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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 Nusantara Hasana Journal 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 Adz-Zikr: Jurnal Pendidikan Agam Islam DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika JEELS (Journal of English Education and Linguistics Studies) Lembaran Antropologi Nusantara Community Empowerment Review 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 Jurnal Siber Multi Disiplin 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 Immortalis Journal of Interdisciplinary Studies JEELL (Journal of English Education, Linguistics and Literature) 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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DAKWAH EDUKATIF SEBAGAI INSTRUMEN PEMBENTUKAN KARAKTER RELIGIUS ANAK DI LINGKUNGAN MADRASAH INSIGHT DARI KKN SUMBERBENDO Khoiriyah
DEVELOPMENT: Journal of Community Engagement Vol. 3 No. 2 (2024): September
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/djce.v4i1.2639

Abstract

This study examines how educative da’wah can effectively shape the religious character of children in madrasahs, particularly through the Community Service Program (KKN) in Sumberbendo. It addresses the increasing need for formal religious education that goes beyond teaching rituals or religious laws, focusing on developing strong spiritual and moral values from an early age. Educative da’wah is understood as an approach that combines clear communication, creativity, and local relevance, believed to be effective in instilling values such as honesty, responsibility, social care, and tolerance. Employing a qualitative case study method, this research includes direct participatory observation, in-depth interviews with madrasah teachers, religious leaders, parents, and students, as well as documentation of KKN activities. Data analysis uses thematic coding to identify factors supporting or hindering the implementation of educative da’wah and its impact on children's religious character development. The findings indicate that educative da’wah, through joint worship practices, value-based educational games, and contextually relevant religious discussions, enhances children's religious awareness and fosters tolerance, empathy, and discipline. However, challenges such as inadequate facilities, diverse family religious backgrounds, and limited time are noted as significant obstacles to optimal implementatio.
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.
Komperatif  Pemikiran Rahmah El-Yunussiyah Dan Mary Wollstonecraft Tentang Pendidikan Perempuan Sumiyati; Munawaroh, Siti Qomariatul; Emilia Nurwati R; Kusuma, Hera Hapsari; 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: 10.64540/3903x661

Abstract

This study aims to analyze and compare the educational thought of Rahmah El-Yunusiyyah and Mary Wollstonecraft on women’s education through philosophical and cognitive psychology approaches. Both figures played significant roles in advocating for women’s right to education, albeit within different cultural, religious, and socio-historical contexts. This research departs from the theoretical and social gap between Western concepts of emancipation and Islamic education, which are often perceived as incompatible. Employing a library research method and content analysis, the study examines Wollstonecraft’s major work, A Vindication of the Rights of Woman, as well as Rahmah El-Yunusiyyah’s ideas as reflected in the educational system of Diniyah Puteri Padang Panjang*. The findings reveal that both thinkers share a common vision in advocating education as a means of liberating women from cognitive and social marginalization. However, they differ in their epistemological foundations: Wollstonecraft’s framework is rooted in humanistic rationalism, whereas Rahmah emphasizes a synthesis of knowledge, faith, and morality. Theoretically, this study contributes to the philosophy of education by proposing an integrative paradigm that bridges Western rationality and Islamic spirituality. Practically, the findings provide a conceptual foundation for designing a holistic, contextual, and equitable model of women’s education in the global era.  
Rekonstruksi Adab Guru dan Murid Menurut Ibn Jamā‘ah dalam Tadzkirotus Sāmi’ dan Relevansinya terhadap Pendidikan Modern Al Azhari, Yahya Husein; Mutalib, Wahyudi; Rusminingsih, Eka Sri; Hidayah, Samsiyah Nuril; 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/c2fdn217

