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All Journal Jurnal Visi Ilmu Pendidikan El Tarbawi Jurnal Dimensi Edukasia Islamika Elementary: Jurnal Ilmiah Pendidikan Dasar Jurnal Pendidikan Agama Islam Al-Thariqah Dinamika Ilmu SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Southeast Asian Journal of Islamic Education Tarbawi : Jurnal Pendidikan Islam JMM (Jurnal Masyarakat Mandiri) Ta'dibuna: Jurnal Pendidikan Islam Jurnal EDUTECH Undiksha Aulad : Journal on Early Childhood AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Tarbawiyah Jurnal Ilmiah Pendidikan Jurnal Ilmu Dakwah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Ilmiah Profesi Pendidikan IJECA (International Journal of Education and Curriculum Application) Jurnal Penelitian ADDIN KIDDO: Jurnal pendidikan Islam Anak Usia Dini Al Hikmah: Journal of Education Basica Journal of Education Research INSANIA : Jurnal Pemikiran Alternatif Kependidikan DINAMIKA ILMU: Jurnal Pendidikan Jurnal Islam Nusantara Southeast Asian Journal of Islamic Education SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Akademika : Jurnal Pemikiran Islam FENOMENA: Jurnal Penelitian BOCAH: Borneo Early Childhood Education and Humanity Journal Priviet Social Sciences Journal Indonesian Journal of Advanced Research (IJAR) FENOMENA: Journal of Social Science Journal of Islamic Studies ISTIFHAM Maharot : Journal of Islamic Education Journal of Social Studies and Education Edukasia Islamika: Jurnal Pendidikan Islam Jurnal Studi Islam dan Sosial Madania: Jurnal Kajian Keislaman SIMAS JURNAL PENGABDIAN MASYARAKAT Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of Gemilang At-Ta'lim : Media Informasi Pendidikan Islam
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Rethinking the allocation of MBG funds: Toward justice, utility, and national benefit Taufikin, Taufikin
Priviet Social Sciences Journal Vol. 6 No. 1 (2026): January 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v6i1.748

Abstract

The "Meal-Based Grant (MBG)" is an education welfare package, which is concurrently provided to all students without differentiation by their family's economic condition, and is typical. While this policy intends to promote equity, there is a risk of waste and unfair distribution if financially advantaged students can access their entitlements from the public purse based on financial means rather than need. This study critically examines the MBG scheme from the perspectives of social justice, maqāṣid al-sharīʿah, and sustainable development. Applying normative-analytical and comparative policy reflection, the study argues that the MBG must be redesigned with greater focus. From there, the model works through a school-level targeting approach to serve only poor, underprivileged, and orphaned children directly. Furthermore, the remaining funds will be transferred for strategic educational investments, such as long-term scholarships at least up to the level of undergraduate studies, school infrastructure upgrading, merit-based awards, and research and innovation funds that include funding student inventions up to patent and industrial realization. Redistribution meets both fairness and efficiency requirements and raises a country's competitive ability and overall social welfare. The transformation from short-term to long-term consumption under the reformed MBG scheme will contribute more effectively to the SDGs: quality education and innovation. Finally, this study offers a new policy direction to strengthen short-run welfare forces through long-term human capital development.
Dhikr-Based Qur’anic Education and Early Religious Character Development of Young Learners Taufikin, Taufikin; Nurhayati, Sri; Harun, Makmur; Badawi, Habib
Fenomena Vol 24 No 2 (2025): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v24i2.351

