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All Journal Jurnal Pendidikan Agama Islam Edukasia Islamika Jurnal Pendidikan (Teori dan Praktik) Risâlah, Jurnal Pendidikan dan Studi Islam al-Afkar, Journal For Islamic Studies Al-Hayat: Journal of Islamic Education Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Saliha : Jurnal Pendidikan dan Agama Islam Forum Tarbiyah Al-Misbah : Jurnal Islamic Studies Dinasti International Journal of Digital Business Management eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Aphorisme: Journal of Arabic Language, Literature, and Education IJGIE (International Journal of Graduate of Islamic Education) Tsaqafatuna: Jurnal Ilmu Pendidikan Islam INSANIA : Jurnal Pemikiran Alternatif Kependidikan Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities QiST: Journal of Quran and Tafseer Studies Counselia: Jurnal Bimbingan Konseling Pendidikan Islam JP (Jurnal Pendidikan) : Teori dan Praktik Edukasia Islamika: Jurnal Pendidikan Islam TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Jurnal Pendidikan Islam Al Ikhlas Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Iis Arifudin
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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INTERNALIZING MULTICULTURAL VALUES IN ISLAMIC RELIGIOUS EDUCATION AT BOARDING SCHOOLS Akbar, Mahathir; Sahrodi, Jamali; Suherman, Aris; Arifudin, Iis; Zuhri, Saefudin
Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 001 (2025): Edukasi Islami: Jurnal Pendidikan Islam (Spesial Issue)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v14i001.9370

Abstract

Background: Indonesia’s social, cultural, and religious diversity requires Islamic education to promote tolerance, mutual respect, and social harmony. Purpose: This study aims to examine the internalization of multicultural values in Islamic Religious Education (PAI) at MA Terpadu Tunas Cendekia Babakan Ciwaringin, Cirebon Regency. Method: Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving PAI teachers, dormitory supervisors, and students, and analyzed through data reduction, presentation, and conclusion drawing. Result: The findings indicate that multicultural values are internalized through three stages: value transformation, value transaction, and value transinternalization, with key values including tolerance, equality, justice, harmony, and social responsibility. The boarding school system reinforces these values through habituation, role modeling, and integrated socio-religious activities. Conclusion: This study demonstrates that PAI grounded in universal Islamic values can effectively cultivate inclusive and harmonious student character and offers a practical model that may be adapted in other schools, particularly those implementing integrated or boarding-based educational systems.
The Importance Of Learning Curriculum Management For Institutional Quality Nadliroh Nadliroh; Ria Yulia Gloria; Iis Arifudin; Sopidi Sopidi
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 3 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i3.2580

Abstract

This study investigates the impact of curriculum management based on the POIE framework—Planning, Organizing, Implementing, and Evaluation—in improving institutional quality at MI Islamiyah Dinoyo Lamongan, a rural madrasah with various student backgrounds. Using quantitative approach was used to collect data from 38 respondents, including the principal, administrative personnel, and teachers. The measurement model results demonstrate that three dimensions of curriculum management (Planning, Organizing, Implementing, and Evaluation) meet validity standards; however, the Implementation indicator does not achieve the needed threshold, indicating inconsistencies between planned curriculum and instructional delivery. Institutional quality indicators (Leadership and Governance, Teacher Performance, Learning Outcomes, and Institutional Accreditation) have high validity, indicating their importance in measuring educational quality. Reliability tests show acceptable internal consistency for both constructs, with high Composite Reliability and AVE values indicating convergent validity. The findings show that curriculum management has a considerable impact on institutional quality, particularly in planning, organizational structure, and evaluation processes. However, the lack of execution highlights the need for greater pedagogical support. The study concludes that improving curricular implementation methods may boost overall institutional performance. This study helps to understand curriculum management in rural Islamic schools and has practical implications for increasing educational quality in similar circumstances
Problematika Pemaknaan Istilah Pendidikan Islam dalam Perspektif Semantik Arab Janah, Nyai Raodotul; Ali, Moh; Arifudin, Iis
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9051

