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Higher-Order Thinking Skills: Strategi Kontra Radikalisme Santri Pesantren Ardiansyah, Mochammad Zaka
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains Vol 3 No 2 (2018): Pembelajaran Islami
Publisher : IAIN Ponorogo

Radikalisme yang merasuki pesantren menurut Tan dapat dicegah dengan mendorong pesantren menerapkan educative tradition guna mengembalikan pesantren pada wajah aslinya, Islamic school with a smiling face, lembaga pendidikan Islam berwajah ramah. Meski beberapa parameter educative tradition kontradiktif dengan tradisi pesantren yang menjunjung tinggi kepatuhan total pada kiai, namun beberapa lainnya penting untuk diterapkan, seperti mendorong santri-siswa pesantren berpikir kritis dan kreatif. Untuk mewujudkan keduanya santri-siswa, pengelola lembaga pendidikan di bawah holding institution pesantren seyogyanya mendesain pembelajaran yang dapat menghasilkan siswa memiliki keterampilan berpikir tingkat tinggi (Higher-Order Thinking Skills/HOTS), yakni tidak hanya puas pada hafalan dan pemahaman, namun juga mengarahkan pembelajaran untuk menganalisis masalah dan konsep, mengevaluasi realitas lapangan dan merumuskan problem solving atas masalah sosial. Ikhtiar ini diharapkan menjadi solusi mencegah tekstualisme-fanatisme berpikir yang dapat menjangkit santri dan alumni pesantren.

Pesantren Hybrid Worldview: Moderatisasi Paradigma Penalaran Keislaman dan Pemenangan Kontestasi Wacana Daring Mochammad Zaka Ardiansyah
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 7 No. 1 (2019): July 2019
Publisher : UIN Sunan Ampel Surabaya

Until 2016, National Board for Terrorism Prevention (BNPT) indicates that Indonesian pesantren has not been yet spotless from radicalism. On the other hand, discourse contestation in virtual world requires santri and pesantren alumni to convey peaceful messages in an attempt to balance radical discourses. Through this article, the author offers a hybrid worldview, a perspective and curriculum revolution of moderate that encourages santri to preserve the tradition of obedience to kiai. This perspective also encourages students to focus on developing critical reasoning, to have paradigmatic reasoning competencies that are adaptive to the dynamics of current period and tolerant to differences, to be rational and autonomous, and to be selective towards the literature used by of pesantren students. This article recommends coding skills with the R language programming and big data management for santri. This aims to accelerate the growth of the moderate internet portal creators in order to dominate online discourse.

Taktik Bertahan Pemuda Minoritas: Perlawanan Diam dan Mimikri Pemuda Aboge di Lembaga Pendidikan Mochammad Zaka Ardiansyah
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 8 No. 2 (2020): December 2020
Publisher : UIN Sunan Ampel Surabaya

This article reveals that in responding to the religious discrimination against them while studying at educational institutions, Aboge youths fight back. Instead of being silent and accepting of being the target of heresy labeling in schools, madrasas, campuses, and pesantren, Aboge youths develop various survival tactics and respond to the issues by engaging in mimicry and silent resistance. First, they perform mimicry in multiple identities, between NU and Aboge. Second, they pretend that they are menstruating to camouflage at pesantren but then secretly praying and starting the Aboge-style Ramadan fast on the next day. Third, they preten to do Sunnah worship to impress the next day they start the “obligatory fast” of Ramadan together with the majority. This paper is based upon a qualitative study employing in-depth interview and places the mimicry of Homi K. Bhabha and James C. Scott's silent resistance as theory, and the post-colonial as an approach. The results of this study founds that young Aboge who studied in the midst of the Muhammadiyah campus, they apparently are not becoming subordinate. They carried out mimicry by taking Muhammadiyah as the ordinate identity and utilizing the in-between space to survive. Apparently, the ordinate created a new space by constructing artificial identity towards the Aboge by defining them as NU community. This working paper produces an important finding in post-colonial studies, namely a third space that is different from the in-between space offered by Homi K. Bhabha. This third space is a new identity space that does not adopt identities of the colonizer nor the colonized, because the Aboge borrowed NU identity to perform mimicry when facing the ordinate.

