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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Kuttab: Jurnal Ilmu Pendidikan Islam SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Proceedings of Annual Conference for Muslim Scholars INCARE Tadris: Jurnal Pendidikan Islam ABDINA: Jurnal Sosial Dan Pengabdian Kepada Masyarakat FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Molang: Journal Islamic Education Al-Hayat: Journal of Islamic Education Jurnal Ngejha Al-Ridha
Sayyi, Ach.
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Bridging Tradition and Multiculturalism in Islamic Jurisprudence Education Sayyi, Ach.; Asmuki, Asmuki; Juandi, Wawan; Alimin, Miftahul; Fithriyah, Imaniyatul
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): 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.v7i3.8002

Abstract

The purpose of this study is to explore the development of fiqh education at Ma'had Aly Situbondo, an Islamic boarding school that integrates a multi-madhhab approach with democratic pedagogy and multicultural education. This study aims to identify how the multi-madhhab curriculum and democratic learning methods improve students' fiqh competence and intercultural skills. This approach focuses on more inclusive and adaptive learning, in line with the needs of contemporary multicultural societies. The methodology used is a mixed methods approach, combining qualitative and quantitative techniques. The main data sources are curriculum documentation, interviews with educators, administrators, and students, as well as participatory observation at Ma'had Aly Situbondo. The research population involves Ma'had Aly Situbondo students with a purposively selected sample. Qualitative data analysis techniques used thematic analysis, while quantitative data were analysed using descriptive statistics and paired sample t-tests to measure changes in student competence before and after participating in the multi-madhhab curriculum programme. The findings show a significant increase in fiqh understanding, fiqh application skills, and student confidence in making decisions based on a multi-madhhab perspective.
Child-Friendly Islamic Education Based on Local Wisdom Sayyi, Ach.; Fithriyah, Imaniyatul; Al-Manduriy, Shahibul Muttaqien
Proceedings of Annual Conference for Muslim Scholars Vol 9 No 1 (2025): AnCoMS, Oktober 2025
Publisher : Koordinatorat Perguruan Tinggi Keagamaan Islam Swasta Wilayah IV Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/ancoms.v9i1.703

Abstract

This study aims to analyze the implementation of child-friendly Islamic education based on religious moderation at MAN 2 Pamekasan, focusing on learning strategies, the integration of local wisdom, and the reinforcement of love and tolerance values. Employing a qualitative case study with an ethnographic orientation, the researcher collected data through participatory observation, semi-structured interviews, document analysis, and focus group discussions (FGD). The ethnographic lens allowed the researcher to capture the cultural nuances, lived experiences, and symbolic practices that shape the madrasah’s educational environment. Findings indicate that MAN 2 Pamekasan successfully creates a safe, inclusive, and participatory learning climate by combining teacher role modeling, religious habituation, and the integration of Madurese local wisdom, particularly the buppa’-babu’-guruh-rato philosophy. These values are embedded into the curriculum, which emphasizes active student participation in dialogue, reflective learning, and collective practices, resulting in the internalization of moderation, love, and tolerance in everyday life. The findings resonate with classical theories of al-Ghazali on adab and Ibn Khaldun on social solidarity, modern theories of Piaget and Vygotsky on cognitive and social interaction, and contemporary frameworks (2023–2025) on child-friendly learning and the Islamic pedagogy of care. This study contributes theoretically to the discourse on Islamic education based on moderation and practically to the prevention of radicalism and intolerance, positioning MAN 2 Pamekasan as a replicable model of ethnographically grounded, child-friendly Islamic education.
Pembelajaran Fikih Humanistik Program M2KD untuk Moderasi Beragama Santri Mambaul Ulum Pamekasan Sayyi, Ach.; Afandi; Fithriyah, Imaniyatul; Masrufah
Kuttab: Jurnal Ilmu Pendidikan Islam Vol 9 No 2 (2025): Kuttab: Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v9i2.2609

Abstract

This study examines the humanistic and moderate-oriented model of classical fiqh learning in the M2KD Program at Pesantren Mambaul Ulum Bata-Bata Pamekasan. Using a qualitative case study approach, data were collected through observation, interviews, and document analysis. Findings reveal four key points: (1) humanistic values emerge through egalitarian, dialogical, and reflective learning; (2) fiqh instruction applies an accelerative, multi-level strategy based on the zone of proximal development; (3) moderation is fostered through discursive methods emphasizing tasamuh, ta‘adul, and tawazun; and (4) M2KD integrates classical text mastery with inclusive character formation. This model balances tradition and contemporary relevance.
MODERNISASI KURIKULUM PENDIDIKAN ISLAM DALAM PERSPEKTIF AZYUMARDI AZRA Sayyi, Ach.
TADRIS: Jurnal Pendidikan Islam Vol 12 No 1 (2017)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.543 KB) | DOI: 10.19105/tjpi.v12i1.1285