Abstract

Developing religious character in elementary school children through Qur'anic dhikr practices often faces challenges, especially in bridging ritual recitation with deeper spiritual internalization. While previous studies highlight the general role of tahfīẓ and dhikr in character formation, little research has examined the operational use of specific Qur'anic verses in structured daily routines for young learners. This study explores the implementation of Sūrat al-Insān verses 25–26 in daily dhikr activities at the Tahfidz Qur'an Islamic Boarding School for Children Raudlatul Falah (PPATQ RF). It identifies its implications for the development of children's religious character. Using a qualitative case study approach, data were collected through one-week participatory observation, in-depth interviews with teachers and parents, and document analysis. Thematic analysis was applied to triangulate findings across interviews, observations, and institutional records. Results show that structured daily dhikr grounded in Qur'anic verses enhances children's spiritual discipline, emotional stability, and religious awareness. Challenges include children's physical adaptation to demanding schedules, limited comprehension of abstract spiritual meanings, and inconsistent family support. The study concludes that an integrated dhikr approach—linking physical, emotional, and spiritual dimensions—significantly strengthens religious character formation. It demonstrates how operationalizing specific Qur'anic verses within a structured educational routine provides a replicable model for early character development. Pembentukan karakter religius pada anak usia sekolah dasar melalui praktik dzikir Qur’ani sering menghadapi kendala, terutama dalam menjembatani antara bacaan ritual dan internalisasi spiritual yang lebih mendalam. Meskipun penelitian sebelumnya menyoroti peran umum tahfīẓ dan dzikir dalam pembentukan karakter, masih sedikit penelitian yang mengkaji penggunaan operasional ayat-ayat Qur’an tertentu dalam rutinitas harian yang terstruktur bagi anak-anak. Penelitian ini mengeksplorasi implementasi Surat al-Insan ayat 25–26 dalam aktivitas dzikir harian di Pondok Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF) serta mengidentifikasi implikasinya terhadap pembentukan karakter religius anak. Penelitian menggunakan pendekatan kualitatif studi kasus dengan teknik observasi partisipatif selama satu minggu, wawancara mendalam dengan guru dan orang tua, serta analisis dokumen. Analisis tematik diterapkan untuk menelaah temuan melalui triangulasi data wawancara, observasi, dan dokumen institusional. Hasil penelitian menunjukkan bahwa dzikir harian yang terstruktur berdasarkan ayat-ayat Qur’an mampu meningkatkan disiplin spiritual, kestabilan emosi, dan kesadaran religius anak. Tantangan yang muncul mencakup adaptasi fisik anak terhadap jadwal yang padat, keterbatasan pemahaman makna spiritual yang abstrak, serta dukungan keluarga yang tidak konsisten. Penelitian ini menegaskan bahwa pendekatan dzikir yang terintegrasi—melibatkan aspek fisik, emosional, dan spiritual—secara signifikan memperkuat pembentukan karakter religius. Kontribusi penelitian terletak pada penunjukan bagaimana operasionalisasi ayat Qur’an tertentu dalam rutinitas pendidikan terstruktur dapat menjadi model yang dapat direplikasi untuk pengembangan karakter sejak dini.
Humor sebagai pedagogi etis di perguruan tinggi Indonesia: pengalaman mahasiswa, jenis humor efektif, dan strategi pengajaran berorientasi SDG 4 Taufikin, Taufikin; Nurhayati, Sri; Badawi, Habib
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i2.13208

Abstract

A rigid and stressful classroom environment can reduce students’ motivation and increase academic anxiety. Humour in learning serves as an effective pedagogical strategy to enhance engagement, reduce tension, and strengthen memory retention. However, not all types of humour positively influence the learning process. This study aims to identify the most effective types of humour and optimal strategies for their implementation in Indonesian higher education. Employing a qualitative-phenomenological approach, data were collected through structured interviews with 40 students from multiple universities. The findings reveal that academic humour is the most effective in improving comprehension and retention, while spontaneous humour promotes student engagement. In contrast, irrelevant or excessive humour tends to distract students from their focus. The study's novelty lies in integrating Islamic educational values with Western educational psychology to explain the role of humour in fostering a balanced, enjoyable, and ethically guided learning environment. The research aligns with Sustainable Development Goal 4 (Quality Education) by emphasizing the importance of inclusive and engaging pedagogical practices that enhance the quality of learning in higher education. The study also provides practical recommendations for lecturers to apply humour responsibly as a pedagogical tool that supports motivation, engagement, and meaningful learning.
STEM Learning in Early Childhood Education: Preparing a Smart Generation from an Early Age Taufikin Taufikin
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/hmnpwc21

