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All Journal RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Diglosia TOTOBUANG Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan JURNAL EDUCATION AND DEVELOPMENT SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya IJELR: International Journal of Education, Language, and Religion Ed-Humanistics : Jurnal Ilmu Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Ilmiah Wahana Pendidikan Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia STLISTIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains International Journal of Education, Vocational and Social Science JIEP : Journal of Islamic Education and Pesantren
Haris Supratno
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Adab as an Epistemological Paradigm in Islamic Education: Reexamining KH. Hasyim Asy’ari’s Thought in Adab al Alim wa al-Muta‘allim Umu Kurnia Nurhidayah; Haris Supratno
Journal Of Islamic Education And Pesantren Vol 3 No 2 (2023): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v3i2.11540

Abstract

This study examines the concept of adab as an epistemological paradigm in Islamic education through a reexamination of the educational thought of KH. Hasyim Asy'ari in the classical work Adab al-‘Ālim wa al-Muta‘allim. The research departs from the assumption that adab in Islamic intellectual tradition is not merely a moral guideline regulating the behavior of teachers and students, but also constitutes a foundational principle that shapes the process of knowledge acquisition and the ethical orientation of learning. This study employs a qualitative library research approach using content analysis to explore the epistemological structure of adab in the text. The findings indicate that the paradigm of adab in KH. Hasyim Asy’ari’s educational thought is constructed through several interrelated dimensions: the purification of intention (niyyah) in seeking knowledge, ethical relationships between teachers and students, discipline in the learning process, and moral responsibility in the use of knowledge. These dimensions demonstrate that knowledge in Islamic education is inseparable from ethical formation and spiritual awareness. The study concludes that adab functions as an epistemological foundation that integrates intellectual development with moral cultivation, thereby offering a holistic framework for contemporary Islamic education.
Literature Study: Teachers' Perceptions of Policy Analysis of Deep Learning Strategies in Improving Learners' Critical Thinking Kamelia Musaad; Kaniati Amalia; Ayu Wulandari; Muffarihul Hazin; Haris Supratno
International Journal of Education, Language, and Religion Vol 7, No 2a (2025): Special Issue: Current Challenges and Opportunities of Indonesia's Educational
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i3.13337

Abstract

The rapid development of information and communication technology has driven a transformation in the educational paradigm, one of which is through the implementation of deep learning-based learning strategies. Deep learning not only increases the effectiveness of the learning process, but also has great potential in developing students' critical thinking skills, which are key competencies in facing the challenges of the 21st century. However, the successful implementation of this strategy is greatly influenced by teachers' perceptions and attitudes towards the innovation. This literature study aims to examine in depth teachers' perceptions of deep learning policy and strategy implementation, the factors that influence these perceptions, and the implications for developing learners' critical thinking skills. The analysis shows that teachers' positive perceptions, supported by adequate training, adequate facilities, and systematic support, can improve the readiness and effectiveness of implementing deep learning strategies in learning. In contrast, negative perceptions and resistance to change are the main obstacles that need to be overcome through comprehensive interventions. The results of this study emphasize the importance of paying attention to perceptual aspects and supporting factors in order to increase the success of technology-based pedagogical innovations
Manhaji Fiqh Learning and the Strengthening of Istinbath Reasoning among Mahasantri in Ma’had Aly Atina Chusna Wafiroh; Haris Supratno
Journal Of Islamic Education And Pesantren Vol 5 No 2 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i2.11541