Abstract

The ethical crisis in teacher–student relationships within modern education, particularly in the digital era, is characterised by the erosion of exemplary conduct, the decline of respect, and the growing dominance of mechanistic and transactional pedagogical interactions. This phenomenon underscores the urgency of re-establishing an ethical foundation for education rooted in the Islamic intellectual tradition. This study aims to reconstruct the concept of adab (ethical conduct) of teachers and students according to Ibn Jamā‘ah in Tadzkirotus Sāmi‘ wa al-Mutakallim fī Adab al-‘Ālim wa al-Muta‘allim and to analyse its relevance within the context of contemporary education. This research employs a qualitative approach, utilising a library-based method, and applies thematic analysis to primary texts and relevant secondary sources. The findings indicate that, according to Ibn Jamā‘ah, the adab of teachers is founded upon four principal elements: moral exemplarity, scholarly integrity, pedagogical wisdom, and spiritual–moral relationality. Meanwhile, the adab of students encompasses five essential principles: respect, diligence in learning, discipline, proper questioning etiquette, and self-purification. The conceptual reconstruction of these values demonstrates that Ibn Jamā‘ah’s thought is not merely normative and historical in nature but possesses significant adaptive capacity for contextualisation within modern educational systems, including digital and blended learning environments. This study affirms that adab constitutes the epistemological and ethical foundation of education; thus, its revitalisation is a prerequisite for the realisation of an educational model oriented not only towards cognitive achievement but also towards character formation and moral maturity.
Epistemologi Pendidikan Agama Islam: Perbandingan Pola Pendidikan Sahabat Rasulullah Shallallahu ‘Alaihi Wasallam Dengan Paradigma Pendidikan Modern Makrom, Choirul; Ainirrohmah, Nurul; Arridho, Afrikhun Rizki; Shafiyyah; 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: 10.64540/34tsqn74

Abstract

The development of contemporary Islamic education faces significant challenges arising from modernity, the Industrial Revolution 4.0, Society 5.0, and Artificial Intelligence (AI), which generate epistemological issues concerning the relationship between knowledge, values, and technology. This article aims to analyze and compare the epistemological structure of education during the era of the Prophet Muhammad and his Companions with the modern educational paradigm, and to formulate an integrative epistemological synthesis for Islamic Religious Education (IRE). This study employs a qualitative library research approach with comparative analysis of classical and contemporary Islamic education literature. The findings indicate that the educational model of the Companions reflects a normative-practical epistemological structure grounded in tawhid as its ontological foundation, the Qur’an as the primary source of knowledge, and moral character (akhlaq) and adab as its axiological orientation. Exemplary conduct (uswah), spiritual purification (tazkiyat al-nafs), and ethical teacher–student relationships function as central mechanisms for internalizing values. In contrast, the modern educational paradigm is characterized by systemic modernization, technological integration, interdisciplinary approaches, and positivistic methodological tendencies that risk leading to the desacralization of knowledge and value fragmentation if detached from a tawhidic framework. The comparison reveals that the fundamental difference lies in epistemological orientation and criteria of educational success. Therefore, an integrative epistemology of Islamic Religious Education is required—one that combines curricular and technological innovation with the normative foundations of Islam through the integration of faith and knowledge, reinforcement of adab, and digital ethical literacy. Such synthesis enables Islamic education to remain adaptive to modernity while consistently fostering the cognitive, ethical, and spiritual wholeness of learners.
Project-Based Learning (PBL) dalam Perspektif Filsafat Amal Saleh: Pendidikan untuk Aksi Transformatif Abdillah, Paris; Mustofa, Ahmad; Romadhon, 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/p8c5cg82

Abstract

 Contemporary education is increasingly required to cultivate learners who are not only cognitively competent but also morally grounded and socially responsible. Project-Based Learning (PBL) has gained prominence as a pedagogical approach that promotes contextual, collaborative, and experiential learning. This article critically examines PBL through the philosophical lens of amal saleh, which conceptualises knowledge as an integrated relationship between understanding, ethical values, and concrete action oriented towards the common good. Employing a conceptual–philosophical literature review, this study analyses scholarly works on PBL, character education, and transformative education. The analysis reveals a strong philosophical convergence between PBL and the concept of amal saleh, manifested through three interrelated dimensions: the epistemic dimension, emphasising reflective and meaningful knowledge construction; the ethical dimension, focusing on the internalisation of moral values and social responsibility; and the transformative action dimension, highlighting the application of knowledge through socially impactful practices. These findings suggest that PBL extends beyond its function as an instructional strategy to operate as a form of educational praxis that integrates knowledge, values, and action. The study underscores the necessity of reinforcing ethical and action-oriented dimensions in educational practice to ensure that learning contributes to equitable and sustainable social transformation.  
Fazlur Rahman’s Thought on Islamic Education: Its Relevance to the Concept of Meaningful Learning Alfi Noer Diana Hafidah; Masnu'atul Khoiriyah; A. Ansorullah; Dwy Anggara; Khoiriyah
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/483zbz80

