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All Journal Jurnal Visi Ilmu Pendidikan Teosofi: Jurnal Tasawuf dan Pemikiran Islam El Tarbawi Jurnal Dimensi Edukasia Islamika Elementary: Jurnal Ilmiah Pendidikan Dasar Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Agama Islam Al-Thariqah Dinamika Ilmu SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Southeast Asian Journal of Islamic Education Jurnal Studi Al-Qur'an Tarbawi : Jurnal Pendidikan Islam PEDAGOGIK : JURNAL PENDIDIKAN JMM (Jurnal Masyarakat Mandiri) Transformatif Ta'dibuna: Jurnal Pendidikan Islam Jurnal EDUTECH Undiksha Khazanah: Jurnal Studi Islam dan Humaniora Aulad : Journal on Early Childhood AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah EduReligia : Jurnal Pendidikan Agama Islam Tarbawiyah Jurnal Ilmiah Pendidikan Jurnal Ilmu Dakwah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Pemerintahan dan Politik Jurnal Ilmiah Profesi Pendidikan IJECA (International Journal of Education and Curriculum Application) Ijtimaiya : Journal of Social Science and Teaching Jurnal Penelitian ADDIN KIDDO: Jurnal pendidikan Islam Anak Usia Dini International Journal of Social Learning (IJSL) Journal La Edusci Tarikhuna: Journal of History and History Education MUSHAF: Jurnal Tafsir Berwawasan Keindonesiaan Al Hikmah: Journal of Education Basica Journal of Education Research Jurnal Tarbiyah dan Ilmu Keguruan Borneo Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran 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 Publikasi Hasil Pengabdian Kepada Masyarakat. BOCAH: Borneo Early Childhood Education and Humanity Journal ARMADA : Jurnal Penelitian Multidisiplin Priviet Social Sciences Journal Indonesian Journal of Advanced Research (IJAR) Journal of Educational Management Research Bulletin of Educational Management and Innovation Social Science Academic Indonesian Journal of Learning and Educational Studies FENOMENA: Journal of Social Science Al'Adalah Journal of Islamic Studies Ghaitsa: Islamic Education Journal ISTIFHAM Educazione: Journal of Education and Learning Al-Mubtadi : Jurnal Pendidikan Guru Madrasah Ibtidaiyah JUMPA : Jurnal Manajemen Pendidikan Maharot : Journal of Islamic Education Jurnal Pendidikan Ilmu Sosial Al-Insyiroh: Jurnal Studi Keislaman Journal of Social Studies and Education Edukasia Islamika: Jurnal Pendidikan Islam Jurnal Studi Islam dan Sosial Education and Sociedad Journal Madania: Jurnal Kajian Keislaman SIMAS JURNAL PENGABDIAN MASYARAKAT Indonesian Journal on Learning and Advanced Education (IJOLAE) Ludi Litterarri Journal of Gemilang At-Ta'lim : Media Informasi Pendidikan Islam Nidhomul Haq : Jurnal Manajemen Pendidikan Islam ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal EDUKASIA: Jurnal Penelitian Pendidikan Islam
taufikin, taufikin
Universitas Islam Negeri Sunan Kudus; Indonesia
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Embodied Pedagogical Governance: Cultivating Spiritual Habitus Through Tarbiyatul Aulad in an Islamic Boarding School Eko Kurniawanto; Noorthaibah Noorthaibah; Bahrani Bahrani; Taufikin Taufikin; Mohd Syakir Mohd Rosdi
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15268

Abstract

Amid globalization and rapid social change, Islamic education faces growing pressure to sustain religious values that are lived in everyday practice rather than merely taught, yet how such values are internalized through organized institutional life remains insufficiently understood. This study examines how the principles of Tarbiyatul Aulad fi al-Islam, a classical Islamic framework for the upbringing and character formation of children, are enacted in the daily life of an Islamic boarding school, and how routines, role modeling, and the educational environment interact to shape the spiritual habitus of the santri. Adopting a qualitative intrinsic case study design, the research drew on in-depth interviews, participatory observation, and document analysis involving twenty informants comprising students, ustadz, kiai, and parents. The data were analyzed thematically and validated through source, methodological, and theoretical triangulation. The findings show that value internalization occurs not through any single activity but through the mutually reinforcing convergence of structured routines, the observable conduct of educators, and a deliberately maintained social environment, while disconfirming cases reveal that the santri retain interpretive agency within this structure. The study contributes the notion of habitus by design and frames embodied pedagogical governance as a lens that reconceives character formation as a problem of educational management. These insights imply that pesantren can strengthen value internalization by deliberately aligning daily schedules, exemplary conduct, and environmental arrangements as a single, coordinated strategy of institutional management.
Moral Ecosystem and Pesantren Sustainability: A Multi-Site Qualitative Study in Indonesia Taufikin Taufikin
Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol. 13 No. 2 (2026): TARBIYAH WA TA'LIM July 2026
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/twt.v13i2.12780

