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All Journal ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini DIROSAT: Journal of Education, Social Sciences & Humanities
Asep Rahmatullah
Program Studi Magister Pendidikan Agama Islam Universitas Islam Internasional Darullughah Wadda`wah
Religion Humanities Education Public Health Social Sciences Other

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The Social Construction of Gender in Islamic Education: Challenges and Prospects in Madrasas and Pesantrens Muhammad Wafiuddin Asyraf; Asep Rahmatullah
ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 5 No. 3 (2026): Islamic Education and Early Childhood Innovation
Publisher : STIT Attaqwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/attaqwa.v5i3.212

Abstract

Gender issues in Islamic education constitute a continuously evolving field of study, shaped by the dynamic relationship between religious texts, institutional traditions, and contemporary demands for equality. Madrasah and pesantren, as two Islamic educational institutions deeply rooted in tradition, often function as spaces where the social construction of gender is produced and reproduced through curricula, classical reference texts, role division, and power relations between kiai/ustaz and students. This article aims to analyze how the social construction of gender is formed within Islamic educational practice in madrasah and pesantren, identify the challenges faced in achieving equitable gender relations, and map out prospects for transformation. The study employs a qualitative descriptive approach through library research, thematically analyzing academic literature, prior research findings, and institutional documents within the framework of social construction theory. The findings indicate that gender construction in madrasah and pesantren is formed through three simultaneous processes—externalization of values through classical texts and curricula, objectivation through institutional structures and role division, and internalization through habituation and kiai-student power relations—resulting in gender relation patterns that remain unequal in certain aspects, while simultaneously holding space for transformation through the strengthening of women's leadership, reinterpretation of religious texts, and affirmative institutional policies. This article recommends strengthening substantive Islamic-value-based gender justice discourse as a middle path between preserving tradition and meeting demands for equality.
Development of an Islamic Religious Education Learning Model Based on Islamic Eco-theology to Enhance Students' Ecological Awareness: A Research and Development Approach. Muhammad Wafiuddin Asyraf; Asep Rahmatullah
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 4 No. 4 (2026): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v4i4.261

Abstract

The escalating environmental crisis demands an educational response capable of cultivating students' ecological awareness at a deep, not merely cognitive, level. Islamic Religious Education (PAI) has generally delivered environmental content implicitly and sporadically, without a systematic learning model that integrates Islamic ecotheological values. This study aims to develop a valid, practical, and effective PAI learning model based on Islamic ecotheology to enhance students' ecological awareness. The study employs a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Research subjects consisted of secondary-level students, PAI teachers, and material/media experts as validators. Data were collected through needs questionnaires, expert validation sheets, observation, and an ecological awareness test, then analyzed descriptively using quantitative and qualitative techniques. The results indicate that the developed model—comprising a five-stage syntax (tazakkur, tafakkur, ta'aruf, tafa'ul, and taghyir)—was rated valid by material and instructional experts in the very good category, practical according to teacher and student responses, and effective in improving students' ecological awareness compared to conventional instruction. This model offers both theoretical and practical contributions to the development of PAI that is responsive to environmental sustainability issues.
Co-Authors Muhammad Wafiuddin Asyraf