School, Symbolic Violence, and Religious Experience of Aboge Youth Mochammad Zaka Ardiansyah
Didaktika Religia Vol. 8 No. 1 (2020): June
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

This article reveals various forms of approaches taken by religious education teachers and religious materials in public and religious schools and madrasa teachers to Aboge youth. The teacher’s strategy for managing diversity leaves a variety of problems because not all teachers are aware that their response to Aboge youth is a violation of religious freedom. Although there are teachers who commit symbolic violence with repressive-intimidating patterns, there is a dialogic pattern developed by a teacher in madrasas. Although it is also equally aimed at leading students’ logic that the Aboge calendar method is irrelevant, the strategy makes students mindfully convert their beliefs without blaming their family’s Aboge beliefs and being accommodating Aboge. Even though it seems democratic, MTs Maulana Utama has indicated that it has not carried out a policy of recognition of minorities, so there is a risk of violation of religious freedom if there are other non-Aboge minority students with a different ideological and school of fiqh background. Even though it seems democratic, MTs Maulana Utama has indicated that it has not carried out a policy of recognition of minorities, so there is a risk of violation of religious freedom if there are other non-Aboge minority students with a different ideological and school of fiqh background.

Reframing Siswa Hafiz Quran dengan Self-Efficacy Rendah: Praktik Baik di Madrasah Aliyah Negeri Istiqomah, Febrianti Nur; Utami, Indah Ismi; Munawaroh, Siti Rofiatul; Ardiansyah, Mochammad Zaka
Jurnal Penelitian Pendidikan Islam Vol 10 No 2 (2022): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v10i2.1219

This study aims to determine the low self-efficacy of hafiz Al-Qur’an students. Implementation of good guidance practices for hafiz Al-Qur’an students with reframing techniques at MAN 1 Jember. The main informants of this descriptive qualitative research are teachers and students. Informants were selected using a purposive sampling technique by deliberately selecting religious subject teachers who practice good guidance to hafiz Al-Qur’an students. In this working paper, all student informants’ names are pseudonymous. In addition to semi-structured interviews, the author also extracted data from students’ digital report cards, guidance and counseling teacher notes, and students’ Al-Qur’an memorization notes. This study reports that the client’s form of low self-efficacy is procrastination in memorizing the Qur’an caused by low self-control, lack of self-confidence and affection from both parents, experiencing post-traumatic after their parents divorced, and being lazy to do muraja’ah (repetition of re-reading) of the Qur’an so that there is a feeling of “fear of being wrong” and fear of forgetting when reporting the memorization of the Qur’an to the teacher, as well as during the learning of Al-Qur’an Hadith. Students also often seem confused when explaining back the material they are learning. This study also found that Al-Qur’an Hadith teachers play an active role in providing guidance from the beginning of the first semester twice a month, by framing the client’s thoughts that lead to low self-efficacy. Although not yet getting the maximum change, but after three months of carrying out guidance, changes in client behavior have appeared after they are willing to read their memorized Al-Qur’an in front of the teacher.

Advokasi Siswa Agresif-Pengancam: Praktik Baik Konseling dengan Teknik Self-management oleh Guru Pendidikan Agama di Sekolah Umum Wulansari, Novita Tri; Maharani, Izza; Maulida, Parisca Ainul; Ardiansyah, Mochammad Zaka
Jurnal Aplikasi IPTEK Indonesia Vol 6, No 3 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/4.36517

