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All Journal Kodifikasia: Jurnal Penelitian Islam An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya Dan Sosial Amalee: Indonesian Journal of Community Research & Engagement Proceedings of Annual Conference for Muslim Scholars Sunan Kalijaga International Journal on Islamic Educational Research TA'DIB Jurnal Pemikiran Pendidikan Ma'alim: Jurnal Pendidikan Islam Southeast Asian Journal of Islamic Education Cendekia: Jurnal Kependidikan dan Kemasyarakatan Borneo Journal of Islamic Education Jurnal Manajemen, Pendidikan dan Pemikiran Islam
Muzakki, Hawwin
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Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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GLOKALISASI PENDIDIKAN: STUDI ATAS REVITALISASI PEMIKIRAN KI HAJAR DEWANTARA Muzakki, Hawwin
Kodifikasia Vol 14, No 1 (2020)
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/kodifikasia.v14i1.1906

Abstract

Adanya inferiority complex yang menjangkiti kaum pribumi dan paham koloni dari Belanda pada masa penjajahan, akhirnya ajaran diferensiasi sosial masuk ke masyarakat Indonesia. Belanda dengan sengaja membedakan antara pribumi dan non pribumi, sehingga mencabut akar identitas bangsa. Dalam kondisi tersebut, diperlukan sebuah lembaga pendidikan model baru yang bisa diakses oleh semua orang dengan menggabungkan tradisi luhur dan modernitas. Taman siswa (1922), sebagai jawaban Ki Hajar Dewantara atas lembaga pendidikan yang dimaksud. Penelitian ini merupakan penelitian literatur yang dianalisis dengan menggunakan hermeneutika filosofis. Penelitian ini ingin mengungkap, Pertama, Bagaimana konsep pemikiran pendidikan Ki Hajar Dewantara berbasis kearifan lokal? Kedua, Bagaimana konsep pemikiran pendidikan Ki Hajar Dewantara berwawasan global? Ketiga, Bagaimana revitalisasi pemikiran Ki Hajar Dewantara tentang glokalisasi pendidikan? Adapun tujuan dalam penelitian ini untuk Memberikan gambaran pemikiran Ki Hajar Dewantara tentang konsep pendidikan yang masih melestarikan tradisi, mengembangkan modernitas, rancang bangun konseptual tersebut sebagai dasar untuk me-revitalisasi pemikiran Ki Hajar Dewantara tentang pendidikan di Indonesia. Hasil penelitian ini menghasilkan kesimpulan; Pertama,konsep pemikiran pendidikan Ki Hajar Dewantara berbasis kearifan lokal meliputi 3 hal, yaitu: local assets, traditions, values and beliefs. Kedua,konsep pemikiran pendidikan Ki Hajar Dewantara berwawasan global melliputi: Bidang ekonomi, bidang sosio-cultural dan bidang akademik. Ketiga,revitalisasi pemikiran Ki Hajar Dewantara tentang glokalisasi pendidikan, yaitu: revitalisasi aspek global dan revitalisasi aspek lokal dengan perencanaan glokalisasi pendidikan melalui: Komitmen kelembagaan; pembentukan kelompok perencanaan strategis dan komite pengarah, Penilaian kontekstual; Mengembangkan rencana strategis, Validasi; Adopsi dan Perayaan. [During the Dutch colonial period, The Netherlands deliberately distinguishes between natives and non-natives, thereby eliminating national identity. Under these conditions, a new model of educational institution is needed that can be accessed by everyone by combining the noble tradition and modernity. Taman Siswa (1922) is the answer of Ki Hajar Dewantara to the educational institution that intended. This research is a literature research that analyzed by using the philosophical hermeneutics. This research reveal, First, how is the concept of Ki Hajar Dewantara on education thought based on the local wisdom? Second, how is the concept of Ki Hajar Dewantara on the educational of global-minded? Third, how is the revitalization of Ki Hajar Dewantara's thoughts on the education glocalization? The purpose of this study is to provide a description of Ki Hajar Dewantara's thoughts on education glocalization (global, local and revitalizing aspects of his ideas). The results of this study concluded; First, the concept of Ki Hajar Dewantara education thought based on local wisdom includes 3 types, namely: local assets, traditions, values and beliefs. Second, the concept of global education Ki Hajar Dewantara's thinking includes: Economic, socio-cultural and academic. Third, the revitalization of Ki Hajar Dewantara's thoughts on the education glocalization, namely: revitalizing global aspects and revitalizing local aspects with the planning of education glocalization through: Institutional commitment; the formation of a strategic planning group and steering committee, contextual assessment; Develop a strategic plan, Validation; Adoption and Celebration.]
Managing Learning for Quality Improvement (Mengelola Pembelajaran untuk Peningkatan Mutu) Muzakki, Hawwin
AN-NUHA: Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol 2 No 2 (2015): Desember
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (491.782 KB)