Abstract

This study examines how the sustainability of Islamic boarding schools (pesantren) is maintained though moral practices and social relations beyond formal management systems. Using a qualitative multi-site case study across four Islamic boarding schools in Indonesia, data were collected through interviews, observations, and document analysis. The findings reveal that sustainability is shaped by moral ecosystem consisting of Kiai authority, pedagogy care, religious habituation, and parent trust. These elements interact dynamically to reproduce institutional stability and legitimacy.This study offers a novel conceptual framework as an moral ecosystem as an alternative to managerial approaches in understanding eduactional sustainability. Keywords: Kiai authority, moral ecosystem, pesantren sustainability, religious habitus, social trust.
Designing Character: Kartu Digital Santri as a Triadic Formation Instrument in Pesantren Taufikin; Moh Solihuddin
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2231

Abstract

Digital financial technology has entered educational institutions primarily as an administrative solution, yet its potential as an instrument of character formation remains largely unexplored, particularly within Islamic boarding school contexts where moral development is a foundational institutional mission. This study aims to identify the character clusters that emerge through daily interaction with the Kartu Digital Santri (a student digital wallet system), to analyse the mechanisms through which values are internalised in practice, and to propose a conceptual model explaining the relationship between digital financial practice and character formation. Employing a qualitative intrinsic case study design, data were collected over four months from 48 participants across three informant groups through participatory observation, in-depth interviews, and document analysis, and were analysed using thematic analysis supported by NVivo software. The findings reveal three interlocking character clusters formed through daily interaction with the system: self-regulation, emerging from balance constraints and spending accountability; moral character, developing as a structural consequence of transaction transparency; and future skills, cultivated through repeated engagement with cashless financial practice. Together, these clusters constitute the Triadic Character Formation model, which demonstrates that habitus, self-regulation, moral internalisation, and adaptive literacy can be simultaneously activated through deliberate system design. The findings carry significant implications for transformational education: they suggest that genuine educational transformation does not require new curricula or additional instruction but a fundamental reconceptualisation of how institutional systems are designed, positioning the architecture of daily practice as the most powerful and underutilised site of learning and character development available to educational institutions.
From Knowing to Becoming: A Metacognitive–Spiritual Pedagogy for Transformative Islamic Education in Secondary Schools Muhammad Hajirin Nur; Zurqoni; Abdul Majid; Taufikin Taufikin; Moses Adeleke Adeoye
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2151

Abstract

This study arises from a paradox in Islamic Religious Education (IRE): although teaching often relies on textual and rule-based methods, these have not developed students' ability to reflect or transform their values. The study aims to develop and test the Pendidikan Agama Islam Based on Metacognitive Thinking Skills (PAI-BMTS) learning model, which integrates thinking, self-awareness, and spiritual aspects into a single teaching approach. The research uses Educational Design Research (EDR), which includes stages like investigation, design, creating materials, testing, and applying them in four Indonesian secondary schools with about 300 students and 5 teachers. The results show that the PAI-BMTS model has strong validity (Aiken’s V = 0.75–0.91), good reliability (Cronbach’s Alpha = 0.922), and works well in classrooms. Evidence shows that this model increases students' self-awareness, learning techniques, and adoption of Islamic values. Qualitative results also show that teaching has shifted from memorizing to thinking and reflecting, encouraging self-examination (muhasabah) for personal growth. The main contribution of this study is the creation of Metacognitive Spiritual Pedagogy, a method that combines reflective thinking with spiritual aspects in a complete learning cycle (the metacognitive–spiritual loop). This model expands how metacognition is understood and encourages a shift in Islamic education toward more reflection and transformation. The PAI-BMTS model supports both knowledge and complete personal growth.
Recreational Reward-Based Motivation: a Strategy for Strengthening Motivation among High-Achieving Students at Child Pesantren Taufikin Taufikin
Educazione: Journal of Education and Learning Vol. 1 No. 1 (2023): Educational Innovation and Development
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v1i1.398