Studi ini melaporkan sikap agresivitas siswa pengancam dengan latar belakang pondok pesantren dan praktik baik konseling oleh guru Pendidikan Agama Islam dan Budi Pekerti dengan teknik self-management di Sekolah Menengah Pertama Swasta Citra Kusuma Jember. Purposive sampling digunakan penulis untuk memilih informan guru Pendidikan Agama Islam dan Budi Pekerti, wali kelas, dan guru Bimbingan Konseling. Semua identitas informan dan lembaga dalam artikel ini disamarkan. Wawancara semi terstruktur dengan panduan pedoman wawancara digunakan menggali informasi dari para informan selain mendokumentasikan rapor siswa, catatan guru Bimbingan Konseling, dan jurnal mengajar wali kelas, serta notulen rapat. Studi ini melaporkan bahwa sikap agresif siswa berupa pengancaman pada kepala sekolah, dan berkelahi. Klien memiliki riwayat dikucilkan teman sekelasnya karena pelit serta ingin memiliki barang milik orang lain. Konseling umumnya dilakukan guru Pendidikan Agama Islam dan Budi Pekerti saat pembelajaran Baca Tulis Al-Qur’an sambil memberikan amanah pada klien menjadi tutor dalam kegiatan ini. Temuan baru dalam studi ini adalah guru yang berperan aktif mengadvokasi siswa agresif bukanlah guru Bimbingan Konseling sebagaimana temuan penelitian sebelumnya, namun justru guru Pendidikan Agama Islam dan Budi Pekerti yang melakukan praktik baik konseling dengan teknik self-management.

The Mimicry of Shia Youths in Islamic ‎Education and Religious Space of Education ‎Institutions Ardiansyah, Mochammad Zaka
TADRIS: Jurnal Pendidikan Islam Vol 17 No 2 (2022)
Publisher : State Islamic Institute of Madura

Artikel ini bertujuan mengungkap pengalaman diskriminatif yang dialami pemuda Syiah di lembaga pendidikan dan strategi mereka mengonstruksi identitasnya, baik di kelas pendidikan agama Islam maupun di ruang publik lembaga pendidikan. Artikel ini merupakan hasil penelitian dengan metode kualitatif-deskriptif terhadap 5 orang pemuda Syiah di Jember yang direkrut dengan chain-referral sampling method. Data yang dikumpulkan dengan life-story interview dianalisis dengan teknik interaktif Miles, dkk. Artikel ini menemukan bahwa pertama pemuda Syiah mengalami pengalaman diskriminatif karena diwajibkan guru Pendidikan Agama Islam melafalkan doa salat seperti qunut meski dirinya telah mengaku sebagai pengikut Muhammadiyah. Kedua pemuda Syiah melakukan mimikri sebagai pengikut Muhammadiyah dengan tujuan terhindar dari praktik salat ala Nahdlatul Ulama yang dilakukan guru Pendidikan Agama Islam. Ketiga, pemuda Syiah umumnya tak berani membuka identitasnya sebagai pengikut Syiah. Seorang pemuda Syiah mengaku sebagai pengikut muslim tradisionalis atau pengikut Islam untuk menghindari diskriminasi dari temannya. Keempat, pemuda Syiah melakukan penyamaran salat ala Sunny sambil diam-diam melakukan gerakan salat Syiah untuk memperjuangkan hak beribadahnya. Mimikri yang dilakukan pemuda minoritas Syiah mengkonfirmasi gambaran mimikri Homi K. Bhabha karena para pemuda Syiah menggunakan ruang identitas Sunny meski diam-diam tetap berusaha mempertahankan identitas primordialnya sebagai Syiah, sehingga pemuda minoritas Syiah menggunakan identitas yang hampir sama dengan Sunny, “namun tidak sepenuhnya sama”.