Abstract

Ide pembaharuan kurikulum Pendidikan Islam di Indonesia menurut Azyumardi Azra perlu melihat dari input-output dunia pendidikan islam. Input dari masyarakat ke dalam sistem pendidikan yang terdiri dari idiologis-normatif, mobilisasi politik, mobilisasi ekonomi, mobilisasi sosial, dan mobilisasi kultural. Kesemuanya ini merupakan sistem pendidikan yang pokok atau bisa disebut konvensional. Penelitian ini termasuk dalam kategori penelitan kepustakaan (library research) dengan menggunakan metode dan pendekatan kualitatif-diskriptif; menggunakan metode pengumpulan data berupa dokumentasi; dan menggunakan analisis isi (content analysis) sebagai pisau analisis berbagai data yang dieksplorasi dari berbagai karya Azyumardi Azra yang kemudian dirangkai dalam berbagai narasi yang sistematis. Walhasil Tawaran gagasan modernisasi Kurikulm pendidikan Islam Azyumardi Azra lebih banyak terfokus di pendidikan Tinggi Islam, khususnya IAIN dan UIN yang dirumuskan dalam empat langkah fundamental, yakni(1) reformulasi tujuan perguruan tinggi, (2) restrukturisasi kurikulum, (3) simplifikasi beban belajar, (4) dekompartementalisasi. Sehingga pendekatan dalam pembaharuan kurikulum, maka kurikulum yang diimplementasikan adalah tidak lagi diarahkan pada subject matter melainkan kepada child oriented dan keadaan sosial yang dikembangkan dalam kerangka integrasi ilmu agama dengan ilmu umum, sains, dan teknologi.
TRANSFORMASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MELALUI ISLAMIC DIGITAL LEARNING BERLANDASKAN PRINSIP TA’LIM DI SMP NEGERI 2 PALENGAAN PAMEKASAN Riski, Ulfatur; Imamuddin, M.; Jannah, Islamiatul; Sayyi, Ach.
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61688

Abstract

This study aims to analyze the transformation of Islamic Religious Education through Islamic Digital Learning grounded in the principle of ta’lim at SMP Negeri 2 Palengaan, Pamekasan. The study employed a qualitative approach with a single-case study design. The participants consisted of the principal, vice principal for curriculum, two Islamic Religious Education teachers, a guidance and counseling teacher, and five students selected purposively. Data were collected through semi-structured interviews, observations, and document analysis, and were subsequently analyzed thematically through coding, categorization, theme development, and interpretation. The findings indicate that the transformation of Islamic Religious Education was carried out through the use of videos, digital presentations, online resources, electronic quizzes, and reflective activities that expanded learning access, increased instructional variation, and encouraged student participation. The principle of ta’lim was actualized through the curation of religious sources, systematic delivery of knowledge, reinforcement of the teacher’s role as an epistemic guide, and development of students’ digital responsibility. Its implementation was supported by school policies, teacher readiness, facilities, and student enthusiasm, but remained constrained by limited internet connectivity, devices, digital competence, and operational guidelines. The study confirms that digital transformation in Islamic Religious Education must sustainably integrate technology, pedagogy, knowledge validity, and digital ethics.
CULTIVATING EMPATHY THROUGH CHILD-FRIENDLY ISLAMIC PEDAGOGY: A CASE STUDY AT MADRASAH IBTIDAIYAH DARUL ULUM BANYUANYAR, INDONESIA Sayyi, Ach.; Afandi, Afandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62381

Abstract

This study examines how child-friendly Islamic pedagogy cultivates students’ empathy at Madrasah Ibtidaiyah Darul Ulum Banyuanyar, Indonesia. Employing a qualitative single-case study design, data were collected through semi-structured interviews with school leaders, Islamic education teachers, a guidance and counselling teacher, and students, complemented by classroom observations and document analysis. The data were analysed thematically through coding, categorisation, cross-source comparison, and interpretive synthesis. The findings reveal that empathy was cultivated through an integrated educational ecosystem grounded in rahmah, justice, ta‘awun, ukhuwah, positive discipline, student participation, teacher role modelling, dialogical learning, cooperative activities, religious reflection, and social engagement. Islamic narratives, case studies, role play, tadabbur, peer tutoring, restorative conflict resolution, and Friday Sharing enabled students to recognise others’ emotions, adopt different perspectives, and translate concern into prosocial action. The study formulates the Rahmah Model, comprising relational safety, perspective activation, dialogical collaboration, religious meaning-making, caring action, and holistic reinforcement. The model demonstrates that empathy develops not through isolated moral instruction but through sustained interaction among classroom pedagogy, institutional culture, counselling support, family involvement, and community partnership.
Co-Authors A Halim Abdul Gaffar Afandi Afandi Afandi Afandi Al-Manduriy, Shahibul Muttaqien Asmuki, Asmuki Elango, S. Fajriyah, Fajriyah Fithriyah, Imaniyatul Ghaleb Alanesi, Abdul Salam Hamood Hafidurrahman, Moh Jannah, Islamiatul Juandi, Wawan M. Imamuddin M. Nirmala, M. Nirmala Masrufah Miftahul Alimin Moh. Mahfud Mohamed S.H., Sheik Muslimin, Abdul Azis Nisak, Shofiyatun Riski, Ulfatur Rofiqi, Rofiqi S H, Sheik Muhamed Subhan, Moh