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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan EDUVELOP (Journal of English Education and Development) Pendas : Jurnah Ilmiah Pendidikan Dasar Ta`Limuna : Jurnal Pendidikan Islam Voices of English Language Education Society Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Connection : Jurnal Pengabdian Kepada Masyarakat At-Tadbir : Jurnal Manajemen Pendidikan Islam Mimbar Agama Budaya DEVELOPMENT : Journal of Community Engagement Ukazh : Journal of Arabic Studies Jurnal Cakrawala Ilmiah Dinamika DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika JEELS (Journal of English Education and Linguistics Studies) Lembaran Antropologi Gudang Jurnal Multidisiplin Ilmu IHSAN : Jurnal Pendidikan Islam OKTAL : Jurnal Ilmu Komputer dan Sains Cendikia Pendidikan Jurnal Media Akademik (JMA) Jurnal Medicare ADM : Jurnal Abdi Dosen dan Mahasiswa Alhikam Journal of Multidisciplinary Islamic Education (AJMIE) Jurnal Ilmu Pertanian dan Perikanan (PENARIK) Proceeding International Conference on Education Varians Jurnal Kesehatan Masyarakat As-Sulthan Journal of Education Jurnal Dinamika Pendidikan Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies
Khoiriyah
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Humanisme Religius dalam Pendidikan: Dialog Filsafat Pendidikan Islam dan Barat melalui Tinjauan Literatur Kritis. Rinaldi, Tofan; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 2 (2026): JANUARI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/d4jpae02

Abstract

Contemporary education faces a growing crisis of value orientation due to the dominance of utilitarian and technocratic paradigms that prioritize cognitive achievement while marginalizing moral and spiritual dimensions. This study aims to formulate a conceptual framework of religious humanism in education through a critical dialogue between Islamic and Western philosophies of education. Using a qualitative approach with a critical-dialogical literature review (integrative review), this study analyzes selected classical and contemporary scholarly works from both traditions. The findings indicate that Western educational humanism emphasizes rational autonomy, critical thinking, and social justice, yet often neglects transcendental aspects of human development. Conversely, Islamic educational philosophy views humans as rational and spiritual beings, with education oriented toward the formation of morally grounded and civilized individuals (insān ādabī). This study argues that the dichotomy between secular humanism and religious education is artificial and can be transcended through a dialogical synthesis. It concludes that religious humanism offers a holistic educational paradigm integrating rationality, ethics, and spirituality, making it relevant for addressing contemporary educational challenges.
Integrasi Pendidikan Rumah dan Sekolah Membangun Karakter Anak di Era Society 5.0 Firmansyah, Rully Agung; Hanifah, Fa’izah; Sunarsih; Aziz, Fatoni; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 2 (2026): JANUARI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/6bt4a120

Abstract

The Society 5.0 era presents new challenges in the formation of children's characters, including the use of digital technology, social media, and changes in social interaction patterns as well as access to negative content that has the potential to weaken religious values, manners, and morals. The research aims to analyze and formulate an effective home-school education integration model to build children's character in the Society 5.0 era based on the principles of Islamic education. The research uses a qualitative approach of the type of literature study, with data sources in the form of books on family and character education, home-school education integration, education in the digital era, journal articles of the last five years, as well as classical and contemporary Islamic literature on tarbiyah, adab, and moral formation. Data analysis is carried out through content analysis techniques through the stages of data reduction, concept classification, interpretation, and conclusion drawn. The results of the study show that the family plays a role as the first madrasah in the cultivation of monotheism, worship, manners, and morals, while the school plays a role in strengthening these values formally and systematically through learning that is adaptive to technology. Children's character challenges in the Society 5.0 era such as cyberbullying, individualism, decreased empathy, and negative content consumption demand strengthening Islamic digital literacy. The integration model includes monotheism, worship, manners, social morals, and digital literacy through strategic, communicative, and sustainable collaboration between parents and schools. The integration of home and school education based on Islamic principles is able to strengthen the character of children who have faith, noble character, and are wise in utilizing technology in the Society 5.0 era.
Inclusive Education as an Ethical and Humanistic Practice from the Perspective of Islamic Educational Philosophy: A Literature Study in the Context of Madrasah Ibtidaiyah Andriani, Lusi; Vidayanti, Vivit; Rifai, Mohammad Saiful; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 13 No. 2 (2026): APRIL
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/rm2k5j64