Abstract

This research aims to analyze the semantic meanings of three key terms: al-tarbiyah al-islāmiyyah, al-ta'līm al-islāmī, and al-ta'dīb al-islāmī from an Arabic linguistic perspective. Using the qualitative library research method, the research data focuses on the semantic interpretation of Islamic education terminology through classical Islamic literature, contemporary scholarly works, authoritative Arabic dictionaries, and academic journals. The data collection technique employs systematic documentation by identifying, inventorying, classifying, and thoroughly reading relevant sources to extract etymological information, morphological patterns, and contextual usage. Data analysis uses content analysis with a descriptive-comparative semantic approach through data reduction, systematic presentation based on semantic categories, and conclusion drawing with source triangulation. The findings reveal that al-tarbiyah derives from the root rabbā emphasizing holistic nurturing with divine dimension, al-ta'līm from 'alima focusing on cognitive knowledge transfer, and al-ta'dīb from addaba prioritizing character formation and moral internalization. Each term carries a distinct philosophical orientation and educational scope that should determine the paradigm, curriculum, methodology, and evaluation of Islamic education. The research identifies that semantic confusion occurs due to limited semantic studies, the influence of Western literature translations, and weak terminology standardization in Indonesian Islamic educational institutions. Institutions often use these terms interchangeably without understanding their substantial differences, leading to misalignment between nomenclature and educational practice. This study recommends conceptual reconstruction and consistent implementation based on a clear understanding of semantic meanings to optimize Islamic education effectiveness.
Pendekatan Humanistik dalam Pembelajaran Bahasa Arab Perspektif Kurikulum Berbasis Cinta Inayah, Inayah; Arifudin, Iis; Hidayat, Ade
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9201

Abstract

This study examines the humanistic approach in Arabic language learning through the perspective of a love-based curriculum as an alternative paradigm that is more holistic, meaningful, and humane. The humanistic approach positions students as subjects with a natural potential to develop optimally, integrating the principles of Western humanistic psychology with Islamic educational values (tarbiyah). This research employed library research methodology using a descriptive-analytical approach. Data and data sources consisted of literature on Arabic language teaching methodology (ṭuruq tadrīs al-lughah al-'arabiyyah), as well as secondary sources including accredited international and national journals, conference proceedings, previous research findings, and scientific articles discussing related themes. Data collection technique used documentation by reading, identifying, classifying, and analyzing relevant literature through purposive sampling based on criteria of relevance, source credibility, and contribution to research concept development. Data analysis employed content analysis with a hermeneutic approach to understand the deep meaning of various concepts studied, involving data reduction, thematic categorization, interpretation through comparison of theoretical perspectives, and source triangulation for validation. The findings indicate that the humanistic approach through a love-based curriculum offers fundamental solutions to Arabic language-learning problems by fostering a supportive psychological environment, reducing language anxiety, increasing intrinsic motivation, and developing communicative competence holistically. This approach not only produces linguistically competent graduates but also individuals with noble character, deep love for the Arabic language, and commitment to lifelong learning.
Eco-Theological Management and Its Implications for Student Character Development at Al Bahjah Islamic Boarding School Mochamad Dicky Yudhantaka; Ria Yulia Gloria; Iis Arifudin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1082

