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All Journal ISLAMICA: Jurnal Studi Keislaman Jurnal Pendidikan Islam DINAMIKA: Jurnal Kajian Pendidikan dan Keislaman Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Islamika : Jurnal Ilmu-Ilmu Keislaman Tribakti: jurnal pemikiran keIslaman EDUKATIF : JURNAL ILMU PENDIDIKAN Darajat: Jurnal Pendidikan Agama Islam TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Atta'dib Jurnal Pendidikan Agama Islam Humantech : Jurnal Ilmiah Multidisiplin Indonesia Educenter: Jurnal Ilmiah Pendidikan JoEMS : Journal of Education and Management Studies INOVATIF: Jurnal Penelitian Pendidikan, Agama, dan Kebudayaan Didaktika Religia Journal of Islamic Education Management Tsaqofah: Jurnal Penelitian Guru Indonesia Edudeena : Journal of Islamic Religious Education JEID Allimna Jurnal Pendidikan Islam Al-Abshar: Journal of Islamic Education Management Jurnal Intelek Dan Cendikiawan Nusantara EDUCENTER JURNAL PENDIDIKAN Tribakti: Jurnal Pemikiran Keislaman At-Tahdzib: Jurnal Studi Islam dan Muamalah Indonesian Journal of Humanities and Social Sciences Proceeding International Conference on Education
Nur Ahid
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Sustaining Islamic Educational Traditions: A Structural-Functional Analysis of Arab Pegon Translation in Pesantren Fathul Ulum MZ, Isniyatun Niswah; Ahid, Nur; Rahman, Zayad Abd
DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman Vol. 10 No. 1 (2025): Dinamika
Publisher : Islamic Faculty of KH. A. Wahab Hasbullah University, Jombang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/dinamika.v10i1.5872

Abstract

The kitab kuning (classical Islamic texts) has long been regarded as an authoritative reference in the pesantren (Islamic boarding school) tradition. These books, written by classical Islamic scholars, have been studied across generations and are viewed as time-tested sources of Islamic knowledge grounded in the Qur’an and Hadith. One distinctive method used in pesantren to comprehend the kitab kuning is the maknani method—a translation approach utilizing Arab Pegon, a modified Arabic script adapted to the Javanese language. The use of Arab Pegon serves not only as a learning aid but also holds historical significance in the spread of Islam in the Indonesian archipelago. Pesantren Fathul Ulum in Kwagean, Kediri, is one of the Islamic boarding schools that continues to preserve this Pegon translation tradition in the study of kitab kuning. This qualitative research aims to examine the tradition of translating kitab kuning into Arab Pegon at Pesantren Fathul Ulum through the lens of Talcott Parsons’ structural-functional theory, particularly the AGIL framework (Adaptation, Goal Attainment, Integration, and Latency). The findings reveal that Pegon translation functions both as a pedagogical tool and a socio-cultural mechanism that sustains the pesantren system. The pesantren’s ability to adapt its teaching methods to the diverse backgrounds of its students reflects the function of adaptation. The design of a learning system that preserves classical Islamic knowledge demonstrates the function of goal attainment. The function of integration is evident in the social structure and collective use of linguistic codes, thereby strengthening community cohesion within the pesantren. Meanwhile, the function of pattern maintenance is realized through the preservation of values, norms, and educational traditions across generations. Thus, the practice of Arab Pegon translation plays a vital role in maintaining the existence of pesantren as a traditional Islamic educational institution amid the dynamics of social change.
Pesantren and Tradition (Study Of Ta'dzim Affiliates in Character Education Al-Ghazali and Thomas Lickona) Aprillia, Try Heni; Masrof, Agus Harisuddin; Ahid, Nur; Huda, Syamsul
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 01 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i01.2738