Abstract

STEM learning has become an essential foundation in early childhood education due to its capacity to strengthen scientific reasoning, computational thinking, collaboration, communication, and creativity from the earliest years of development. This study employs a systematic literature review of 38 empirical and conceptual publications within the last decade to examine how STEM learning prepares a smart generation from an early age. The results reveal that hands-on scientific inquiry, digital and robotics-enhanced learning, STEAM creativity integration, and culturally contextual STEM programs consistently promote analytical reasoning, motivation, resilience, and innovative thinking. Sustainability, however, requires teacher readiness, strong school leadership, active parental involvement, resource continuity, and time allocation that protects inquiry-based play. This study contributes by synthesizing a conceptual map of the pedagogical and institutional components necessary for STEM to successfully support future-ready development in early childhood
Transformative Supervision and Teacher Agency: How Integrated Supervision Reshapes Teachers’ Professional Identity and Performance Shofwani, Siti Aniqoh; Raharjo, Tri Joko; Fakruddin, Fakhruddin; Arief, Sandy; Taufikin, Taufikin
JURNAL AL-TANZIM Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i1.13669

Abstract

This study explores the meaning of integrated supervision for teachers as a form of control or empowerment, and its impact on their agency and professional identity. Using a mixed methods design with a predominantly qualitative approach, the study was conducted in secondary schools in Indonesia. In the first phase, a survey of 80 teachers mapped their perceptions of supervision and their levels of agency. The next phase, in-depth interviews with 10 teachers, explored their experiences in supervisory practice. Findings indicate that control-based supervision tends to suppress teacher agency, shape a defensive professional identity, and reduce pedagogical initiative. Conversely, dialogic and trust-based supervision strengthens teacher agency, shapes a reflective professional identity, and encourages pedagogical courage. This study contributes in three aspects: first, it proposes the Transformative Supervision–Agency Loop model to explain the interaction of supervision, agency, and professional identity; second, the model builds on teachers’ narrative experiences; and third, it demonstrates the value of a mixed methods approach in capturing the relational and emotional dimensions of supervision. By shifting the analytical focus from managerial effectiveness to teacher subjectivity, this study offers a humanistic framework for reimagining supervisory practice in secondary education.
TALENT-BASED EDUCATION IN INDONESIAN PRIMARY SCHOOLS: INTEGRATING KI HADJAR DEWANTARA"™S PHILOSOPHY FOR INCLUSIVE LEARNING Taufikin, Taufikin; Nurhayati, Sri
Jurnal Visi Ilmu Pendidikan Vol 18, No 1 (2026): Januari 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i1.91512

Abstract

Talent-based education has gained increasing attention in modern educational systems due to its potential to develop student's skills and interests optimally. This study aims to analyze the implementation of talent-based education in elementary schools from the perspective of Ki Hadjar Dewantara and to identify challenges and strategies to enhance its effectiveness. A qualitative research method was employed with a case study approach involving three elementary schools that have implemented talent-based education programs. Data were collected through in-depth interviews with school principals, teachers, students, and parents, as well as observations and document analysis. Thematic analysis was used to identify patterns and key challenges in the implementation of talent-based education. The findings indicate that talent-based education positively impacts students' learning motivation, self-confidence, and social skills. However, several key challenges were identified, including limited facilities, insufficient teacher training, and suboptimal integration with the national curriculum. This study also reveals that Ki Hadjar Dewantara"™s philosophy offers a more inclusive approach than the selection-based talent education models applied in various countries. Therefore, strengthening educational policies, institutional support, and continuous professional development for educators are essential factors in improving the effectiveness of these programs. This research contributes to the literature on talent-based education by highlighting a more flexible and inclusive culturally rooted approach. The findings are expected to serve as a foundation for policymakers and educators in designing an education system that is more adaptive and focused on optimizing students' potential.Keywords: , , , , .
Beyond Free Meals in Elementary Education: Rethinking School Nutrition Policy through Cultural Trust, Efficiency, and Islamic Justice in Indonesia Taufikin, Taufikin
BASICA Vol. 5 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/basica.v5i1.9092

