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All Journal Tadbir: Jurnal Manajemen Pendidikan Islam Al Fikra : Jurnal Ilmiah Keislaman Islam Futura Al-Albab Pendas : Jurnah Ilmiah Pendidikan Dasar AT-TURAS: Jurnal Studi Keislaman Tadrisuna : Jurnal Pendidikan Islam dan Kajian Keislaman Al-Riwayah : Jurnal Kependidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Komunikasi Islam JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Akademika : Jurnal Pemikiran Islam ESENSIA: Jurnal Ilmu-Ilmu Ushuluddin Tsaqofah: Jurnal Penelitian Guru Indonesia Indo Green Journal EDUCATE : Journal of Education and Culture Journal Of Psychology, Counseling And Education Jurnal Manajemen Pendidikan Islam AT-THUFULY: Jurnal Pendidikan Islam Anak Usia Dini Pedagogik Da'watuna: Journal of Communication and Islamic Broadcasting Jurnal Dieksis ID Journal in Teaching and Education Area Proceeding Of International Conference On Education, Society And Humanity AT-TAKLIM: Jurnal Pendidikan Multidisiplin Jurnal Pendidikan Nusantara PESHUM Indo Green Journal Cermat : Jurnal Cendekiawan dan Riset Multidisiplin Akademik Terintegrasi Jurnal Riset Pendidikan Multidisiplin dan Pengabdian Kepada Masyarakat PUDAK: Local Wisdom Community Journal Interdisciplinary Explorations in Research Journal (IERJ) INTIFA: Journal of Education and Language Immortalis Journal of Interdisciplinary Studies Jurnal Dinamika Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies Jelajah Ekonomi: Jurnal Ekonomi dan Bisnis Indonesia ATTANWIR: Jurnal Keislaman dan Pendidikan Indonesian Journal of Applied Community Research Al-Ilmiya: Jurnal Pendidikan Islam
Noorhayati, Siti Mahmudah
Institut Agama Islam Nasional Laa Roiba Bogor, Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

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LGBT Sexual Disorientation in East Java Region(Sexual education deviant in a city in East Java) Siti Mahmudah Noorhayati; Abd. Hafid
Attanwir : Jurnal Keislaman dan Pendidikan Vol. 15 No. 02 (2024): September
Publisher : Institut Attanwir Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53915/attanwir.v15i02.160

Abstract

The aim of this research is to understand the background and sexual behavior of LGBT teenagers in a city located in the East Java region that has sexual disorientation. Sexual disorientation is the physical attraction, emotional arousal, romantic and sexual interest of a person towards others that disregards their sexual identity (biological sex) and sexual behavior. Homosexuality is a condition in which a person exhibits sexual behavior between individuals of the same sex. The teenage years are a transitional period marked by physical and psychological changes from childhood to adulthood. In each developmental period, there are a number of developmental tasks that must be completed.  This type of research is qualitative research with a phenomenological approach using snowball sampling technique. Data collection in this research utilized interview, observation, and documentation techniques conducted with 5 gay teenagers. Data analysis began with observation and documentation, followed by in-depth interviews with key informants. That is someone who truly understands and knows the situation of the research object. After conducting the interview, data analysis begins by creating a transcript of the interview results, by playing back the recording of the interview, listening carefully, and then writing down the words heard according to what is on the recording. The results of this study indicate that the background of LGBT adolescents in a city located in East Java is influenced by personality traits that have developed since childhood, significant others, and reference groups. Meanwhile, the depiction of their behavior is relatively similar to that of teenagers who are dating the opposite sex, such as holding hands, hugging, and so on.
Can local data change public policy? participatory mapping and evidence-based advocacy in disaster-prone Indonesian communities Siti Mahmudah Noorhayati
Indonesian Journal of Applied Community Research Vol. 1 No. 2 (2026): Co-creation, community resilience, and just transitions in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijac.v1i2.942