Abstract

The academic problems of this research stem from the environmental phenomenon of the Pesantren Al-Falah Ploso where the students still respect their Kyai, in other words, the ta’dzim attitude towards the teacher (Kyai) is still very well maintained. This is different from general education institutions in Indonesia. Ta’dzim itself is a form of character education and is a typical pesantren tradition. The research method used is Library Research with a qualitative approach. This study aims to examine the conception of character education of al-Ghazali and Tomas Lickona’s and its relation to the ta’dzim tradition at the Pesantren Al-Falah Ploso. The results showed that the ta’dzim tradition at the Pesantren Al-Falah Ploso was still well sublimated through divine values and human values. This is explained in detail in Al-Ghazali's conception of character education, namely to purify oneself (tazkiyat al-nafs) from despicable traits. Tazkiyat al-nafs is a way to get physical, spiritual, material and spiritual happiness, in this world and the hereafter. Meanwhile, according to Thomas Lickona, there are three important components in building character education, namely: Moral knowing, moral feeling, and moral action.
PENGEMBANGAN KURIKULUM PENDIDIKAN KARAKTER Melinda, Puspita Ega; Nur Ahid; Rosa Deninta
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.26943

Abstract

Character education serves as a fundamental pillar in shaping a generation that excels not only intellectually but also in moral integrity and social responsibility. This article discusses the core principles, implementation strategies, curriculum development models, and the roles of key stakeholders in implementing character education in schools. A character-based curriculum must be designed based on relevance, sustainability, integration, and alignment with students’ socio-cultural context. Implementation strategies include intracurricular, extracurricular, and habituation activities within the school environment. Curriculum development is carried out through integrative, thematic, and hidden curriculum approaches aimed at comprehensive character formation. The active involvement of teachers, school leaders, parents, communities, and government is essential to creating an effective character education ecosystem. Teachers act as role models and facilitators, school leaders as transformative figures, parents as primary educators, and government as policy makers. Despite its importance, the implementation of character education faces various challenges, including limited teacher training, lack of integrated curricula, and weak stakeholder synergy. To address these issues, sustainable teacher training, stronger national policy support, and cross-sector collaboration are necessary. This article recommends enhancing the roles of all educational elements to ensure that character education moves beyond discourse into tangible practice, capable of forming morally strong and resilient generations to face the challenges of the 21st century.
Kontruktivisme dalam Pembelajaran Berdiferensiasi pada Proyek Penguatan Profil Pelajar Pancasila di SMAN 1 Grogol Udhiyana, Novi; Nur Ahid; Rini Susanti
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 1 No. 6 (2024): Desember 2024 - Januari 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Teori pembelajaran adalah landasan untuk memahami bagaimana individu belajar dan bagaimana guru dapat mendesain pembelajaran yang efektif. Teori pembelajaran dapat dibagi menjadi beberapa jenis berdasarkan pendekatan dan konsep yang mendasarinya. Diantara teori pembelajaran yang umum digunakan dalam pendidikan adalah teori konstruktivisme. Pembelajaran berdiferensiasi berfokus pada penyesuaian kebutuhan individu siswa berdasarkan kemampuan, minat, dan gaya belajar mereka. Setiap teori memiliki penerapan yang spesifik tergantung pada tujuan, konteks, dan kebutuhan siswa. Dalam praktik, guru sering menggabungkan berbagai teori untuk menciptakan pembelajaran yang efektif dan menarik. Penelitian ini menggunakan pendekatan deskriptif kualitatif untuk mengeksplorasi bagaimana teori pembelajaran konstruktivisme dan  diaplikasikan dalam konteks pembelajaran berdiferensiasi pada praktik Proyek Penguatan Profil Pelajar Pancasila (P5) di SMAN 1 Grogol. Pendekatan teori konstruktivisme ini dapat diterapkan melalui strategi seperti diferensiasi konten, proses, produk, dan lingkungan belajar, yang semuanya bertujuan untuk menciptakan pengalaman belajar yang efektif dan menarik. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi dapat meningkatkan keterlibatan siswa, memperkaya pengalaman belajar, dan memperkuat penguasaan konsep. Teori konstruktivisme memainkan peran penting dalam mendorong interaksi aktif antara guru dan siswa.
INTEGRASI NILAI-NILAI KEARIFAN LOKAL DALAM KURIKULUM SEKOLAH DI MI AL HUDA Rini Susanti; Nur Ahid; Novi Udhiyana
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 1 No. 6 (2024): Desember 2024 - Januari 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Abstrak Kearifan lokal memiliki potensi besar untuk diintegrasikan dalam kurikulum pembelajaran guna memperkuat nilai-nilai universal Islam, mengembangkan kontekstualisasi materi, meningkatkan minat belajar siswa, dan menghasilkan apresiasi budaya lokal. Integrasi kearifan lokal dalam kurikulum dan pendekatan pembelajaran memberikan konteks yang relevan bagi siswa untuk mengembangkan identitas budaya dan karakter yang kuat. Namun, masih diperlukan upaya untuk meningkatkan pemahaman dan partisipasi siswa serta untuk terus mengembangkan strategi pembelajaran yang lebih efektif. Kesimpulannya, integrasi kearifan lokal dalam pendidikan merupakan langkah penting dalam membentuk generasi yang memiliki identitas budaya yang kuat dan karakter yang berkualitas, serta berkontribusi pada pembangunan masyarakat yang harmonis dan berbudaya. Penelitian ini menyelidiki integrasi nilai-nilai kearifan lokal ke dalam kurikulum sekolah MI Al Huda Kedunglo Nronggot Kab.Nganjuk. Pendidikan yang sistematis dan terencana sangat penting untuk meningkatkan kualitas hidup siswa. Kurikulum berfungsi sebagai pedoman belajar yang bertujuan untuk mencapai tujuan pendidikan. Kajian ini menyoroti pentingnya memasukkan nilai-nilai kearifan lokal  ke dalam kurikulum untuk menciptakan generasi yang sadar spiritual. Penelitian ini merupakan  penelitian lapangan atau field research dengan menggunakan metode penelitian deskriptif kualitatif. Penelitian menunjukkan bahwa desain kurikulum yang efektif melibatkan identifikasi nilai-nilai kelembagaan, menilai kebutuhan pembelajaran, menetapkan tujuan pendidikan, dan evaluasi berkelanjutan. Kata Kunci: Kearifan Lokal
Transformasi pengembangan kurikulum pada tiga pilar pendidikan: madrasah, sekolah, dan pesantren Badriyah, Lailatul; Ahid, Nur; Fauzyah, Nayla
Humantech : Jurnal Ilmiah Multidisiplin Indonesia Vol. 4 No. 4 (2025): Humantech : Jurnal Ilmiah Multidisiplin Indonesia
Publisher : Program Studi Akuntansi IKOPIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32670/ht.v4i4.5804