Abstract

This study aims to analyze students' perceptions and satisfaction with the free nutritious meal program and to examine the efficiency of fund allocation from an economic and Islamic social justice perspective. Field research was conducted on 190 students from three elementary schools in Central Java using a mixed-method approach. Quantitative data were obtained through surveys, while qualitative data were collected through interviews with teachers, parents, cooks, and education observers. The results show that 91% of students prefer food cooked by their parents to food provided en masse by external parties. The main factors influencing student dissatisfaction include the poor taste of the food, concerns about food poisoning, and the fact that much of the food is not eaten at school but taken home or thrown away. From an efficiency perspective, providing cash assistance of IDR 15,000 directly to parents is considered more economical because it avoids operational costs and allows the National Nutrition Agency to continue monitoring nutrition. In addition, an analysis of social justice based on Islamic law shows that the program should focus on poor students (around 9% of the population), so that distribution is more equitable and the budget can be redirected to support primary school needs or improve teacher welfare. This study emphasizes that free nutritious food policies require a more adaptive approach that considers student satisfaction, budget efficiency, and social justice principles, so the goal of improving child nutrition can be optimally achieved.
Parental Emotional Reinforcement-Demands, and the Intrinsic Motivation of Santri in Qur’anic Memorization: A Study in Indonesian Islamic Boarding Schools Taufikin, Taufikin; Nurhayati, Sri; Majeed, Jahangeer; Afzal, Muhammad; Al-Badawi, Habib; Chibani Mansouri, Mabrouk; Fatma, Gulnaz
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.11193

Abstract

In Indonesia, early Qur'anic memorization is a culturally and spiritually significant practice, particularly within Islamic boarding schools (pesantren). Despite its importance, limited research has examined how parent-child dynamics influence children's motivation in this context. This study investigates the motivational experiences of children aged 6 to 12 engaged in Qur’anic memorization, with particular attention to the role of parental emotional reinforcement, directive expectations, and intrinsic spiritual aspirations. A qualitative, psycho-hermeneutic approach was employed, involving interviews with one kiai, 20 ustaz-ustazah, and 23 santri who had memorized 30 Juz of the Qur’an, complemented by observations of 540 students and analysis of their monthly memorization progress reports. Findings reveal three distinct motivational trajectories: (1) extrinsic motivation through parental emotional reinforcement (e.g., praise, rewards), (2) passive compliance under parental demands, and (3) intrinsic motivation grounded in the child's spiritual calling. While extrinsic motivation often initiates engagement, intrinsic motivation is crucial for sustaining long-term memorization commitment and internalizing religious values.  This study enriches theoretical understanding of motivation in Islamic education by integrating Self-Determination Theory and hermeneutic analysis. It also offers practical implications for parents, educators, and policymakers seeking to foster supportive and autonomy-enhancing environments in pesantren settings. Further research is recommended to explore how sociocultural structures and pesantren pedagogies influence the development of religious motivation among young learners.
Transformative Care-Based Supervision and Sustainable Teacher Performance Shofwani, Siti Aniqoh; Raharjo, Tri Joko; Fakhruddin, Fakhruddin; Arief, Sandy; Taufikin, Taufikin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.8733

Abstract

This study aims to examine the effectiveness of Transformative Care-Based Supervision, which integrates academic, collaborative, and clinical supervision, in strengthening teacher competence, psychological well-being, and sustainable performance. Employing a quantitative explanatory research design, the study was conducted among the population of senior high school teachers in Rembang, Central Java, from which samples were selected using proportional stratified random sampling, resulting in 312 teachers as research participants. Data were collected through a structured questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results indicate that academic, collaborative, and clinical supervision have significant positive effects on teacher competence. Teacher competence, in turn, significantly enhances teacher well-being and performance, while well-being also directly contributes to improved performance. Furthermore, competence and well-being function as significant mediators, including a serial mediation pathway linking supervision to sustainable teacher performance. These findings demonstrate that the impact of supervision on performance is primarily indirect, operating through the development of professional capacity and psychological resources. This study contributes theoretically by advancing a care-based paradigm of supervision and provides practical implications for designing supervision policies that integrate pedagogical competence, emotional support, and teacher well-being as foundations for long-term performance.
Islamic Education Based on Sufi-Transformative Learning: A Philosophical Framework for Pedagogical Change in Pesantren Taufikin Taufikin; Fajar Syarif; Mowafg Abrahem Masuwd
At-Ta'lim : Media Informasi Pendidikan Islam Vol 24, No 1 (2025): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v24i1.8427

