Garuda - Garba Rujukan Digital

Penguatan Literasi Moderasi Beragama Melalui Platform Digital dan Media Sosial di Kalangan Mahasiswa Pergerakan Mahasiswa Islam Indonesia (PMII) Pandeglang Kosim, Nandang; Royhatudin, Aat; Hidayatullah, Agus
Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Vol. 23 No. 2 (2024): Jurnal Komunikasi antar Perguruan Tinggi Agama Islam
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kordinat.v24i2.45370

This research is motivated by the rise of intolerant and radical content on social media which influences students' perceptions of diversity. Apart from that, low digital literacy and the ability to filter information are also factors that worsen this situation. The urgency of this research lies in the high use of social media among students, which makes it one of the most effective tools for spreading the values of religious moderation. However, a lack of awareness and ability to use social media wisely can be a challenge in itself. By strengthening digital literacy and religious moderation, it is hoped that PMII students can become catalysts for more inclusive change in society. This research presents novelty by focusing on digital and social media-based interventions to strengthen religious moderation literacy. This research uses a qualitative approach with data collection techniques through in-depth interviews, participant observation, and analysis of related documents. The main respondents were PMII students who were actively involved in religious organization activities in Pandeglang. Data analysis was carried out using a thematic approach to identify patterns and themes related to religious moderation literacy. The results of this research show that there is a fairly good understanding of the principles of moderation, but there are also several challenges and obstacles faced in implementing these values in everyday life. Factors such as environmental influences, social media, and group pressure can influence the understanding and practice of religious moderation. In the context of digital literacy, several studies show that students' digital literacy level is still relatively low, especially in recognizing hoax and intolerant content. It is hoped that the implementation of this research can increase understanding and practice of religious moderation, so that students can become agents of positive change in building an inclusive and harmonious society.

Implementasi Nilai-Nilai Kearifan Lokal Budaya Pandeglang dalam Pembelajaran Kewarganegaraan di MI Darul Huda Pandeglang Hidayat, Ahmad; Royhatudin, Aat
Mimbar Kampus: Jurnal Pendidikan dan Agama Islam Vol. 24 No. 1 (2025): Mimbar Kampus: Jurnal Pendidikan dan Agama Islam
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/mk.v24i1.7681

This study aims to describe implementation of local wisdom values of Pandeglang culture in learning at MI Darul Huda Pandeglang. Local wisdom values such as mutual cooperation, respect for parents and teachers, tolerance, and love for the environment are an integral part of the culture of the Pandeglang community that have great potential to be instilled in the world of elementary education. The research approach used is qualitative with a case study method. Data collection techniques are carried out through observation, in-depth interviews with teachers and principals, and documentation of learning activities. The results of the study indicate that the application of local wisdom values has been carried out through integration in subjects such as Pancasila and Citizenship Education (PPKn), Indonesian Language, and local content. Teachers actively shape learning materials with a local cultural context through folklore, school community service activities, and the habituation of polite behavior. The obstacles faced include limited locally based teaching materials and the absence of curriculum guidelines that explicitly regulate the integration of local wisdom values. However, students' enthusiasm for materials associated with local culture shows that this approach is effective in building character and strengthening students' cultural identity. This study recommends the need for the development of a local culture-based curriculum and teacher training in integrating local wisdom values into the learning process

DISEMINASI MODERASI BERAGAMA DALAM ROHANI ISLAM (ROHIS) MAN 2 PANDEGLANG Royhatudin, Aat; Maryam, Siti; Rosita, Desyi; Kurnaesih, Uun
Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Vol. 21 No. 2 (2022): Jurnal Komunikasi Antar Perguruan Tinggi Agama Islam
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kordinat.v21i2.28453

The potential for radicalism and exclusivity towards students is more about understanding texts without being described in context, so it is important to teach religious moderation, especially at the high school level. This study aims to analyze and examine the process of disseminating religious moderation in character building as religious education for students is very important to do, namely to strengthen their character so that the negative behavior of others does not easily affect them. In practice, religious moderation requires management to run optimally. This study uses a descriptive qualitative approach with the type of case study. The results showed that religious moderation which was disseminated in Rohis religious activities was strengthened by madrasa management through the implementation of activities by utilizing social media, that religious moderation in madrasas and boarding schools carried out the importance of religious moderation in instilling various values of moderation in students, instilling and applying values. the value of goodness exemplified by the Prophet Muhammad SAW.