Abstract

Artikel ini membahas transformasi pengembangan kurikulum di pesantren, sekolah, dan madrasah dari periode sebelum kemerdekaan Indonesia hingga era modern. Artikel ini menggunakan metode studi kepustakaan dengan pendekatan kualitatif deskriptif (descriptive qualitative) untuk menggali perubahan yang signifikan dalam pendekatan pengajaran dan bagaimana setiap institusi merespons tantangan perkembangan zaman. Tujuan utamanya adalah memberikan pemahaman mendalam mengenai evolusi kurikulum di tiga institusi pendidikan tersebut, serta menganalisis bagaimana kurikulum terus beradaptasi menghadapi digitalisasi, modernisasi, dan isu-isu moral yang kompleks. Hasil kajian menunjukkan bahwa kurikulum sekolah kini lebih menekankan pada proses pembelajaran yang interaktif dan menyeluruh, bukan hanya sekadar hasil akademik. Kurikulum madrasah juga telah bertransformasi menjadi lebih selaras dengan kurikulum nasional, menyesuaikan dengan kebutuhan masyarakat. Sebaliknya, pesantren tetap mempertahankan otonomi mereka dalam mengelola pendidikan, meskipun ada pengaruh regulasi politik yang mengatur dan meningkatkan perhatian terhadap kualitas pendidikan serta manajemen internal pesantren. Transformasi ini menegaskan pentingnya keseimbangan antara pelestarian tradisi keagamaan dan kebutuhan menghadapi era globalisasi yang penuh tantangan.
EVALUASI IMPLEMENTASI KURIKULUM MERDEKA DI SMA AL FURQAN, JEMBER Rosa Deninta Damayanti; Puspita Ega Melinda; Nur Ahid
INOVATIF: Jurnal Penelitian Pendidikan, Agama, dan Kebudayaan Vol. 12 No. 1 (2026): INOVATIF Februari 2026
Publisher : Center for the Research and the Communicator Service of IAI Hasanuddin Pare-Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55148/a4fxx883