Abstract

Background: Disaster-prone Supiturang Village in Pronojiwo, home to 4,050 residents within the Mount Semeru hazard context, required a mechanism for translating local risk experience into evidence usable in disaster governance. Objective: This community engagement program engaged 40 intended residents, village actors, volunteers, youth, women’s-group representatives, and neighbourhood representatives to develop participatory risk maps and advocacy-oriented recommendations. Method: Using a planning-implementation-monitoring/evaluation design, this program combined baseline surveys, short interviews, attendance sheets, observation checklists, mapping products, product rubrics, FGD notes, and partner-commitment forms to document quantitative and qualitative evidence. Results: Planning documentation specified three coordination meetings, five stakeholder groups, 40 baseline responses, five instruments, and two reflection-forum agendas. The implementation framework comprised one orientation session, three workshops, two mentoring clinics across six weeks, four group maps, one consolidated map, and one recommendation matrix. Implication: Monitoring and evaluation targeted 75% attendance, 70% acceptable outputs, a capacity benchmark from index 100 to at least 120, two validation forums, and one follow-up plan. Novelty: Its novelty lies in integrating participatory spatial evidence, measurable engagement thresholds, mentoring, collective validation, and institutional follow-up without presenting planned indicators as demonstrated policy effects.
METODE PENDIDIKAN ISLAM MENURUT IBNU KHALDUN DALAM KITAB MUQADDIMAH Makhasin; M Mutawakkilallah; Siti Mahmudah Noorhayati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57841

Abstract

This Classical Islamic educational thought continues to be an important source in the development of contemporary educational theory, especially amidst growing criticism of learning practices that tend to be oriented towards cognitive aspects and ignore the humanistic dimension of students. One figure who made a significant contribution to the field of education is Ibn Khaldun through his monumental work, the Muqaddimah. Although various studies have examined Ibn Khaldun's educational ideas, studies specifically reconstructing his educational methods within the framework of modern learning theory are still relatively limited. This study aims to critically analyze Ibn Khaldun's Islamic educational methods in the Muqaddimah, identify the underlying philosophical foundations, and explain their relevance to contemporary learning paradigms. The study uses a qualitative approach with library research and content analysis methods on the Muqaddimah as a primary source, supported by relevant recent academic literature. The results show that Ibn Khaldun's educational methods are built on the principles of tadarruj (gradual learning), takrar (repetition), munazarah (dialogue and discussion), exemplary behavior (uswah), and the rejection of violence in education. These findings indicate that Ibn Khaldun's pedagogical constructions are conceptually compatible with constructivist approaches, learner-centered learning, and humanistic education. The novelty of this research lies in the integrative reconstruction of Ibn Khaldun's educational methods and modern learning theories through the perspective of Islamic educational epistemology. This research has implications for the development of a more humanistic, contextual, and adaptive Islamic educational model to the challenges of 21st-century education, while simultaneously strengthening the position of classical Islamic thought as a source for developing contemporary educational theory.
PENDIDIKAN PEMBEBASAN PAULO FREIRE DAN KONSEP TARBIYAH DALAM ISLAM: SEBUAH STUDI KOMPARATIF Fera Ayu Lestariningtyas; Paradita Purnama; Siti Hotija; Siti Mahmudah Noorhayati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.58971

Abstract

This study discusses Paulo Freire’s liberating education and the concept of tarbiyah in Islam through a literature review approach. The main focus of this paper is to compare the philosophical foundations, objectives, methods, role of educators, and orientation toward social transformation of the two concepts. The findings indicate that Freire’s liberating education emphasizes dialogue, critical consciousness, and social praxis to resist dehumanization, while tarbiyah emphasizes the holistic development of human potential based on tawhid, morality, and the goal of forming the insan kamil. Although they differ in their ontological foundations and ultimate goals, both share common ground in their efforts to humanize human beings, reject oppressive education, and promote dignified social change. The integration of both concepts is relevant to contemporary Islamic education, as it can present an educational model that is critical, dialogical, spiritual, and transformative.
Analisis Komparatif Aliran Filsafat Pendidikan Islam dan Implikasinya terhadap Tujuan Pendidikan Islam: Kajian Esensialisme, Perenialisme, Progresivisme, dan Rekonstruksionisme T. Lailatul Sahanry; Siti Mahmudah Noorhayati
Indo Green Journal Vol. 4 No. 3 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i3.815