Abstract

ENGLISH: Islamic Education Based on Sufi-Transformative Learning: A Philosophical Framework for Pedagogical Change in Pesantren (Islamic Boarding Schools)Objective: This study proposes an integrative framework for Sufi-transformative learning in Islamic pesan-tren, combining transformative learning theory with the philosophy of neo-Sufi education to bridge the conceptual gap. Method: This study uses a qualitative multi-case study design, the research was conducted in two Islamic boarding schools in Central Java, recognized for their strong Sufi traditions. Data were collected through in-depth interviews, participant observation and document analysis. Results: The findings reveal significant transformations in pedagogical practices, including the use of digital tools to support moral learning, increased emphasis on spiritual reflection, and the repositioning of teachers as moral exemplars. Conclusion: Transformative Islamic education in pesantren emphasizes metaphysical awareness and ethical formation, and holds the potential to become an innovative model for holistic Islamic education that bridges tradition and modernity. Contribution: This study offers a new philosophical lens and opens avenues for curriculum development, teacher training, and future research in values-based Islamic pedagogy.INDONESIA: Pendidikan Islam berbasis Pembelajaran Sufistik-Transformatif: Kerangka Kerja Filosofis untuk Perubahan Pedagogis di PesantrenTujuan: Syudi ini mengusulkan kerangka kerja integratif untuk pembelajaran transformatif Sufi di pesantren Islam, dengan menggabungkan teori pembelajaran transformatif dengan filsafat pendidikan neo-Sufi untuk menjembatani kesenjangan konseptual. Metode: Desain penelitian menggunakan studi multi-kasus kualitatif, penelitian ini dilakukan di dua pesantren di Jawa Tengah, yang terkenal dengan tradisi sufistiknya yang kuat. Data dikumpulkan melalui wawancara mendalam, observasi partisipan, dan analisis dokumen. Hasil: Temuan menunjukkan adanya transformasi signifikan dalam praktik pedagogis, yang meliputi penggunaan alat digital untuk meningkatkan pembelajaran moral, penekanan yang semakin kuat pada refleksi spiritual, dan reposisi guru sebagai teladan moral. Kesimpulan: Pendidikan Islam transformatif di pesantren menekankan kesadaran metafisik dan pembentukan etika, dan memiliki potensi untuk menjadi model inovatif dalam pendidikan Islam holistik yang menjembatani tradisi dan modernitas. Kontribusi: Studi ini memberikan kontribusi lensa filosofis baru dan membuka jalur baru untuk pengembangan kurikulum, pelatihan guru, dan penelitian di masa depan dalam pedagogi Islam berbasis nilai.
Co-Authors Abadi, Muhammad Zidan Abrahem Masuwd, Mowafg Adeoye, Moses Adeleke AFZAL, MUHAMMAD Ahmad Falah Ahmad Falah Ahmad Muzakki Al Azizati, Adillah Shinta Al-Badawi, Habib Anissa Tri Anita Rahmawaty Badawi, Habib Chibani Mansouri, Mabrouk Edi Sutrisno Fajar Syarif Fakhruddin Fakhruddin Fakruddin, Fakhruddin Fatima Zahra Lotfi Fatma, Gulnaz Fiqiyah, Maskanatul Habib Badawi Hani Sholihah Harun, Makmur Indah, Anggit Juliani Irma Noviana, Irma Ita Rahmania Kusumawati Khondziroh, kiki Luluk Lailatur Rizqi, Fitria Noor Leidy Barirothun Ni’mah Lift Anis Ma'shumah Loso Judijanto Ma'unah, A'yuna Dzil Maharani, Latifah Dwi Majeed, Jahangeer Marhamah Maula, Ni'matul Mayasari Widianingsih Ma’shumah, Lift Anis Moh Solihuddin Moh. Sholihuddin Mohammad Moreb Mowafg Abrahem Masuwd Muhajarah, Kurnia Muhammad Rikza Muqtada Muhammad Shobirin, Muhammad Mujahwirul Ilma, Muhammad Munggarani, Febi Noor, Agus Hasbi Novyana Kurniasari Nurul Huda Olugbade, Damola Parawati, Erina Dwi PUJI ASTUTIK Putri, Devi Lusiana Rahmadani, Amelya Rizky Maemunah Rofi’ah, Khafidzotur Sandy Arief Sa’diyah, Nabila Farihatus Shamwil, Muhammed Shofwani, Siti Aniqoh Sholihah, Hani Silvi Ratnawulan Siti Chotimah Siti Zuhaidah Alfatonia Solikhul Hadi Sri Nurhayati Sri Nurhayati Sri Nurhayati Supaat Supaat Susantrin, Siska Tri Joko Raharjo Yusdani Yusdani Zamroni Zamroni