Abstract

Quality education needed in order to prepare high  quality human resource, in the sense of science, a skill (lifeskill) , and possession technology. The efforts to improve and  improve the  quality of education like never stopped. Many reform agenda that, while, and will be implemented. Reforming education not just enough  to change in the curriculum , but should be followed by change study practice and  learning on and off  class. Change tradition lessons learned student centered to excel instantly toward (learned to learn) or (learn to realize learn) was indeed not easy. For this very essential to formulate how to manage learning that students can learn how to learn, which finally ended up at developing and improving the quality of learning
Mengukuhkan Islam Nusantara: Kajian Sosiologis-Historis Muzakki, Hawwin
AN-NUHA: Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol 6 No 2 (2019): Desember
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1691.126 KB) | DOI: 10.36835/annuha.v6i2.336

Abstract

Islam bring the message as a religion of “rohmatan lil 'alamin”. However, post-prophetic Islam turned into ideological extremism. The author will focus the discussion with the formulation of the problem: How does the process of changing Islam from rohmatan lil 'alamin become an ideology through sociological-historical analysis? How to restore Islam to be a rohmatan lil 'alamin for future Islamic development through sociological-historical analysis? The purpose of this discussion to trace the transformation of Islamic into ideology and explores Islam rahmatan lil alamin in Indonesia, for moderate vision of Islam Nusantara. The author will discuss using the theory of social construction (externalization, objectivity, internalization) by Peter L. Berger. The results revealed that, externally Islam brought by the Prophet Muhammad brought the teaching of rohmatan lil'alamin. The rohmatan lil 'alamin value is objectified by the Arabic characteristic of the ashobiyah. The ashobiyah nature of the Arab nation is internalized into society through ideological extremities. To restore Islam rohmatan lil 'alamin, the writer review Islam Nusantara. Islam is externalized in Indonesia through peaceful way. Islamic teachings finally objectified by the plural Indonesian society and influenced “Ethical Java”. Plural nature and maintain harmony in the ethics of Java is embedded character of moderation values ??(Tawassuth, Tawâzun, I'tidâl, Tasâmuh). This research contributes, to the development of Nusantara Islam which is a model of Islam that is not only centered on Arabia and realize Islam that preach rahmatan lil 'alamin.
Produksi Kue Brownies sebagai Upaya Meningkatkan Nilai Ekonomi Singkong di Krajan Blimbing Dolopo Madiun Muzakki, Hawwin
Amalee: Indonesian Journal of Community Research and Engagement Vol 1 No 2 (2020): Amalee: Indonesian Journal of Community Research and Engagement
Publisher : LP2M INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/amalee.v1i2.303