Abstract

The practice of rewarding students in Islamic boarding schools often remains merely symbolic and has yet to foster meaningful experiences. This gap opens up opportunities to explore how recreational activities can serve as a more dynamic and sustainable motivator for students. This study aims to analyze the role of recreational rewards in shaping the motivation of high-achieving students at PPATQ Raudlatul Falah Pati. The approach used is a qualitative case study involving observations of more than 500 students, interviews with one kiai, four ustaz, five students, and five parents, and an analysis of academic documents and tahfidz achievements. The results indicate that recreation-based rewards function as multidimensional motivators. Academically, students ranked 1–5 demonstrated improved learning strategies and consistent achievement. Regarding Quran memorization, twice-yearly exams fostered a more structured review routine. In the social sphere, participation in boarding school activities, such as haflah, expanded the meaning of achievement beyond the classroom. Meanwhile, indicators of punctuality through early arrival formed a new habitus supported by families. Recreation became an anticipated emotional experience and a symbol of collective recognition of students’ efforts. Its implications point toward a transformation of the reward approach in Islamic boarding schools from mere incentives into a pedagogical strategy that shapes character and sustains achievement.
Salim kepada Guru as Experiential Learning: Cultivating Respect, Love, and Tawadhu’ among Primary School Students in Indonesia Taufikin
Educazione: Journal of Education and Learning Vol. 2 No. 2 (2024): Transformation of Indonesian Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i1.829

Abstract

This study examines the practice of salim as an experiential form of character education in Indonesian primary schools. While character education is often approached through cognitive instruction and formal programs, this research explores how moral values are internalized through lived interaction embedded in school culture. Using a qualitative ethnographic design, the study was conducted over four years in three primary schools in Demak Regency, involving teachers, students, and parents as participants. Data were collected through prolonged participant engagement, in-depth interviews, documentation, and reflective field notes, and analyzed thematically to capture recurring patterns of meaning. The findings reveal that salim functions as a holistic pedagogical practice that cultivates adab, strengthens emotional relationships, and develops tawadhu through repeated, embodied interaction. Rather than operating as a symbolic gesture, salim becomes a medium through which respect, care, and humility are enacted and gradually internalized. The study highlights that character formation emerges from sustained social practice rather than isolated instruction. These findings suggest the importance of recognizing culturally grounded practices as meaningful pathways for character education, offering an alternative approach that integrates behavioral, emotional, and spiritual dimensions within everyday learning environments.  
Penerapan Metode Pembelajaran Integratif Al Faruqi dalam Meningkatkan Pemahaman Nilai-Nilai Islam Pada Siswa Nurun Nikmah; Taufikin Taufikin
Jurnal Tarbiyah dan Ilmu Keguruan Borneo Vol. 6 No. 3 (2025): Jurnal Tarbiyah dan Ilmu Keguruan Borneo, 6(3), Oktober 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/jtikborneo.v6i3.9994

Abstract

Penelitian ini mengkaji penerapan metode pembelajaran integratif al-Faruqi dalam meningkatkan pemahaman nilai-nilai Islam pada siswa di MTs Matholi’ul Huda yang berada di Desa Suwatu Kecamatan Tlogowungu Kabupaten Pati. Metode integratif yang dikembangkan oleh Ismail Raji al-Faruqi ini menekankan pendekatan holistik dalam mengintegrasikan pengetahuan Islam dengan berbagai disiplin ilmu. Jenis penelitian yang dipakai dalam artikel ini adalah kualitatif. Peneliti melaksanakan beberapa tahapan dalam memperoleh data yaitu dengan berwawancara, mengamati dan adanya dokumentasi sebagai pendukung. Pendekatan dalam penelitian ini menggunakan deskriptif-fenomenologi. Peneliti berupaya menguraikan hasil data-data dari informan terkait penerapan metode pembelajaran al-Faruqi dalam meningkatkan pemahaman nilai-nilai Islam pada siswa. Penelitian ini memberikan hasil point penting yang memperlihatkan bahwa MTs Matholi’ul Huda menerapkan metode pembelajaran integratif al-Faruqi pada setiap pembelajaran di berbagai disiplin ilmu untuk meningkatkan pemahaman nilai-nilai Islam pada siswa. Penerapan metode integratif ini dilakukan dengan bertahap yang dimulai dengan menanamkan pemahaman tauhid secara mendalam pada siswa. Akan tetapi, dalam menerapkan metode ini ditemukan juga tantangan yang dirasakan oleh pendidik dalam mencari referensi yang tepat untuk mengintegrasikan nilai Islam dalam setiap materi. Kemudian dampak yang terjadi setelah diterapkannya metode integratif ini menjadikan siswa memahami bahwa Islam tidak hanya berbentuk ibadah saja, tetapi mencakup seluruh aspek sosial kehidupan.
Online and In-Person Learning in Islamic Higher Education: A Comparative Study of Character Formation Using the Islamic Character Formation Ecology Model Taufikin Taufikin; Ahmad Falah; Habib Badawi; Moses Adeleke Adeoye
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.38826

