestari Muh Abi Ramadhan Muhammad Ali Bakri Rosmalina Rosmalina