Abstract

Cassava, one of the staple foods of Indonesian people beside rice and sago, is promoted by the government as rice consumption replacements, together with corn, sago or potatoes. Cassava is indeed very easy to plant in all types of land, as in Krajan Hamlet, Blimbing Village, Dolopo District, Madiun Regency where almost every house has cassava plants on its garden. This fact encourages the engagement team to take the initiative to provide training of creative cassava processing. This activity aims to increase the economical value of cassava, which is one of the assets in the Krajan Hamlet, and is expected to be able to increase the family income, most of which are former migrant workers. Through the ABCD (Asset Based Community Development) method with some of its tools, found that the innovative and creative cassava process training in the form of "Si Engkong" cake can provide new insights and knowledge about cassava processing that have high selling points within the community. With a better processing of cassava, "Si Engkong" cake is expected to become a new trade commodity for the residents of Krajan Hamlet and its surroundings, so that it can raise the community's economy level. Keywords: ABCD, cassava processing, economical value, processed cassava, training Abstrak Singkong, salah satu makanan pokok masyarakat Indonesia selain nasi dan sagu, dipromosikan oleh pemerintah sebagai pengganti konsumsi beras, bersama dengan jagung, sagu atau kentang. Singkong memang sangat mudah ditanam di semua jenis tanah, seperti di Dusun Krajan, Desa Blimbing, Kecamatan Dolopo, Kabupaten Madiun di mana hampir setiap rumah memiliki tanaman singkong di kebunnya. Fakta ini mendorong tim pengabdi untuk mengambil inisiatif memberikan pelatihan pengolahan singkong. Kegiatan ini bertujuan untuk meningkatkan nilai ekonomis singkong, yang merupakan salah satu aset di Dusun Krajan, dan diharapkan mampu meningkatkan pendapatan keluarga, yang sebagian besar adalah mantan pekerja migran. Melalui metode ABCD (Pengembangan Masyarakat Berbasis Aset) dengan beberapa alatnya, ditemukan bahwa pelatihan proses singkong yang inovatif dan kreatif dalam bentuk kue "Si Engkong" dapat memberikan wawasan dan pengetahuan baru tentang pemrosesan singkong yang memiliki nilai jual tinggi. Dengan pengolahan singkong yang lebih baik, kue "Si Engkong" diharapkan menjadi komoditas perdagangan baru bagi penduduk Dusun Krajan dan sekitarnya, sehingga dapat meningkatkan tingkat ekonomi masyarakat. Kata Kunci: ABCD, nilai ekonomi, olahan singkong, pengolahan singkong, pelatihan
The Relationship Between Use of Active Learning Methods and Parental Involvement Learning on Student Achievement Sholeh, Muh Ibnu; Singh, W C; Nashihudin, Moh; Sokip, Sokip; Syafii, Asrop; ‘Azah, Nur; Sahri, Sahri; Muzakki, Hawwin; Wahruddin, Bambang
Borneo Journal of Islamic Education Vol 4 No 1 (2024): Borneo Journal of Islamic Education 4 (1), Mei 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bjie.v4i1.8348

Abstract

Abstract This study aims to investigate the relationship between the use of active learning methods and parental involvement in learning on student achievement at MAN 1 Tulungagung. Effective implementation of both factors could be a vital strategy in enhancing the quality of Islamic religious education and student achievement. Data were collected through questionnaires distributed to 74 teachers. The sampling technique employed the Isaac and Michael table with a 5% error rate, resulting in 62 samples from the total population. The data collection instrument was a Guttman scale questionnaire. Data analysis included validity and reliability tests, as well as linear and multiple regression analyses using SPSS software. The research findings indicate that the use of active learning methods significantly influences student achievement, with a beta coefficient of 0.42 and a t-value of 8.40 (p-value < 0.001). Parental involvement in religious education also significantly affects student achievement, with a beta coefficient of 0.38 and a t-value of 6.54 (p-value < 0.001). The combined use of active learning methods and parental involvement significantly impacts student achievement. Active learning methods have a beta coefficient of 0.35, while parental involvement in religious education has a beta coefficient of 0.28. Both variables show high significance (p-value < 0.001). This study contributes significantly to understanding the factors influencing student achievement in the context of Islamic religious education. Future research could explore diverse teaching methods, parental roles, and improved methods of measuring student achievement. Keywords: Learning Methods, Parental involvement, Student Achievement.
INDIVIDUAL BEHAVIOUR FORMED BY ISLAMIC EDUCATIONAL INSTITUTIONS IN INDONESIA: ANALYSIS-DESCRIPTIVE STUDY Muzakki, Hawwin; Natsir, Ahmad; Nuha, Muhammad Afthon Ulin
Kodifikasia Vol 17 No 1 (2023)
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/kodifikasia.v17i1.5788