Abstract

This study stems from concerns that digital transformation in higher education may weaken the moral and spiritual dimensions, particularly in Islamic education, which places character development at its core. This research aims to compare the impact of online and face-to-face learning on students’ character development and to explain the underlying pedagogical mechanisms. The study employs a mixed-methods approach with an explanatory sequential design. Quantitative data were collected via a survey of 240 Islamic Religious Education students, using a Likert scale to measure akhlak, tazkiyah, and adab. Qualitative data were obtained through semi-structured interviews and observations. Quantitative analysis employed an independent-samples t-test and Cohen’s d, while qualitative data were analyzed thematically. The results revealed significant differences across all character dimensions, with face-to-face learning consistently outperforming online learning. The largest differences were observed in the spiritual dimension, followed by moral and social-relational dimensions, indicating that the deeper the character dimension, the more it depends on the quality of the learning environment. Theoretically, this study proposes the Islamic Character Formation Ecology (ICFE) model, which views character as the result of interactions among pedagogical relationships, a spiritual atmosphere, and practical discipline. This model shifts the approach to character development from an individual-centered to an ecological-relational one. In practical terms, these findings underscore the importance of redesigning digital learning to ensure that character development remains intact.
Integrating Religious and Secular Knowledge in “Salimna Official” with Educational Philosophy of Rasyid Ridha Devi Lusiana Putri; Taufikin Taufikin; A'yuna Dzil Ma'unah; Adillah Shinta Al Azizati; Gulnaz Fatma
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.34845

Abstract

The rapid development of digital platforms has transformed the landscape of Islamic education; however, many pesantren still struggle to integrate digital dakwah with traditional learning systems. This research addresses this gap by examining how Salimna Official, a media platform of Pondok Pesantren Tahfidzul Qur’an An-Nasuchiyyah Kudus, integrates religious and secular knowledge within its digital content. Using a qualitative case study design, data were collected through semi-structured interviews, participatory observation, and documentation analysis, and were examined using thematic analysis to ensure methodological rigor and analytical clarity. The findings show three key patterns: (1) the integration of Islamic teachings with contemporary knowledge appears consistently in video content, infographics, and podcasts; (2) digital strategies such as content diversification, youth-centered engagement, and expert collaboration strengthen pedagogical relevance; and (3) these strategies are aligned with Rasyid Ridha’s educational philosophy, particularly his concept of harmonizing religious and worldly sciences. Scientifically, this study contributes to the discourse on digital Islamic pedagogy by offering an empirical model of integrated knowledge production in pesantren-based digital media. Practically, the study provides a replicable framework for pesantren seeking to strengthen digital dakwah, develop students’ multimedia skills, and enhance the relevance of Islamic education in the digital era.
Integration of Imam Az-Zarnuji’s Educational Principles in Strengthening the Growth Mindset of Santri at Madrasah Diniyah Putri TBS Kudus Ni'matul Maula; Taufikin Taufikin; Muhammad Rikza Muqtada; Muhammed Shamwil
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.31680