Abstract

This study aims to analyze the implementation of Manhaji Fiqh learning and its contribution to strengthening the istinbāṭ reasoning of mahasantri at Ma’had Aly Mamba’ul Ma’arif Denanyar Jombang. The research employs a qualitative approach with a phenomenological design to understand the academic experiences of students in the process of methodology-based fiqh learning. Data were collected through in-depth interviews, classroom observations, and documentation related to curriculum and learning practices. Data analysis was conducted through data reduction, categorization, and thematic interpretation, while data validity was ensured through source and method triangulation. The findings reveal that Manhaji Fiqh learning is implemented through the integration of traditional pesantren methods such as bandongan and lectures with dialogical approaches including discussions, question-and-answer sessions, and baḥṡ al-masā’il practices. The learning materials focus on the understanding of qawāʿid fiqhiyyah and uṣūl al-fiqh as methodological foundations for deriving Islamic legal rulings. The implementation of this learning model encourages a cognitive transformation among students from a purely textual understanding of fiqh toward a methodological approach in analyzing Islamic legal issues. Furthermore, active participation in the baḥṡ al-masā’il forum enhances students’ analytical and argumentative skills in the process of legal reasoning. Therefore, Manhaji Fiqh learning plays a strategic role in developing methodological competence and Islamic legal reasoning within the Ma’had Aly educational environment.
BANDONGAN SEBAGAI STRATEGI PENGEMBANGAN KOMPETENSI KEAGAMAAN GURU DI AQOBAH INTERNATIONAL SCHOOL (AIS) JOMBANG Qolbi, Nazhifatul; Haris Supratno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61349

Abstract

Penelitian ini bertujuan menganalisis bandongan sebagai strategi pengembangan kompetensi keagamaan guru di Aqobah International School (AIS) Jombang dalam mendukung integrasi nilai-nilai Islam melalui hidden curriculum. Penelitian lapangan ini menggunakan pendekatan studi kasus kualitatif yang didukung data kuantitatif deskriptif. Subjek penelitian ditentukan secara purposive sampling, meliputi Pengasuh Utama (Kiai), Direktur AIS, Pengampu Bandongan, dan 16 Guru Peserta Bandongan. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dokumentasi, dan kuesioner persepsi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña, sedangkan data kuesioner dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa bandongan mengalami rekonstruksi dari metode pembelajaran kitab di pesantren menjadi strategi continuous professional development yang memperkuat kompetensi keagamaan dan orientasi spiritual guru sehingga mampu mengintegrasikan nilai-nilai Islam dalam pembelajaran lintas disiplin. Program ini dilaksanakan melalui kajian kitab yang mencakup akidah, tafsir, hadis, dan fikih berbasis tasawuf, serta diperkuat oleh pembelajaran semiformal dan evaluasi berkelanjutan melalui perpaduan pembinaan karismatik pengasuh dengan instrumen manajemen modern, seperti Key Performance Indicators (KPI), micro teaching, dan weekly monitoring. Temuan ini menunjukkan bahwa bandongan dapat diadaptasi sebagai model pengembangan kompetensi keagamaan guru yang berkelanjutan di sekolah modern tanpa kehilangan karakteristik epistemologis pesantren.
Co-Authors Alfian Setya Nugraha Ali Muqoddas Anas Ahmadi Anas Ahmadi Askoning Asmaliyatus Sholichah Atina Chusna Wafiroh AYU WULANDARI Bambang Yulianto Darni Darni Fitri Nurul Afni Hanifuddin Heppy Lismayanti Himmatur Rofi'ah Idawati, Khoirotul Isroyati, Isroyati Kamelia Musaad Kamidjan Kamidjan Kaniati Amalia Kiki Putri Novela Kisyani, Kisyani M. Bambang Edi Siswanto M.Bambang EdiSiswanto Mangera, Elisabet Methya Khairunnisa Manikam Mintowati Mintowati, Mintowati Mufarrihul Hazin Muffarihul Hazin Mulyono Mulyono Noor Komari Pratiwi Parmin Parmin Prihatin, yulianah Qolbi, Nazhifatul Raharjo, Resdianto Permata Rahmah, Ulfa Khoiratul Rahmawatin Khasanah Ramadani Khusnul Khotimah1 Ria Kamilah Agustina Roni Subhan Setya Yuwana Sri Wahyuni Subandiyah, Heny Sunarno Sunarno Suroto, Avifah Nur Rizky Syamsul Sodiq Tengsoe Tjahjono TIYAS, AFRISKA HERNANING Udhulul Jannati Said Ummul Khoiroh Umu Kurnia Nurhidayah