Abstract

Penelitian ini bertujuan untuk mengevaluasi implementasi Kurikulum Merdeka di SMA Al Furqan Jember dengan fokus pada kesesuaian pelaksanaannya terhadap tujuan kurikulum serta tantangan di lapangan. Kurikulum Merdeka hadir sebagai jawaban atas tuntutan pendidikan abad ke-21 yang menekankan fleksibilitas, pembelajaran berbasis proyek, dan penguatan karakter siswa. Metode penelitian yang digunakan adalah kualitatif deskriptif, dengan teknik pengumpulan data melalui wawancara dengan salah satu guru serta didukung oleh studi literatur dari jurnal-jurnal ilmiah. Hasil penelitian menunjukkan bahwa meskipun secara umum pelaksanaan Kurikulum Merdeka telah berjalan, terdapat beberapa kendala seperti kesiapan guru, serta adaptasi peserta didik terhadap metode baru. Evaluasi menunjukkan bahwa pendekatan yang dominan digunakan di sekolah ini merujuk pada model CIPP karena mampu menilai kurikulum dari konteks, input, proses, hingga hasil. Temuan ini diharapkan dapat menjadi masukan bagi sekolah dan pemangku kebijakan dalam meningkatkan efektivitas implementasi kurikulum ke depan.
Realitas Sosial dalam Perspektif Pemikiran Islam: Kritik atas Teori Konflik, Pertukaran, dan Fenomenologi menuju Konstruksi Teori Sosial Islam Sulton Ariwibowo; Nur Ahid; Moh. Safi'il Anam; Mohammad Muksi
JOM Vol 7 No 1 (2026): Indonesian Journal of Humanities and Social Sciences , March
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijhass.v7i1.8704

Abstract

This article examines social reality through the lens of Islamic thought by critically engaging with three influential Western social theories: conflict theory, social exchange theory, and phenomenology. While these theories offer important insights into social structures, individual behavior, and subjective experience, they are grounded in epistemological assumptions that differ fundamentally from Islamic perspectives. Using a qualitative and conceptual approach, this study analyzes how Islamic thought critiques, complements, and repositions these theories within a normative–transcendental framework. The analysis shows that Islamic thought shares common concerns with conflict theory regarding social injustice and oppression, yet rejects its materialistic and conflict-centered view of social change. Similarly, social exchange theory is considered limited in its reduction of social relations to rational cost–benefit calculations, overlooking moral intention and spiritual motivation emphasized in Islam. Phenomenology, meanwhile, is acknowledged as a useful methodological approach for understanding lived experience and religious consciousness, but is epistemologically constrained by its suspension of metaphysical truth. This study argues that Islamic thought offers an integrative framework that balances structure, agency, and meaning, while grounding social analysis in ethical values and divine revelation. By positioning Islamic thought as a critical epistemological perspective rather than a mere object of analysis, this article contributes to the development of non-Western and value-based approaches in contemporary social theory.
Transforming Arabic Academic Writing Competence through ADDIE-Based Instructional Design: A Developmental Study Mirza, Aidha Zalidar; Zunairoh, Yuyun; Ahid, Nur
Jurnal Pendidikan Islam 2026: Article in Press
Publisher : Research Departement of Darullughah Wadda'wah International Islamic University Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jpi.4232

