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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 INSANIA : Jurnal Pemikiran Alternatif Kependidikan Tsaqofah: Jurnal Penelitian Guru Indonesia Edudeena : Journal of Islamic Religious Education JEID Allimna Jurnal Pendidikan Islam Al-Abshar: Journal of Islamic Education Management Journal of Islamic Studies and Civilization Jurnal Intelek Dan Cendikiawan Nusantara EDUCENTER JURNAL PENDIDIKAN Tribakti: Jurnal Pemikiran Keislaman At-Tahdzib: Jurnal Studi Islam dan Muamalah Journal of Islamic Studies and Civilization Indonesian Journal of Humanities and Social Sciences Proceeding International Conference on Education IJoReSCo
Nur Ahid
Unknown Affiliation
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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Pedagogi Hybrid Learning untuk Memperkuat Literasi Digital Guru Madrasah dalam Mencapai SDG 4 (Pendidikan Berkualitas) Ashoumi, Hilyah; Ahid, Nur; Fatmawati, Diani
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.13569

Abstract

The Society 5.0 agenda has accelerated the demand for digitally competent teachers, including in Indonesian madrasahs where professional development must also safeguard Islamic educational values. This study develops a conceptual model for transforming madrasah teachers’ digital literacy through hybrid learning and positions the model as a practical contribution to SDG 4 (Quality Education), particularly target 4.c on qualified teachers. Using a systematic literature review and qualitative content analysis, the study synthesizes research on digital literacy, teacher professional development, and hybrid learning in Islamic and general education settings. The findings indicate that effective transformation requires (1) staged capacity building (basic digital skills to advanced media design), (2) pedagogical integration (TPACK-aligned lesson planning for synchronous and asynchronous modes), (3) institutional support (leadership, infrastructure, and policy), and (4) continuous mentoring and evaluation. The proposed model emphasizes iterative training, classroom implementation, reflective coaching, and community-of-practice support to reduce technology resistance and improve instructional quality. This conceptual contribution offers guidance for madrasah leaders and policymakers to design scalable hybrid professional development programs that strengthen teachers’ digital literacy while enhancing equitable access to meaningful learning.
EVALUASI IMPLEMENTASI KURIKULUM MERDEKA DI SMA AL FURQAN, JEMBER Damayanti, Rosa Deninta; 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 Ayad, Nahid Damayanti, Rosa Deninta Diani Fatmawati Eva Fauziah 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 Moch. Zainuddin Moch. Zainuddin, Moch. 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 Rifa’i, Mukhamad Rini Susanti Robi'ah, Siti Rosa Deninta 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 Yasin Nurfalah Zunairoh, Yuyun