Abstract

This study aims to reflect on and reconstruct inclusive education as an ethical–humanistic practice from the perspective of Islamic educational philosophy within the context of Madrasah Ibtidaiyah through a systematic literature study. The research employed content analysis of selected primary and secondary sources, including reputable national and international journal articles, classical Islamic educational texts, and relevant educational policy documents. Literature selection was conducted purposively based on relevance, academic credibility, and recency, while data validity was ensured through source triangulation. The findings formulate a conceptual framework termed Tauhidic Inclusion, which integrates three interrelated dimensions: the vertical dimension (tawhid as a spiritual–ontological foundation of human equality), the horizontal dimension (‘adl as a principle of equitable access and educational justice), and the relational dimension (rahmah as the basis of empathetic and humanistic pedagogy). This framework positions inclusive education not merely as a technical accommodation strategy for learner diversity, but as an ethical and humanistic educational paradigm rooted in Islamic values. Theoretically, this study contributes to the discourse of Islamic education by offering an integrative philosophical model of inclusion that bridges Islamic thought and contemporary inclusion theory. Practically, it provides conceptual guidance for the development of inclusive learning practices, curriculum design, and madrasah culture in Madrasah Ibtidaiyah. This study is limited by its reliance on literature-based analysis and its focus on the primary level of Islamic education. The originality of this research lies in reconstructing inclusive education through an Islamic philosophical lens, integrating classical Islamic scholarship with modern inclusion theory in a manner rarely explored in Indonesian educational literature
Peran Orang Tua Sebagai Murobbi Dalam Pembentukan Karakter Santri Di Masa Liburan Nurjaman, Fauzi; Yuniarti, Yanti; Ardila, Yopi; Al Ishaq, Imam Abdimullah; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 13 No. 2 (2026): APRIL
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/yyfan016

Abstract

Parents' role as murobbi plays a strategic role in maintaining the continuity of character formation in students, particularly during vacations when students return to their families. Vacations are a critical period due to changes in the environment, routines, and supervision systems that can potentially weaken the internalization of character values ​​developed in Islamic boarding schools. This study aims to analyze the role of parents as murobbi, the parenting strategies implemented during vacations, and the supporting and inhibiting factors in character formation in students. This research used a qualitative approach with a case study conducted at Al-Kaaffah Islamic Boarding School, Kuningan, West Java. Data were collected through participant observation, semi-structured interviews, and documentation studies with informants including parents, boarding school administrators, and students. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing, using triangulation techniques to maintain data validity. The research findings indicate that parents who actively fulfill the role of murobbi (leaders) are able to maintain the continuity of their students' character through role models, religious supervision, instilling discipline, and ongoing educational communication. However, variations in parental commitment and readiness are inhibiting factors in the sustainability of character development. This research emphasizes the importance of strengthening synergy between Islamic boarding schools and families in maintaining the ongoing character education of students.
The Philosophy of Islamic Education in Strengthening Character Education in the Digital Era: A Case Study of MA Al Umm Malang kholil, kholil; Lukman Hakim; Achmad Izzul Hisyam; Handri Hartanto; Khoiriyah
Al-Hikmah: International Journal of Islamic Studies Vol. 1 No. 2 (2025): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/a2dhak60

Abstract

This study aims to examine how Islamic educational philosophy is constructed and implemented in strengthening students’ character education in the digital era, as well as to formulate a conceptual model of character development grounded in Islamic values through a case study at MA Al Umm Malang. Addressing contemporary challenges such as ethical disorientation, value fragmentation, and declining self-regulation due to rapid digitalisation, this research employs a qualitative approach with an interpretive case study design. Data were collected through in-depth interviews, participant observation, and document analysis, and analysed thematically within the framework of Islamic educational philosophy. The findings indicate that character education at MA Al Umm Malang is rooted in a tauhidic, holistic, and adab-oriented philosophy, in which sound Islamic creed, noble character, and moral exemplarity serve as foundational elements. These values are operationalised through an integrated educational system, continuous mentoring, and value internalisation embedded in the 24-hour pesantren environment. Furthermore, this study formulates a conceptual model consisting of five interrelated components: a tauhidic value foundation, a holistic educational system, role modelling, sustained mentoring and evaluation, and epistemic reinforcement as a filter for digital ethics. The study concludes that effective character education in the digital era requires a strong Islamic philosophical foundation and coherent institutional implementation.  
Ketangguhan Psikospiritual Anak Sekolah Dasar dalam Bayang Migrasi: Perbandingan antara Anak Migran dan Non-Migran Sifa'ul Af'idah; Khoiriyah
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 1 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i1.4289