Abstract

Filsafat pendidikan Islam memerlukan landasan konseptual yang kokoh dalam merumuskan hakikat, tujuan, dan metode pendidikan. Berbagai aliran filsafat pendidikan Barat, seperti Esensialisme, Perenialisme, Progresivisme, dan Rekonstruksionisme, kerap dikaji secara terpisah tanpa analisis komparatif yang menautkannya secara sistematis dengan tujuan pendidikan Islam. Penelitian ini bertujuan menganalisis secara komparatif keempat aliran tersebut serta implikasinya terhadap perumusan tujuan pendidikan Islam. Penelitian menggunakan pendekatan kualitatif deskriptif-komparatif dengan metode studi kepustakaan (library research) terhadap literatur filsafat pendidikan Islam dan filsafat pendidikan umum. Data dianalisis melalui analisis isi dan komparasi konseptual pada lima aspek: fokus utama, peran guru, peran peserta didik, sifat kurikulum, dan relevansi dengan pendidikan Islam. Hasil kajian menunjukkan bahwa Esensialisme memperkuat penguasaan ilmu dasar keislaman, Perenialisme menegaskan nilai-nilai abadi Al-Qur'an dan Sunnah, Progresivisme mendorong inovasi metode pembelajaran, sedangkan Rekonstruksionisme menegaskan peran pendidikan sebagai sarana perubahan sosial sejalan dengan prinsip amar ma'ruf nahi munkar. Integrasi keempat aliran tersebut dapat memperkaya perumusan tujuan pendidikan Islam yang holistik tanpa mengesampingkan Al-Qur'an dan As-Sunnah sebagai landasan utama. Penelitian ini merekomendasikan pengembangan model pendidikan Islam yang secara sadar mengintegrasikan kekuatan masing-masing aliran filsafat sesuai kebutuhan zaman.
Analisis Komparatif Aliran Filsafat Pendidikan Islam dan Implikasinya terhadap Tujuan Pendidikan Islam: Kajian Esensialisme, Perenialisme, Progresivisme, dan Rekonstruksionisme T. Lailatul Sahanry; Siti Mahmudah Noorhayati
Indo Green Journal Vol. 4 No. 3 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i3.815

Abstract

Filsafat pendidikan Islam memerlukan landasan konseptual yang kokoh dalam merumuskan hakikat, tujuan, dan metode pendidikan. Berbagai aliran filsafat pendidikan Barat, seperti Esensialisme, Perenialisme, Progresivisme, dan Rekonstruksionisme, kerap dikaji secara terpisah tanpa analisis komparatif yang menautkannya secara sistematis dengan tujuan pendidikan Islam. Penelitian ini bertujuan menganalisis secara komparatif keempat aliran tersebut serta implikasinya terhadap perumusan tujuan pendidikan Islam. Penelitian menggunakan pendekatan kualitatif deskriptif-komparatif dengan metode studi kepustakaan (library research) terhadap literatur filsafat pendidikan Islam dan filsafat pendidikan umum. Data dianalisis melalui analisis isi dan komparasi konseptual pada lima aspek: fokus utama, peran guru, peran peserta didik, sifat kurikulum, dan relevansi dengan pendidikan Islam. Hasil kajian menunjukkan bahwa Esensialisme memperkuat penguasaan ilmu dasar keislaman, Perenialisme menegaskan nilai-nilai abadi Al-Qur'an dan Sunnah, Progresivisme mendorong inovasi metode pembelajaran, sedangkan Rekonstruksionisme menegaskan peran pendidikan sebagai sarana perubahan sosial sejalan dengan prinsip amar ma'ruf nahi munkar. Integrasi keempat aliran tersebut dapat memperkaya perumusan tujuan pendidikan Islam yang holistik tanpa mengesampingkan Al-Qur'an dan As-Sunnah sebagai landasan utama. Penelitian ini merekomendasikan pengembangan model pendidikan Islam yang secara sadar mengintegrasikan kekuatan masing-masing aliran filsafat sesuai kebutuhan zaman.
Pendidikan Sebagai Transformasi Sosial Dalam Perspektif Filsafat Pendidikan Islam Saifuddin Saifuddin; Fathullah Ghazali; Ade Junaidi Rahmat; Siti Mahmudah Noorhayati
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 2 No. 1 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Juli)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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