Abstract

This study explores the integration of Imam Az-Zarnuji’s educational principles from Ta’lim al-Muta’allim in shaping the growth mindset of female students at Madrasah Diniyah Putri TBS Kudus. Specifically, it investigates how key principles such as sincere intention (niyyah), respect for teachers, patience, perseverance, and discipline contribute to fostering a growth mindset characterized by resilience, openness to failure, and continuous self-improvement. Employing a qualitative descriptive design, data were collected through in-depth interviews, direct observations, and document analysis involving two teachers and fifteen students. Thematic analysis was used to identify patterns related to the application of Az-Zarnuji’s principles in students’ learning behavior and mindset development. The findings reveal that these classical Islamic educational values significantly reinforce modern psychological traits associated with the growth mindset, such as perseverance in learning, intrinsic motivation, and receptivity to feedback. The study offers concrete implications for Islamic education practice by demonstrating how integrating traditional pedagogical ethics with contemporary mindset theory can enhance students’ character formation and academic resilience. This integrative model presents a contextualized, holistic approach to developing growth-oriented learners in madrasah settings.
Co-Authors A'yuna Dzil Ma'unah Abadi, Muhammad Zidan Abdul Majid Adeoye, Moses Adeleke Adillah Shinta Al Azizati Adillah Shinta Al Azizati AFZAL, MUHAMMAD Ahmad Falah Ahmad Hariyadi Ahmad Muzakki Al-Badawi, Habib Amelya Rahmadani Anissa Tri Anita Rahmawaty Ari Syahidul Shidiq Azizah, Ariestya Wan A’yuna Dzil Ma’unah Badawi, Habib Bahrani Boriboon, Gumpanat Budi Supriyatno Chafid Wahyudi Chibani Mansouri, Mabrouk Devi Lusiana Putri Dwinarko Dwinarko Edi Sutrisno Eko Kurniawanto Erina Dwi Parawati Eva Vitariani Fajar Syarif Fakhruddin Fakhruddin Fakruddin, Fakhruddin Faricha Andriani Farid Khoeroni Fatima Zahra Lotfi Fatma, Gulnaz Fauzan Hakim, Muhammad Iqbal Fitria Noor Lailatur Rizqi Gulnaz Fatma Gulnaz Fatma Gulnaz Fatma Habib Badawi Habib Badawi Habib Badawi Hani Sholihah Harun, Makmur Imam Hanafie Indah, Anggit Juliani Irama, Cindia Irma Noviana Ita Rahmania Kusumawati Jacob, Udeme Samuel Joko Sutarto Khafidzotur Rofi’ah Khojir Khondziroh, kiki Luluk Latifah Dwi Maharani Leidy Barirothun Ni’mah Lift Anis Ma'shumah Loso Judijanto Majeed, Jahangeer Makmur Harun Makmur Harun Marhamah Maskanatul Fiqiyah Mayasari Widianingsih Ma’shumah, Lift Anis Moh Solihuddin Moh. In’ami Mohammad Moreb Mohammad Taqi Fakhlaei Mohd Syakir Mohd Rosdi Moses Adeleke Adeoye Moses Adeleke Adeoye Moses Adeleke Adeoye Mowafg Abrahem Masuwd Muhajarah, Kurnia Muhammad Hajirin Nur Muhammad Ihsan Dacholfany Muhammad Mujahwirul Ilma Muhammad Rikza Muqtada Muhammad Shobirin Muhammad Shobirin Muhammed Shamwil Munggarani, Febi Nabila Farihatus Sa’diyah Ni'matul Maula Noor, Agus Hasbi Noorthaibah Novyana Kurniasari Nurdiana Nurdiana Nurul Huda Nurun Nikmah Olugbade, Damola PUJI ASTUTIK Putri, Alda Permata Ranowijaya Rizky Maemunah Safuri Musa Sandy Arief Sanusi Sanusi Shafa Shafa Shofwani, Siti Aniqoh Sholihah, Hani Sholihuddin, Moh Silvi Ratnawulan Siska Susantrin Siti Chotimah Siti Chotimah Siti Zuhaidah Alfatonia Solikhul Hadi Sri Nurhayati Sri Nurhayati Sri Nurhayati Sri Nurhayati Supaat Supaat Supaat Supaat Supaat Supaat Susantrin, Siska Tri Cicik Wijayanti Tri Joko Raharjo Vega Faisal Amri Wasino Wasino Yusdani Yusdani Yusdani Zamroni Zamroni Zulfah, Lina Indana Zulkifli Bin Mamat Zurqoni