Abstract

Migrasi keluarga di Indonesia memiliki dampak psikologis dan spiritual yang kompleks terhadap anak usia sekolah dasar, terutama dalam konteks pendidikan Islam. Pemisahan fisik dan emosional dari orang tua menimbulkan tekanan emosional, yang mendorong anak untuk menyeimbangkan kebutuhan pribadi dengan harapan spiritual yang penting bagi perkembangan moral mereka. Dalam Islam, resiliensi bukan hanya kemampuan untuk menghadapi kesulitan, tetapi juga merupakan manifestasi iman, di mana ujian dipandang sebagai bagian dari tazkiyah an-nafs (penyucian jiwa). Penelitian ini bertujuan untuk mengkaji resiliensi psikospiritual pada anak migran dan non-migran serta faktor-faktor yang memengaruhinya. Pendekatan mixed-methods eksplanatori berurutan digunakan dalam studi ini. Lima puluh peserta (25 anak migran dan 25 anak non-migran) mengisi Children’s Psychospiritual Resilience Scale (CPRS), yang menunjukkan validitas dan reliabilitas yang baik (α > 0,70). Hasil kuantitatif menunjukkan bahwa anak migran memiliki ketahanan spiritual yang lebih tinggi (M = 4,53), sementara anak non-migran menunjukkan kemandirian akademik yang lebih besar (M = 4,35). Temuan kualitatif menyoroti pentingnya dukungan keluarga, hubungan positif antara guru dan murid, serta internalisasi nilai-nilai Islam dalam membangun resiliensi. Pendidikan Islam berperan sebagai lingkungan pendukung yang memperkuat iman, keseimbangan emosi, dan keterampilan sosial. Temuan ini menunjukkan bahwa lingkungan pendidikan Islam dapat menjadi sistem pendukung utama dalam memperkuat resiliensi anak dalam konteks migrasi
Integrasi Spiritual dan Pedagogi Modern: Studi Komparatif Pemikiran Abdullah Nashih Ulwan dan Maria Montessori Terhadap Pembentukan Karakter Siswa di Era Digital Wafi, Abdul; Musleh; Ramadhan, Fahim Abu; Mujahidin, Ahmad; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 13 No. 2 (2026): APRIL
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/8xc6zy17

Abstract

The development of the digital era has significant implications for the educational process, particularly in the formation of student character. On the one hand, technology offers easy access to information and pedagogical innovation; on the other hand, it raises serious challenges in the form of moral value degradation, spiritual crisis, and character disorientation. This article aims to analyze and compare the thoughts of Abdullah Nashih Ulwan and Maria Montessori regarding the integration of spiritual dimensions and modern pedagogy in the formation of student character, and their relevance in the digital era. This study uses a qualitative approach based on library research with content analysis methods on the main works of both figures and relevant supporting literature. The results show that Abdullah Nashih Ulwan emphasizes a spiritual-transcendental foundation based on faith, morals, and exemplary values ​​as the core of character education, while Maria Montessori prioritizes a humanistic pedagogical approach that is child-centered, directed freedom, and a conducive learning environment. Although originating from different epistemological and cultural backgrounds, both thoughts have a common point in the orientation of the formation of the whole person (holistic human development). This study contributes theoretically by offering an integrative framework between spirituality and modern pedagogy, and practically provides a conceptual basis for the development of a character education model that is adaptive to the challenges of the digital era without losing its ethical and spiritual dimensions.
Implementation Of Olympic Learning Guidance In Producing High-Aching Students In Pai Subjects In Schools Irawan, Wahyudi Saputra; Khoiriyah; Sholihin, Imam; Himawan, Fajaruddin; Husain, Athar Abdullatif
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 13 No. 2 (2026): APRIL
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/9yrr4031