ISLAM, EDUCATION, AND MIGRATION IN INDONESIA: Religiosity Left-Behind Muslim Migrant Workers’ Children in East Java Ardiansyah, Mochammad Zaka
Epistemé: Jurnal Pengembangan Ilmu Keislaman Vol 20 No 01 (2025)
Publisher : UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

This article examines the religiosity of left-behind children, who are students at Islamic educational institutions, due to their parents' migration. While several studies on Indonesian migrants primarily highlight their religious activities abroad, this study focuses on the religiosity of ‘left-behind’ children in Jember, East Java, to understand the impact of migration on the religiosity and education of children. Left-behind children refer to those whose parents migrate for work, education, or other reasons, leaving them behind in their home countries with relatives or guardians. Several studies suggest that this situation can have a significant impact on the psychological and developmental well-being of children. The data were collected using a qualitative research design, which included participatory observation in informal Islamic education institutions and in-depth interviews with several education facilitators for children under 18 years old. To understand the religious dynamics among these children, this research employs El-Menouar’s dimension of religiosity as an analytical framework. The results identify two main issues appeared within the fields of Islamic education and migration studies: the conditions of children’s religiosity in the context of parental separation and the absence of informal education within the family and the proposal of the concept of Religiosity Left-behind as a new category to understand the spiritual and religious challenges faced by children of migrant workers. This research emphasizes the urgency of strategic interventions from educational stakeholders, including higher religious education institutions and civil society organizations, to design a sustainable program for the development of religiosity aimed at enhancing the quality of Islam and spirituality among children in left-behind situations.

“Harus Tanding Dulu”: Konseling Guru al-Qur’an Hadis pada Peserta Didik Pelaku Kekerasan Fisik Ardiansyah, Mochammad Zaka; Rona Mahdiyyah; Nurjihan Afifah Salsabila; Fitriyatul Hasanah
EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 2 (2024): Desember
Publisher : Sekolah Tinggi Agama Islam YPBWI Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54180/elbanat.2024.14.2.221-240

Driven by the trend of implementing child-friendly Islamic education and the motivation from the Director-General of Primary and Secondary Education to optimize teachers’ roles as counselors, this article highlights best practices by religious subject teachers in counseling aggressive students involved in physical violence. The study involved Al-Qur'an Hadith teachers, the homeroom teacher of the offending student, and the counseling guidance teacher at Madrasah Tsanawiyah Al-Mubin as informants. The informants were purposefully selected using purposive sampling and interviewed through semi-structured interviews guided by a pre-prepared interview framework. The findings reveal that Al-Qur'an Hadith teachers employed directive counseling techniques, particularly probing and advice-giving, when counseling aggressive students involved in physical violence. Additionally, the teachers engaged in case conferences, conducted home visits, and built multi-stakeholder collaborations. These findings make a significant contribution to the field of Islamic religious education by demonstrating the active role of religious subject teachers in intervening with aggressive students through counseling.

ISLAM, EDUCATION, AND MIGRATION IN INDONESIA: Religiosity Left-Behind Muslim Migrant Workers’ Children in East Java Ardiansyah, Mochammad Zaka; Basri, Basri
Epistemé: Jurnal Pengembangan Ilmu Keislaman Vol 20 No 01 (2025)
Publisher : UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/epis.2025.20.01.29-54

This article examines the religiosity of left-behind children, who are students at Islamic educational institutions, due to their parents' migration. While several studies on Indonesian migrants primarily highlight their religious activities abroad, this study focuses on the religiosity of ‘left-behind’ children in Jember, East Java, to understand the impact of migration on the religiosity and education of children. Left-behind children refer to those whose parents migrate for work, education, or other reasons, leaving them behind in their home countries with relatives or guardians. Several studies suggest that this situation can have a significant impact on the psychological and developmental well-being of children. The data were collected using a qualitative research design, which included participatory observation in informal Islamic education institutions and in-depth interviews with several education facilitators for children under 18 years old. To understand the religious dynamics among these children, this research employs El-Menouar’s dimension of religiosity as an analytical framework. The results identify two main issues appeared within the fields of Islamic education and migration studies: the conditions of children’s religiosity in the context of parental separation and the absence of informal education within the family and the proposal of the concept of Religiosity Left-behind as a new category to understand the spiritual and religious challenges faced by children of migrant workers. This research emphasizes the urgency of strategic interventions from educational stakeholders, including higher religious education institutions and civil society organizations, to design a sustainable program for the development of religiosity aimed at enhancing the quality of Islam and spirituality among children in left-behind situations.

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