Abstract

This research will examine how organizational institutions influence the formation of individual behaviour, while many other studies emphasize how individual behaviour influences organizational culture. This research will provide a broader picture of the factors that influence the formation of individual behaviour, especially from the perspective of organizational institutions. The method used in this research is a literature study, which collects data through written sources such as relevant journals and books. Data analysis was done using descriptive analysis, looking for patterns and finding themes from the collected materials. This study concludes (1) Islamic educational institutions in Indonesia can shape the biographical character of moderate Indonesian Islam, (2) Islamic educational institutions in Indonesia seek to shape individual behaviour that has the expected abilities following Islamic teachings and principles, (3) Islamic educational institutions in Indonesia strive to form positive personalities, namely individuals who have integrity, professionalism, innovation, responsibility and exemplary. (4) The process of behaviour change that occurs in Islamic educational institutions in Indonesia can occur through social interaction, understanding of Islamic teachings, and the relationship between individual behaviour and the consequences it produces. Penelitian ini akan mengkaji bagaimana institusi organisasi mempengaruhi pembentukan perilaku individu, sementara banyak penelitian lain yang menekankan bagaimana perilaku individu mempengaruhi budaya organisasi. Penelitian ini akan memberikan gambaran yang lebih luas mengenai faktor-faktor yang mempengaruhi pembentukan perilaku individu, terutama dari sudut pandang institusi organisasi. Metode yang digunakan dalam penelitian ini adalah studi literatur, yaitu pengumpulan data melalui sumber tertulis seperti jurnal dan buku yang relevan. Analisis data dilakukan dengan menggunakan analisis deskriptif, mencari pola dan menemukan tema dari bahan yang dikumpulkan. Penelitian ini menyimpulkan (1) Lembaga pendidikan Islam di Indonesia dapat membentuk karakter biografi Islam Indonesia yang moderat, (2) Lembaga pendidikan Islam di Indonesia berupaya membentuk perilaku individu yang memiliki kemampuan yang diharapkan sesuai dengan ajaran dan prinsip Islam, (3) Pendidikan Islam institusi di Indonesia berupaya untuk membentuk pribadi-pribadi positif, yaitu individu-individu yang mempunyai integritas, profesionalisme, inovasi, tanggung jawab dan keteladanan. (4) Proses perubahan perilaku yang terjadi pada lembaga pendidikan Islam di Indonesia dapat terjadi melalui interaksi sosial, pemahaman ajaran Islam, dan hubungan antara perilaku individu dengan akibat yang ditimbulkannya.
Budaya Kepemimpinan Transformatif di Lembaga Pendidikan Islam Muzakki, Hawwin; Binti Maunah; Achmad Patoni
JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam Vol. 1 No. 1: June 2023
Publisher : Pondok Pesantren As-salafiyah Asy-syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jmpi.v1i1.2

Abstract

Lembaga pendidikan Islam perlu memiliki kepemimpinan yang efektif. Salah satu tipe kepemimpinan yang sangat efektif di Lembaga pendidikan Islam adalah kepemimpinan transformasional. Dalam tulisan ini, peneliti akan menggunakan teori budaya Koentjaraningrat untuk menggagas konsep budaya kepemimpinan transformatif di Lembaga pendidikan Islam khususnya di Madrasah. Penelitian ini ingin menggali 3 wujud budaya yaitu: bagaimana wujud ide/gagasan, wujud tindakan serta wujud dokumen dalam kepemimpinan transformatif? Serta menggali bagaimana model-model penerapan budaya transformatif di Madrasah. Hal ini bertujuan untuk memperjelas dan mengkonsep budaya kepemimpinan transformastif di Madrasah. Menggunakan metode kualitatif dengan metode pengumpulan data studi pustaka menyimpulkan. Wujud ide dalam budaya kepemimpinan transformatif adalah Idealized Influence, Intellectual Stimulation, Individual Consideration (Pertimbangan Individual), dan Inspirational Motivation. Wujud tindakan dalam budaya kepemimpinan transformatif adalah Kepala Madrasah melaksanakan kepemimpinan transformatif sesuai dengan wujud ide. Sedangkan wujud dokumen adalah segala dokumen pendukung budaya kepemimpinan transformatif yang terdokumentasi dengan baik dan rapi. Model Pembentukan Budaya Kepemimpinan Transformatif melalui model struktural dan model mekanik.
APPLICATION OF IMMANUEL KANT'S PHILOSOPHY IN THE THOUGHT OF RELIGIOUS EDUCATION (PHILOSOPHICAL REVIEW OF CRITICISM, RATIONALISM, AND EMPIRICISM) Muhammad Afthon Ulin Nuha; Muzakki, Hawwin; Musyafa’ah, Nurul
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 6 No. 2 (2022)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2022.62.03