Abstract

The implementation of tutoring for Olympiad material is an effective strategy in improving student achievement in Islamic Religious Education (PAI) subjects in schools. This study aims to analyze the process of implementing tutoring for Olympiad and its impact on improving student achievement. The research method uses a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The results of the study indicate that tutoring for Olympiad can improve students' learning motivation, conceptual understanding, and analytical skills, thus producing high-achieving students in the field of PAI. The implementation of BPMO tutoring in producing high-achieving students in PAI subjects, the Role of BPMO Tutoring in Producing High-Achieving Students in PAI Subjects.      
KISAH SIBLINGS NABI YUSUF  SEBAGAI BASIS PENDIDIKAN ANTI-BULLYING DALAM KONTEKS KEKINIAN Sholihat, Khodijah Amatulloh; Nurhayati, Neneng; Solihin, Mohammad; Nuryusmansyah, Roni; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 13 No. 2 (2026): APRIL
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/nf7wm472

Abstract

This study aims to analyze the dynamics of bullying behavior experienced by Prophet Yusuf at the hands of his siblings as recorded in Surah Yusuf, and to interpret the ethical and spiritual values embedded in the narrative through a library research approach. The data were obtained from classical and contemporary Qur’anic exegesis, developmental psychology literature, and thematic studies of the Qur’an, and were analyzed using thematic tafsir and an analysis of the social context of the family. The findings indicate that the intimidation of Prophet Yusuf stemmed from jealousy, distorted perceptions, and the moral immaturity of his siblings, which subsequently led to conspiratorial actions, social exclusion, and psychological violence. The study further highlights that Prophet Yusuf’s responses marked by patience, spiritual steadfastness, and forgiveness constitute an ethical foundation that remains relevant for strengthening character education and preventing bullying within both family settings and educational institutions. This research contributes theoretically to the study of family ethics and Qur’anic values, while also opening avenues for further empirical research to enrich understanding and application in contemporary educational contexts.  
Pedagogi Profetik Di Era Disrupsi: Rekonstruksi Filsafat Pendidikan Islam Berbasis Manhaj Rasulullah صلى الله عليه وسلم Pratiwi, Bunga Desti; Ayu Febrianti, Yuliana; Istinwaro, Zulfa; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 13 No. 2 (2026): APRIL
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/kkjfq860