REKONSTRUKSI PEMIKIRAN FILSAFAT PENDIDIKAN ISLAM Herlinawati, Ina; Hidayat, Ahmad; Royhatudin, Aat
Ta'dibiya Vol 5 No 2 (2025): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v5i2.220

This study aims to reconstruct Islamic educational philosophy in order to produce a philosophical framework that is more relevant and adaptive to the challenges of modernity. The research design uses a Qualitative-Philosophical approach and Library Research, critically analyzing primary and secondary sources related to Islamic educational philosophy and reconstructionism theory. The results of the analysis show that there is a fundamental philosophical gap in contemporary Islamic education, especially in the aspects of epistemology (the dichotomy of religious and general knowledge) and axiology (the imbalance of purpose orientation between the world and the hereafter). This gap hinders the formation of perfect human beings who are able to optimally carry out the function of khilafah in the global era. In response, this study proposes a New Philosophical Model: Transformational Tawhid Epistemology. This reconstruction model is based on three pillars: (1) Ontological Reconstruction, affirming humans as Integral Tawhid Beings who are balanced in their functions as 'abd and khalifah; (2) Epistemological Reconstruction, eliminating dichotomy by making Tawhid the vertical axis of integration of all sciences; and (3) Axiological Reconstruction, establishing the goal of education as the Formation of Prophetic Humans oriented towards Social Transformation and public problem solving (muslih). The conclusion of this study emphasizes the urgency of shifting the paradigm from education that merely passes on traditions to education that is proactive, critical, and oriented towards social change (prophetic). This reconstruction model is expected to become the theoretical basis for the development of a more comprehensive, integrative, and futuristic Islamic education curriculum and policy.

REKONSTRUKSI PEMIKIRAN FILSAFAT PENDIDIKAN ISLAM Herlinawati, Ina; Hidayat, Ahmad; Royhatudin, Aat
Ta'dibiya Vol 5 No 2 (2025): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v5i2.220

This study aims to reconstruct Islamic educational philosophy in order to produce a philosophical framework that is more relevant and adaptive to the challenges of modernity. The research design uses a Qualitative-Philosophical approach and Library Research, critically analyzing primary and secondary sources related to Islamic educational philosophy and reconstructionism theory. The results of the analysis show that there is a fundamental philosophical gap in contemporary Islamic education, especially in the aspects of epistemology (the dichotomy of religious and general knowledge) and axiology (the imbalance of purpose orientation between the world and the hereafter). This gap hinders the formation of perfect human beings who are able to optimally carry out the function of khilafah in the global era. In response, this study proposes a New Philosophical Model: Transformational Tawhid Epistemology. This reconstruction model is based on three pillars: (1) Ontological Reconstruction, affirming humans as Integral Tawhid Beings who are balanced in their functions as 'abd and khalifah; (2) Epistemological Reconstruction, eliminating dichotomy by making Tawhid the vertical axis of integration of all sciences; and (3) Axiological Reconstruction, establishing the goal of education as the Formation of Prophetic Humans oriented towards Social Transformation and public problem solving (muslih). The conclusion of this study emphasizes the urgency of shifting the paradigm from education that merely passes on traditions to education that is proactive, critical, and oriented towards social change (prophetic). This reconstruction model is expected to become the theoretical basis for the development of a more comprehensive, integrative, and futuristic Islamic education curriculum and policy.

Digital Transformation in the Use of Artificial Intelligence Technology for Inclusive Islamic Education at MAN 2 Pandeglang Aat Royhatudin; Agus Hidayatullah; Siti Inayatulloh
Attractive : Innovative Education Journal Vol. 8 No. 1 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i1.2155