Abstract

This study addresses the problem of strengthening student character in Islamic boarding schools through value-based educational management. Specifically, it examines how eco-theological management, grounded in tawhid (Islamic monotheism), can be implemented to support holistic character development. The objective of this study is to analyze the implementation of eco-theological management and its implications for student character development at Al Bahjah Islamic Boarding School. This research employs a qualitative case study approach. Data were collected through field observations and semi-structured in-depth interviews involving students, alumni, and parents. The data were analyzed using a descriptive-analytical technique, including data reduction, data display, and conclusion drawing, with triangulation to ensure data validity. The results show that eco-theological management, implemented through the integration of diniyah, tahfidz, and general curricula, contributes significantly to the development of students’ discipline, moral character, independence, and academic competence. Despite limitations in the general curriculum time allocation, continuous evaluation and improvement efforts help maintain educational quality. This study concludes that eco-theological management is an effective and adaptive model for strengthening student character in Islamic educational institutions.
Mencintai untuk Belajar Mendalam: Kajian Pustaka Integratif tentang Konvergensi Love-Based Pedagogy dan Deep Learning sebagai Kerangka Kurikulum Holistik Dila Deviana Putri; Iis Arifudin; Muhammad Zaenal Masykur; Ahmad Choirul Huda; Hikmaturohim; Najib, Fauziyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47695

Abstract

ABSTRAK Sistem pendidikan kontemporer seringkali menekankan metrik kinerja kognitif sambil mengabaikan dimensi emosional dan relasional dalam pembelajaran. Ketidakseimbangan ini berkontribusi pada hasil pembelajaran yang dangkal dan menurunnya kesejahteraan siswa. Tinjauan literatur integratif ini mengkaji konvergensi antara Pedagogi Berbasis Cinta dan Pembelajaran Mendalam sebagai kerangka kerja komprehensif untuk pengembangan kurikulum holistik. Studi ini menggunakan analisis sistematis terhadap artikel, buku, dan laporan pendidikan yang telah ditinjau oleh rekan sejawat yang diterbitkan antara tahun 2014-2024 dari basis data termasuk Scopus, ERIC, Google Scholar, dan Sinta. Temuan menunjukkan bahwa Pedagogi Berbasis Cinta, yang berlandaskan etika kepedulian dan pedagogi relasional, menciptakan keamanan psikologis yang diperlukan agar Pembelajaran Mendalam dapat berkembang. Konvergensi tersebut terwujud melalui tiga dimensi: keamanan emosional yang memungkinkan pengambilan risiko kognitif, hubungan yang bermakna yang mendorong motivasi intrinsik, dan lingkungan yang penuh perhatian yang mendukung refleksi metakognitif. Makalah ini mengusulkan kerangka kurikulum terintegrasi yang menyelaraskan domain afektif dan kognitif, menunjukkan bahwa cinta dalam pendidikan bukanlah sesuatu yang bertentangan dengan ketelitian akademis, melainkan fondasi esensialnya. Implikasi bagi pendidikan guru, desain kurikulum, dan kebijakan pendidikan dibahas. Kata kunci: Pedagogi Berbasis Cinta, Pembelajaran Mendalam, Kurikulum Holistik, Tinjauan Integratif, Etika Kepedulian ABSTRAK Sistem pendidikan kontemporer sering kali menekankan metrik kinerja kognitif sambil mengabaikan dimensi pembelajaran emosional dan relasional. Keseluruhan ini berkontribusi pada hasil pembelajaran yang dangkal dan menurunnya kesejahteraan siswa. Kajian perpustakaan integratif ini meneliti konvergensi antara Pedagogi Berbasis Cinta dan Pembelajaran Mendalam sebagai kerangka komprehensif untuk pengembangan kurikulum holistik. Penelitian ini menggunakan analisis sistematis terhadap artikel peer-review, buku, dan laporan pendidikan yang diterbitkan antara 2014-2024 dari database termasuk Scopus, ERIC, Google Scholar, dan Sinta. Temuan mengungkapkan bahwa Pedagogi Berbasis Cinta, yang diterapkan pada etika kepedulian dan pedagogi relasional, menciptakan keamanan psikologis yang diperlukan bagi Deep Learning untuk berkembang. Konvergensi termanifestasi melalui tiga dimensi: keamanan emosional yang memungkinkan pengambilan risiko kognitif, hubungan bermakna yang mendorong motivasi intrinsik, dan lingkungan yang peduli yang mendukung refleksi metakognitif. Makalah ini mengusulkan kerangka kurikulum terintegrasi yang mengharmonisasikan domain afektif dan kognitif, menyarankan bahwa cinta dalam pendidikan tidak bertentangan dengan ketelitian akademik kecuali fondasi esensialnya. Implikasi untuk guru pendidikan, desain kurikulum, dan kebijakan pendidikan dibahas. Kata Kunci: Pedagogi Berbasis Cinta, Pembelajaran Mendalam, Kurikulum Holistik, Kajian Integratif, Etika Kepedulian
Strategi Pembelajaran PAI dalam Meningkatkan Kemampuan Berpikir Kritis Kelas X di MA NU Putri Buntet Pesantren Ahmad Bayanillah; Iis Arifudin; Yoyoh Badriyyah
TSAQAFATUNA : Jurnal Ilmu Pendidikan Islam Vol. 8 No. 1 (2026): Strategi dan Transformasi Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/tsaqafatuna.v8i1.822