Abstract

This research aims to examine Fazlur Rahman’s thought on Islamic education and to analyze its relevance to the concept of meaningful learning. This study employs a qualitative method with a library research approach. Primary data are derived from Rahman’s major works, such as Islam and Modernity and Major Themes of the Qur’an, while secondary data are drawn from books and journal articles discussing Islamic education and meaningful learning. The data are analyzed using content analysis with a thematic approach. The findings indicate that Rahman emphasizes the integration of revelation and reason, a contextual understanding of Islamic teachings, and the development of moral and intellectual capacities as the primary objectives of Islamic education. These principles strongly correspond to the characteristics of meaningful learning, which stress deep understanding, critical reflection, and the application of knowledge in real-life contexts. This study contributes theoretically by strengthening the philosophical foundation of meaningful learning within Islamic education and contributes practically by proposing a more reflective, contextual, and character oriented paradigm for Islamic Religious Education instruction.
Co-Authors , Benny Prasetiya A. Ansorullah Abdillah, Paris Abdul Wafi, Abdul Abdullah Aji, Yunita Abraham, Reyhan Haisung Aulada Achmad Izzul Hisyam Achmad Musthofa Achmad Nur Cholik Adwitiya, Asti B Agung Wicaksono Agung Wijoyo Ahmad Ali Riyadi Ahmad Gufron Ahmad Mustofa Ahmad Nur Holik Ahmad Yakin Aimatul Khoiriyah Ainirrohmah, Nurul Ainiyah, Khoirotul Aji, Mahendra Puji Permana Al Azhari, Yahya Husein Al Ishaq, Imam Abdimullah Alfi Noer Diana Hafidah Alfina, Nurus Syifiansyah Tahta Amaliatul Fitriyah Ananda, Siti Ayu 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 Benny Prasetiya Chilmi, Hanum Roudhotul Darul Ihsan Daud Ridwan Deo Saputra Dewi Aprilia Ningrum Dian Arsanti Palupi Dinda Wati Djulaeka, Djulaeka Dwy Anggara Edo Ferdian Elok Pramuhita Emilia Nurwati R Enos Paselle Estu Widodo, Estu Faatih Rizkiyah Assyukru Fadilla, Diana Nur Fahim Abu Romadlan Faizin FARIDATUL JANNAH Fatmalasari, Melly Windi Febry Suprapto Fefriya Wanda Nuraini Firmansyah, Rully Agung Fitra Roja Aufa, Aidil Halena Laili Fitria Handoko Handri Hartanto Hani Aufaa Khairunnisa Hanifah, Fa’izah Hanum Roudhotul Hasnun Umar Hefniy Hera Hapsari Kusuma 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 Irna Nursanti Istifaur Rosidah Istinwaro, Zulfa Jaja Suteja Jarot Yogi Hernawan Jepri Afrizal Kafidin Muzakki Kartika, Sri Kholil Kholil Kholilurrohman Arif Khoridatul Husnia Kurnia, Adinda Eka Kusuma, Hera Hapsari Lailatul Izzah Lailatun Ni'mah Lailatun Ni’mah Lukman Hakim Lusi Andriani, Lusi Mafruudloh, Naajihah Makniyah, Jauharotul Makrom, Choirul Malik Ashari Masnu'atul Khoiriyah Meisuri Miasari MIFTAHUL JANNAH Misbahul Hasan Mizda Mulyani Moch Husnan Mohammad Nahrawi Mohammad Nahrowi Muhammad Adz Dzahabie Muhammad Agung Bahrudin muhammad alfi syahrin 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 Oktafia, Mirda Pratiwi, Bunga Desti Putri, Hertina Rhodhothul De 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 Rusminingsih, Eka Sri Salzabiilah Saputro, Yogi Muhammad Sely Kurniasih Putri Shafiyyah sholihat, khodijah amatulloh Sifa'ul Af'idah Sinta Ma'sumah Sinta Ma’sumah Siti Choiriyah SITI FATIMAH Sofiyanti, Eriza Izza Solihin, Mohammad Sri Rachmajanti Suhartono Sulistyani Sulistyani 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 Wahyudi Mutalib 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