This study investigates the process and impact of digital transformation through the adoption of Artificial Intelligence (AI) technology in fostering inclusive Islamic education at MAN 2 Pandeglang. In the contemporary educational landscape, the integration of technology plays a crucial role in creating equitable learning environments that address diverse student needs, including those with disabilities, varying learning paces, and diverse socio-cultural backgrounds. This research explores how a traditional Islamic educational institution navigates the transition toward a technologically enhanced and inclusive pedagogical approach. Using a qualitative case study design, data were collected through in-depth interviews with school administrators and teachers, classroom observations, and analysis of institutional policy documents. The findings reveal that MAN 2 Pandeglang has implemented several AI-driven initiatives as part of its digital transformation strategy. Key applications include: (1) AI-based adaptive learning platforms that personalize the delivery of Islamic and general subjects according to individual student abilities; (2) Natural Language Processing (NLP) tools, such as speech-to-text and text-to-speech technologies, to assist students with visual or hearing impairments in accessing Qur’anic studies and other textual materials; and (3) AI-powered learning analytics used to identify students at risk of learning gaps, enabling proactive and targeted educational support. The study concludes that digital transformation through AI technology significantly enhances the inclusivity of Islamic education at MAN 2 Pandeglang by reducing barriers to access and participation. It promotes a more engaging, personalized, and equitable learning experience aligned with the Islamic principles of justice ('adl) and compassion (rahmah). However, the transformation also presents several challenges, including the need for continuous teacher training, adequate technological infrastructure, and careful consideration of ethical issues related to AI implementation. This research contributes to the growing body of literature on technology integration in religious education and offers a practical model for other Islamic educational institutions seeking to leverage AI to create more inclusive learning environments.

DATA EXPLORATION OF STUDENT PERFORMANCE UNDER THE MERDEKA CURRICULUM: A CASE STUDY AT MAN 1 PANDEGLANG Ina Herlinawati; Aat Royhatudin; Ahmad Hidayat; Oom Sunarsih
Ta'dibiya Vol 6 No 1 (2026): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v6i1.248

The implementation of the Merdeka Curriculum (Kurikulum Merdeka) in Indonesian madrasahs represents a significant pedagogical shift, yet empirical evidence on its relationship with student performance remains limited. This study conducts a data exploration of student performance under the Merdeka Curriculum at MAN 1 Pandeglang, aiming to identify patterns, trends, and key determinants of academic outcomes. Using a quantitative exploratory design, we analyzed secondary data from 180 tenth-grade students across three semesters, including report card grades, formative assessment scores, attendance records, and participation in project-based learning (PjBL) activities. Descriptive statistics, trend analysis, and correlation tests were employed to explore the data. The findings reveal three main patterns: first, project-based learning participation shows a moderate positive correlation with final semester grades (r = 0.52); second, consistent attendance above 90% is associated with higher performance stability across all subjects; and third, students demonstrate improved outcomes in literacy and numeracy assessments compared to pre-curriculum baseline data. However, wide variability in performance across different project themes suggests uneven implementation fidelity. Compared to previous studies on competency-based curricula, these results highlight the unique role of madrasah cultural contexts in moderating curriculum effectiveness. This study contributes baseline empirical data from an understudied population and offers practical insights for curriculum adaptation at MAN 1 Pandeglang, with broader implications for madrasahs nationwide adopting the Merdeka Curriculum.

DATA EXPLORATION OF STUDENT PERFORMANCE UNDER THE MERDEKA CURRICULUM: A CASE STUDY AT MAN 1 PANDEGLANG Ina Herlinawati; Aat Royhatudin; Ahmad Hidayat; Oom Sunarsih
Ta'dibiya Vol 6 No 1 (2026): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v6i1.248

The implementation of the Merdeka Curriculum (Kurikulum Merdeka) in Indonesian madrasahs represents a significant pedagogical shift, yet empirical evidence on its relationship with student performance remains limited. This study conducts a data exploration of student performance under the Merdeka Curriculum at MAN 1 Pandeglang, aiming to identify patterns, trends, and key determinants of academic outcomes. Using a quantitative exploratory design, we analyzed secondary data from 180 tenth-grade students across three semesters, including report card grades, formative assessment scores, attendance records, and participation in project-based learning (PjBL) activities. Descriptive statistics, trend analysis, and correlation tests were employed to explore the data. The findings reveal three main patterns: first, project-based learning participation shows a moderate positive correlation with final semester grades (r = 0.52); second, consistent attendance above 90% is associated with higher performance stability across all subjects; and third, students demonstrate improved outcomes in literacy and numeracy assessments compared to pre-curriculum baseline data. However, wide variability in performance across different project themes suggests uneven implementation fidelity. Compared to previous studies on competency-based curricula, these results highlight the unique role of madrasah cultural contexts in moderating curriculum effectiveness. This study contributes baseline empirical data from an understudied population and offers practical insights for curriculum adaptation at MAN 1 Pandeglang, with broader implications for madrasahs nationwide adopting the Merdeka Curriculum.

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