Abstract

Critical thinking is an essential twenty-first-century skill that needs to be developed in Islamic Religious Education learning so that students are able to understand, analyze, and relate Islamic values to everyday life. In the context of MANU Putri Buntet Pesantren Cirebon, Islamic Religious Education has strong potential because it is supported by pesantren traditions such as musyawarah, syawir, and religious habituation; however, its implementation still faces challenges, including the dominance of lecture-based methods and students’ limited confidence in expressing opinions. This study aims to describe Islamic Religious Education learning strategies in improving the critical thinking skills of tenth-grade students at MANU Putri Buntet Pesantren Cirebon. This research employed a qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, and documentation, then analyzed through data condensation, data display, and conclusion drawing. The findings show that Hiwar, Inquiry, and Discovery Learning strategies effectively encourage students to engage in dialogue, analyze religious issues, evaluate arguments, and reflect on Islamic values contextually. The main supporting factor is the pesantren culture of deliberation, while the inhibiting factors include the dominance of lecture-based learning, limited teacher time, and students’ suboptimal digital literacy. This study concludes that HOTS-based Islamic Religious Education learning can improve students’ critical thinking skills when implemented in a participatory, dialogical, and contextual manner in harmony with pesantren values
Implementasi pembelajaran mendalam (Deep learning) pada mata pelajaran Fiqih di Madrasah Ibtidaiyah Esi Ifadah; Umi Rosidatul Koiroh; Hawin Musyafa; Irmawati; A. Fauzi; Iis Arifudin
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.488

Abstract

Deep learning is an educational approach that centers on thorough conceptual understanding rather than surface-level memorization. It calls for active student participation, critical reasoning, and the ability to bridge classroom knowledge with real-world contexts. This study examines the implementation of deep learning in Fiqh instruction at Madrasah Ibtidaiyah. Using a qualitative descriptive method, data were gathered through observation, interviews, and documentation. Findings show that deep learning improved students' grasp of worship-related content, strengthened critical thinking skills, and nurtured students' religious character. Teachers employed strategies such as group discussions, direct religious practice, reflective activities, and problem-solving grounded in students' daily experiences. Challenges included a shortage of instructional media, varied student abilities, and limited class time. Despite these constraints, deep learning proved effective in elevating the quality of Fiqh education at the Madrasah Ibtidaiyah level.
Can the Educational Values of QS. Luqman 13-19 Be Contextualized for Career Families? A Aidil; Iis Arifudin; Um Hani; Nurul Fauziyah
QiST: Journal of Quran and Tafseer Studies Vol. 5 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/qist.v5i2.15319