Abstract

Pendidikan pada era modern menghadapi berbagai tantangan berupa degradasi moral, individualisme, dan melemahnya kesadaran sosial akibat globalisasi dan perkembangan teknologi. Artikel ini bertujuan menganalisis konsep pendidikan dalam filsafat pendidikan Islam serta perannya sebagai instrumen transformasi sosial. Penelitian menggunakan metode studi kepustakaan dengan pendekatan deskriptif-analitis terhadap berbagai literatur yang relevan. Hasil kajian menunjukkan bahwa pendidikan Islam berlandaskan konsep tarbiyah, ta'lim, dan ta'dib yang mengintegrasikan dimensi intelektual, moral, spiritual, dan sosial. Pendidikan tidak hanya berfungsi mentransfer pengetahuan, tetapi juga membentuk karakter, kesadaran moral, dan tanggung jawab sosial peserta didik. Pembahasan menegaskan bahwa filsafat pendidikan Islam memiliki relevansi kuat dalam menghadapi krisis pendidikan modern melalui paradigma yang humanis, transendental, dan berorientasi pada pembangunan peradaban. Dengan demikian, pendidikan Islam berperan strategis sebagai sarana transformasi sosial menuju masyarakat yang bermoral, berkeadaban, dan berkeadilan.
Co-Authors Abd. Hafid Abdul Haris Abdul Muhaimin Akhmadi Abdurrahman Abdurrahman Hakim Abi Thohir Muhammad Al Kautsar Rohman Addawiyah, Aishah Ayu Ade Junaidi Rahmat Ade, Moses Affan Haydar Agustianda Ahmad Khoirul Fata Ahmad Khoirul Fata Ahmad Nurkholis Ahmad Sudarmanto Rohman Aldira Salsabilla Alfiyah, Nur Ali Patoni Ali, Makhrus Amisah Amisah An Nu'man Ananda Pane Annisa Sayyidatul Aulia Arif Setiawan Alfiyanto Aura Sufi Sabila Azhar Azmi Manurung Bayu Segara Putra Firdenik Cesa Cesa Chika Salzabila Damayanti Chotami Fajrin Lowchin Dayu Sumantoro Despita Amalina Harahap Devi Fitri Islamiyah Dewi Sri Wahyuniarti Djamil, Zakiyah Muhammad Eni Fariyatul Fahyuni Esti Purwanti Faiqotus Nabila Fathullah Ghazali Fatmawati Fatmawati Fatmawati Fatmawati Fatmawati, Fatmawati Fera Ayu Lestariningtyas Fitrianti Wulandari Gustiranda, Anugrah Hadi Supratman Hanafi Hidayatullah Ibnu Al-Kautsar Harahap Istul Maula Januariansyah Arfaizar Kalsum , Minangsih Kalsum Minangsih, Kalsum Khoiroh, Ummul Kholid Jamhuri Harahap Kinanti Indiarti M Mutawakkilallah M Yamin M. Fauzan Almursyidi M. Masyhuri M. Shoffa Saifillah Al Faruq Mahfudz Khudhori Makhasin Masdar Helmi Meysi Salsahbilla Mohammad Thoyib Maulana Mufarochah, Siti Mufid Renov Maradika Muhamad Arif Muhamad As'ad Humam Muhammad Basith A Muhammad Kamalludin Muhammad Shoffa Saifillah A.F Munawir Naning Yuliani Nasrullah Muhammad Anshor Naufal Hilmi Neni Hariyani Hairunnisa Nur Hasan Nur'aini Nurul Hikmah Paradita Purnama Rahmad Fadhli Rani Selfiana Reno Aji Prayitno Rifki Alfauzi Rizal Setiawan Rohman Robbaniyyah, Khodijah Irbatur Romiyati Saepul Malik Saifuddin Saifuddin Saimin Saimin Salasiah Salasiah Samsimah Siti Hotija Siti Maryam Siti Zainab Syifa Zulfi T. Lailatul Sahanry Umi Masturoh Widya Eka Putri Pohan Widyaningrum, Novita Yahanan Yahanan Yahanan Yahanan Yahanan Yahanan Yahanan Yusdani Zainuddin Abas Zamzami Islamy Zulfahmi