Abstract

Despite mastering foundational grammar, non-native Arabic learners in higher education frequently encounter severe cognitive and structural paralysis when attempting to produce peer-reviewed academic research articles. This study aims to develop, validate, and evaluate the empirical effectiveness of specialized ADDIE-based instructional materials tailored for Arabic academic writing. Employing a Research and Development (R&D) design, the study involved an exhaustive sample of 37 sixth-semester students at KH. Abdul Wahab Hasbullah University. The developmental phase produced a comprehensive seven-chapter module focusing on the anatomical structure of scientific papers, pre-writing operations, and academic metadiscourse. Instructional efficacy was measured using a one-group pretest-posttest experimental design. Inferential statistical analysis revealed a highly significant improvement in students’ academic writing competencies (p < 0.001), with mean scores surging from a baseline of 37.84 to 86.43 following the intervention. Furthermore, the Normalized Gain (N-Gain) analysis yielded a score of 0.77 (76.99%), definitively classifying the module’s pedagogical impact as “High.” In conclusion, the systematic scaffolding provided by the ADDIE framework successfully dismantles students’ writing apprehension, bridging the critical gap between mechanical language acquisition and rigorous academic knowledge production.
KONSEP MODEL PEMBELAJARAN ANI-LBL DALAM MERESPON PROBLEMATIKA PAI DI PERGURUAN TINGGI Ani Mar&#039;atul Hamidah; Nur Ahid
Tajdid: Jurnal Pemikiran Keislaman dan Kemanusiaan Vol. 9 No. 1 (2025): April
Publisher : LP2M IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/tadjid.v9i1.4158

Abstract

The core issue in Islamic Religious Education at the university level lies in the gap between learning content and the contextual needs of students from diverse educational backgrounds. This misalignment weakens the internalization of Islamic values in real life. This article introduces the ANI-LBL learning model as an innovative conceptual response. ANI stands for Analytical Content, Normative Knowledge, and Interdisciplinary Approach, emphasizing the integration of critical thinking, normative values, and interdisciplinary approach. Combined with Life Based Learning (LBL), this model connects learning to students’ real-life experiences. The study employs a descriptive qualitative approach, using observation and literature review as data collection techniques. The integration of the ANI-LBL model gives the learning syntax results: orientation, analytical content, normative knowledge, interdisciplinary approach, information processing, information delivery and discussion, evaluation and feedback. This concept is expected to serve as an initial framework for developing contextual and holistic PAI learning designs in higher education institutions.
Co-Authors Abdul Kholid Abdullah, Ahmad Afif Ani Mar&#039;atul Hamidah Aprillia, Try Heni Arif Musafak, Muhammad Eva Fauziah Falah, Yasin Nur Fauzyah, Nayla Fawzi, Tanya Fuad, Fitri Qurrota A’yunin Hamid, Fika Sirojul Hamida, Itsna Melani Hamidah, Ani Mar'atul Haq, Fikri Zakia Qoimul Hasbullah, Abdur Rouf Hilyah Ashoumi Ichda Kayisa, Nur Ilham Tohari khakim, dzikrul Khoiri, M. Alim Kurniadi, Yanwar Lailatul Badriyah Lailiyah, Shefy Badrul Marzuqi, Badrul Munir Masrof, Agus Harisuddin Melinda, Puspita Ega Mirza, Aidha Zalidar Moh. Safi'il Anam Mohammad Muksi Mu'in, Bahrul Much Rosyidi Muhammad Akhsanul Muhtadin Muhammad Muhammad MZ, Isniyatun Niswah Nadhirroh Fatma Yuthi, Salma Nanang Qosim Novi Udhiyana Nurhidayati Nurhidayati Nurul Hanani, Nurul NURUL HIDAYAH Puspita Ega Melinda Rahman, Zayad Abd Rini Susanti Robi'ah, Siti Rosa Deninta Rosa Deninta Damayanti Rovi'i, Abdul Saifullah Shofiyah Shofiyah Sufirmansyah Sufirmansyah Sulton Ariwibowo SUTRISNO Syamsul Huda Tomia, Enda Udhiyana, Novi Uswatun Hasanah Wahyono, Argo Adi Wijaya, Allamsyah Hadi Zunairoh, Yuyun