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All Journal E-Jurnal Gloria Yuris Prodi Ilmu Hukum (Jurnal Mahasiswa S1 Fakultas Hukum) Universitas Tanjungpura JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan FONDATIA AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Abdi Mas Adzkia Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Penelitian Pendidikan
Syarifah Syarifah
Universitas Sumatera Utara
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Homeschooling Model as An Alternative for Islamic Education Syarifah Syarifah; Madani Ahmadan; Muhammad Thola'at Wafa
Jurnal Penelitian Pendidikan Vol. 41 No. 1 (2024): April 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/snz12414

Abstract

In the following study explores how homeschooling can be an alternative Islamic education option for Muslim families. The research method used in this research is a qualitative method with a literature review. The results obtained from the research show that (1) Homeschooling is not a current topic in Islamic education. Rasulullah pioneered homeschooling . Rasulullah educated his friends and produced outstanding students at Arqam's house. There are three types of homeschooling in the Islamic tradition: single (family) homeschooling , multiple homeschooling (halaqah), and community (mosque) homeschooling . Natural education includes monotheism, religion, morals, leadership and vocational education. (4) Family education should touch on seven aspects: faith, morals, physical, intellectual, psychological, social and sexual. (5) To instill these values, various methods need to be used, including example, advice, customs, attention, appreciation and punishment. 
Constructivist Model of Inclusive Education for Forming Students’ Tolerance in Pondok Modern Darussalam Gontor Syarifah Syarifah; Maskuri Maskuri; Junaidi Mistar
AS-SABIQUN Vol 8 No 2 (2026): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i2.6091

Abstract

The persistence of intolerance in society underscores the critical role of education in shaping tolerant attitudes, particularly within faith-based educational settings. This study aimed to analyze the constructivist approach in inclusive education and its implications for the formation of tolerant attitudes among students at Pondok Modern Darussalam Gontor. A qualitative approach with an ethnographic design was employed, with data collected over the course of one year through participatory observation, in-depth interviews, and document study. Data were analyzed interactively through the stages of data reduction, data display, and conclusion drawing. The findings show that inclusive education at Pondok Modern Darussalam Gontor is implemented through the shared life of students from diverse cultural, regional, and character backgrounds within a unified schooling and boarding system. The constructivist approach is manifested in learning and student development processes that position students as active subjects in constructing their understanding and tolerant attitudes through direct experience, social interaction, collaborative work, and reflection. Tolerance education is carried out through two models, namely direct tolerance and indirect tolerance, which operate integratively within the framework of inclusive education, thereby making tolerance not merely a norm but a consciously internalized character within the students. The study concludes that a constructivist approach within inclusive education is effective in fostering students’ tolerant attitudes in an active, reflective, and sustainable manner, and affirms that Islamic boarding schools hold strategic potential as character education spaces capable of preparing students to live harmoniously in a plural society. Keywords: Constructivist Learning; Inclusive Education; Development of Tolerance; Islamic Boarding Schools; Character Education
IMPLEMENTATION OF SCOUTING ACTIVITIES THROUGH HANDICRAFT-BASED FIELD ENRICHMENT PROGRAMS AT PONDOK MODERN DARUSSALAM GONTOR Muhammad Fathi Mubin; Reedho Muhammad Fathan; Muhammad Syakir Alfadhil; Moh Alwi Yusron; Syarifah Syarifah
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.2916

Abstract

Objective: This study examines the implementation of scouting activities through handicraft-based Field Enrichment Practice (Praktik Pengayaan Lapangan/PPL) at Pondok Modern Darussalam Gontor and explores the supporting and inhibiting factors influencing its implementation. Methods: A qualitative case study was conducted using purposive sampling. Data were collected through observations, semi-structured interviews, and documentation involving PPL students, scout coaches, and supervisors. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while source and technique triangulation were employed to ensure data credibility. Results: The findings reveal that scouting activities were implemented systematically through planning, implementation, and evaluation stages. Handicraft-based activities promoted experiential learning by enhancing students' creativity, practical skills, teamwork, discipline, responsibility, leadership, and independence. Institutional support, structured mentoring, and active student participation facilitated successful implementation, whereas limited time, resource availability, and differences in students' abilities were identified as the primary challenges. Novelty: This study demonstrates that integrating handicraft-based scouting activities into the Field Enrichment Practice program provides an experiential learning model that simultaneously strengthens character education, practical competencies, creativity, and collaborative skills within the context of an Islamic boarding school.
Co-Authors Agum Rijal Ainalyaqin Akhmad Ikhwan Nur Aziz Ali Wafa Ana Walidatush Sholihah Andini, Windi Ashar, Taufik Bagus Cahyanto Bintang Alfaradis Dina Rahayu Meylasari Eka Yusnaldi Junaidi Mistar Lingga, Nabila Rizqi Madani Ahmadan Maskuri Moh Alwi Yusron Muhammad Fathi Mubin Muhammad Syakir Alfadhil Muhammad Thola'at Wafa Nabila, Kharien Nazwa Nailin Tasnim Nur Muthmainnah Sihotang Nur Alya Yusra Paisun Paisun Rahma Raudah Ratu Meisya Maymanah Reedho Muhammad Fathan Tukiman, Tukiman