Abstract

This study stems from the contemporary crisis of education, which is not only academic in nature but also affects the mental health and moral integrity of the younger generation. Recent data indicate a high prevalence of depression, anxiety, academic burnout, and deviant behaviors among adolescents, exacerbated by an educational orientation that focuses solely on achievement and social status, while neglecting character development, meaning in life, and moral integrity. This research aims to: (1) identify the educational strategies of the Prophet Muhammad ﷺ in transforming a jahiliyah society into a civilized one; (2) reconstruct the philosophy of education through the “Curriculum of Life” that he implemented; and (3) explore the foundational philosophy of prophetic education that can be actualized in the context of the era of disruption. The method employed is qualitative–philosophical with a library research design. Primary data are derived from the Qur’an and the Kutub al-Sittah, while secondary data come from national and international journals published within the last five years (2020-2025). Data analysis is conducted through content analysis and hermeneutics to interpret the philosophical meanings of the Prophet’s educational practices.The findings indicate that the prophetic pedagogy of the Prophet Muhammad ﷺ constitutes an educational paradigm grounded in an ontology that views human beings as creatures endowed with fitrah that must be preserved and holistically nurtured. His educational strategies through role modeling (uswah), critical dialogue (hiwar), gradualism (tadarruj), and the use of analogies and parables, integrate the formation of intellect, heart, and character. The reconstruction of educational philosophy through the “Curriculum of Life” affirms that Islamic education unfolds within the realities of life and is based on the synergy of tilawah, tazkiyah, and ta‘lim. Through this process, foundational philosophies tawhid, adab, moral responsibility, and an orientation toward the Hereafter are instilled, giving rise to a generation of Companions who were knowledgeable, virtuous, and empowered. Thus, prophetic pedagogy is not merely a teaching method, but a comprehensive educational system that is relevant for addressing the challenges of education in the modern era of disruption.
Co-Authors A. Ansorullah Abdillah, Paris Abdul Wafi, Abdul Abdullah Aji, Yunita Abraham, Reyhan Haisung Aulada Achmad Izzul Hisyam Achmad Musthofa Achmad Nur Cholik Adwitiya, Asti Agung Wijoyo Ahmad Ali Riyadi Ahmad Gufron Ahmad Mustofa Ahmad Nur Holik Ahmad Yakin Aimatul Khoiriyah Ainirrohmah, Nurul Al Azhari, Yahya Husein Al Ishaq, Imam Abdimullah Alfi Noer Diana Hafidah Amaliatul Fitriyah Anita Fitriya, Anita Annis Rahmawaty Annisa Maryam Nurrohmah Ardila, Yopi Arridho, Afrikhun Rizki Aufatcha Ayutya Suryana Ayu Febrianti, Yuliana Aziz, Fatoni Bambang Yudi Cahyono Bangun Suprianto Beni Zakaria Darul Ihsan Daud Ridwan Deo Saputra Dewi Aprilia Ningrum Dian Arsanti Palupi Dinda Wati Djulaeka, Djulaeka Dwi Ambarsari, Ferdina Dwy Anggara Edo Ferdian Elok Pramuhita Emilia Nurwati R Enos Paselle Estu Widodo, Estu Faatih Rizkiyah Assyukru Fadilla, Diana Nur Faizin Faizin FARIDATUL JANNAH Fatihatul Hidayatillah Indriyani Fatmalasari, Melly Windi Fefriya Wanda Nuraini Firda Putri Ramadhani Firmansyah, Rully Agung Fitra Roja Aufa, Aidil Halena Laili Fitria Handoko Handri Hartanto Hani Aufaa Khairunnisa Hanifah, Fa’izah Hasnun Umar Hefniy Hidayah, Samsiyah Nuril Hidayatullah Himawan, Fajaruddin Husain, Athar Abdullatif Ibnu Abbas Ika Widia Ningsih Imam Sholihin Indrawati Ingga, Hero Irawan, Wahyudi Saputra Irfan Alamsah Irma Mila Karimah Istifaur Rosidah Istinwaro, Zulfa Jaja Suteja Jarot Yogi Hernawan Jepri Afrizal Kartika, Sri Kholil Kholil Khoridatul Husnia Kusuma, Hera Hapsari Lailatul Izzah Lailatun Ni'mah Lukman Hakim Lusi Andriani, Lusi Mafruudloh, Naajihah Makniyah, Jauharotul Makrom, Choirul Malik Ashari Mariska Sri Ugita, Putri Masnu'atul Khoiriyah Meisuri Miasari MIFTAHUL JANNAH Misbahul Hasan Mizda Mulyani Moch Husnan Mohammad Nahrowi Muhammad Adz Dzahabie Muhammad Agung Bahrudin Muhammad Ghiffari Burhan Muhammad Ilham Mauludi Muhammad Nanang Qosim Mujahidin Ahmad Munawaroh, Siti Qomariatul Musleh Mutalib, Wahyudi Muther Rosidi Naura Rahma Nadhifah Neilaturrahma Nevarezita Rahmanda Arsyilhakim Nindya Patricia Nur Aisah Romadhoni Nur Hari Kuncara Nur Syamsiah, Nur Nuraini Kusumaningtyas Nurhayati, Neneng Nurjaman, Fauzi Nurul hayati Nurul Umaya Santi Nuryusmansyah, Roni Pratiwi, Bunga Desti Racmawati Fitriyah Rahmat Hasandi Ramadhan, Fahim Abu Ramadhani , Firda Putri Ratna Rintaningrum, Ratna Rifai, Mohammad Saiful Rifda Naufa Lina Rinaldi, Tofan Riyadini Riyan Utami Riza Ashfari Rochma, Anis Fatur Romadhon, Ahmad Rosita, Tisa Fitri Rusminingsih, Eka Sri Sely Kurniasih Putri Shafiyyah sholihat, khodijah amatulloh Sifa'ul Af'idah Sinta Ma'sumah Siti Choiriyah SITI FATIMAH Solihin, Mohammad Sri Rachmajanti Sulistyani Sumiyati Sunarsih Suryani, Putri Wahidiyah Suwandi Syamsul Arifin Trisnowati, Heni Tyar, Dewi Ayu Uswatun Suciati Utami Widiati Vidayanti, Vivit Viola De Yusa Wahyu Surya Permata Wahyuni, Eka Sri Wardhatus Sa`adah Wike Rahayu Wulan Sapitri Yasril Gunawan YENI SAFITRI Yolanda Dwintarisma Andini Yulia Pratiwi Yuniarti, Yanti Yuniwati Zaenudin Mudaham Amin Zega, Krisnawati