Abstract

Religious studies are the study of in-depth religion; in its journey, religious studies are divided into two models: dogmatic and empirical. The difference between the two understandings will lead to a reductive understanding of religion in religious studies and can lead to misunderstandings that lead to conflict. To reduce the complex problems of the dichotomy of religious studies, this article tries to draw lessons from Immanuel Kant's criticism; Immanuel Kant's criticism begins by placing doubts on the thinking of rationalists who take a priori knowledge for granted, but on the other hand, Immanuel Kant still keeps trying to investigate how a priori things as science are possible until in the end Immanuel Kant brings up the decision of a priori synthesis as one of knowledge and succeeds in resolving the disagreement between rationalist and empiricist groups. The design of religious studies must start from a doctrinal and empirical dichotomy, then adopt a synthesis of rationalism and empiricism. As Immanuel Kant has said, both a priori and a posteriori thinking, if they stand alone, each has its weaknesses. Likewise, if they stand alone, the dogmatic model of religious studies and the empirical model will end in a reductive understanding.
Integration of Islamic Education Values and Fiqh al-Bi’ah in Cultivating Environmentally Responsible Character Muzakki, Hawwin; Moh. Arif; Mamah, Manavavee
Cendekia: Kependidikan dan Kemasyarakatan Vol 23 No 1 (2025)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v23i1.10272

Abstract

This study highlights the critical role of Islamic education in shaping students’ environmentally responsible character – an urgent imperative in light of escalating environmental degradation. This study aims to examine the integration of Islamic educational values and fiqh al-bi’ah into the curriculum, analyze the implementation of character-building programs that promote environmental awareness, and explore the implications of this integration for developing students’ environmentally caring character. Using a qualitative multisite approach, data were gathered through interviews, observations, and documentation involving teachers, students, and school officials at MTsN 8 Blitar and MTsN 2 Kediri. Thematic analysis revealed that integrating Islamic educational values and fiqh al-bi’ah significantly improved students’ ecological responsibility. Activities such as tree planting, composting, and school-wide waste management fostered consistent pro-environmental behavior grounded in religious teachings. The research concludes that this integration encourages active student participation and awareness by embedding Islamic environmental ethics into both curricular and extracurricular activities in a systematic, multidisciplinary, and collaborative manner. This approach builds environmentally conscious character and aligns with broader goals such as sustainable development. The study recommends replicating this model in other Islamic educational institutions to promote ecological awareness and responsibility among future generations.
BERDAMAI DENGAN PERBEDAAN: PERAN PENDIDIKAN MULTIKULTURAL TERHADAP PERSEPSI SISWA MUSLIM TERHADAP TEMAN SEBAYA NONMUSLIM DI SEKOLAH MENENGAH ATAS Adnan Fajar Rivai; Natsir, Ahmad; Muzakki, Hawwin; Ahmad Yuzki Faridian Nawafi; Ahmad Fahrudin
MA'ALIM: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v6i2.11412

Abstract

This study examines Muslim students' perceptions of religious moderation towards non-Muslim peers and the role of multicultural education in fostering tolerance at SMAN 1 Karas, against the backdrop of interreligious conflicts among school-aged adolescents. Employing a qualitative approach, data were collected through observations, in-depth interviews, and documentary analysis, with triangulation applied to ensure validity. The findings reveal three key insights: firstly, Islamic Religious Education (PAI) and Character Education teachers play a pivotal role in instilling multicultural values through classroom instruction, mentoring, and collaborative extracurricular activities, emphasising principles of justice, equality, and respect for diversity rooted in Islamic teachings. Secondly, Muslim students predominantly exhibit positive attitudes towards non-Muslim peers, perceiving religious pluralism as integral to Islamic values that uphold fairness and mutual recognition. Thirdly, harmonious interfaith interactions are evident in both academic settings—such as group discussions and collaborative projects—and non-academic spheres, including basketball, scouting, and English club activities, which serve as practical platforms for embodying pluralism and democratic values. The study concludes that SMAN 1 Karas’s integrative approach to multicultural education effectively promotes religious moderation and mitigates sectarian tensions, recommending its contextual adaptation for other educational institutions. These findings contribute to broader discourses on inclusive pedagogy and institutional strategies for nurturing tolerance, underscoring the interplay between curricular frameworks, teacher agency, and student-led socialisation processes in shaping interreligious dynamics within school environments.
Co-Authors Achmad Patoni Adnan Fajar Rivai Ahmad Fahrudin Ahmad Yuzki Faridian Nawafi Ali, Himad Az Zahra, Ahlaa Nafisah Fatimah Bambang Wahrudin, Bambang Binti Maunah Ho, Pham Vu Phi Mamah, Manavavee Moh. Arif Muhammad Afthon Ulin Nuha Musyafa’ah, Nurul Muthiah Muthiah, Muthiah Nashihudin, Moh Natsir, Ahmad Nuha, Muhammad Afthon Ulin Sahri Sahri Sholeh, Muh Ibnu Singh, W C Sokip, Sokip Syafii, Asrop Wahruddin, Bambang ‘Azah, Nur