Abstract

The phenomenon of career families in contemporary society often reduces the intensity of direct parental involvement in children's religious and moral education. Although numerous studies have discussed Islamic parenting and family education, limited research has specifically examined the Qur'anic foundation for children's education within the context of career families through a thematic interpretation of the Qur'an. This study aims to explore the educational values contained in Surah Luqman verses 13-19 and to analyze their relevance as a conceptual basis for Islamic religious education in career families. This research employs a qualitative library research method using a thematic tafsir (tafsir maudhu'i) approach. The analysis draws upon classical and contemporary Qur'anic interpretations, particularly the works of Ibn Katsir and Quraish Shihab, to identify and synthesize the educational principles embedded in the verses. The findings reveal four major educational dimensions: the inculcation of tauhid as a spiritual foundation, the habituation of worship practices to develop discipline and responsibility, the internalization of Qur'anic ethics to nurture emotional and moral character, and the cultivation of social awareness through the principle of amr ma'ruf nahi munkar. These values provide a comprehensive framework for children's education that remains relevant even in families where parental time and interaction may be limited due to professional commitments. This study contributes to the discourse on Islamic education by offering a Qur'an-based conceptual framework for parenting in career families, thereby demonstrating that Qur'anic educational values can function as adaptive moral guidance in responding to contemporary family dynamics.
An Evaluation of the Management of Majelis Taklim in Enhancing Islamic Brotherhood: A Case Study of Majelis Taklim Al-Huda Zakiah Maulidi Putri; Iis Arifudin; Ria Yulia Gloria
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.779

Abstract

Majelis taklim plays an important role in social–religious guidance; however, much of the existing literature has focused on religious activities and spiritual development and has not examined in depth how management functions contribute to strengthening ukhuwah islamiyah (Islamic brotherhood). This study aims to evaluate Majelis Taklim Al-Huda’s efforts to reinforce ukhuwah islamiyah among its members by analyzing the implementation of core management functions. Using a descriptive qualitative approach, data were collected through interviews, observations, and document analysis from September to November 2025, involving 10 informants (the head of the majelis, board members, the ustadzah, and active participants). The data were analyzed descriptively to map planning, organizing, implementation, and supervision practices and their implications for member cohesion. The findings indicate that management functions have not been implemented optimally. In planning, activities are conducted spontaneously, without written plans or needs assessments, leading to repetitive study themes. In organizing, management is ineffective due to unclear task distribution among board members and the absence of standard operating procedures (SOPs), both of which frequently hinder internal coordination. In practice, programs remain dominated by routine study sessions, with limited innovation in social or empowerment initiatives to increase participation. Meanwhile, the supervisory function is not systematically applied because activity reports and structured evaluation mechanisms are lacking. The study concludes that strengthening management through strategic planning, a clear organizational structure, program diversification, and regular evaluation is essential to improving the effectiveness of majelis taklim and reinforcing ukhuwah islamiyah. This research contributes by addressing the academic gap on the relationship between management functions and ukhuwah islamiyah, while enriching the literature on Islamic Education Management in the context of non-formal religious institutions.
Co-Authors A Aidil A. FAUZI Abdul Khobir Ade Hidayat, Ade Agus Alif Humaydiy Ahmad Bayanillah AHMAD CHOIRUL HUDA Akbar, Mahathir Aminudin, Aminudin aris suherman, aris Bariyah, Siti Khaeril Bariyah Darrotul Jannah Dewi Cahyani, Dewi Dila Deviana Putri Djohan Rochanda Wiradinata Djohana Rochanda Wiradinata Esi Ifadah Fadlilah Fajriyan Megawati Azani FELIA AGRIANI N.P.S Hawin Musyafa Hikmaturohim Inayah Inayah Irmawati Ismail Ismail jamali sahrodi, jamali Janah, Nyai Raodotul Lili Indriyani Mahbub Nuryadien Mintarsih, Diah Mochamad Dicky Yudhantaka Moh. Ali Muhammad Zaenal Masykur Mumun Munawaroh Nadliroh Nadliroh Najib, Fauziyah Ninik Sugiyarti Niwae, Yahaya Nurul Fauziyah Raju Sanjani Sihombing Ria Yulia Gloria Ria Yulia Gloria Ria Yulia Gloria Ria Yulia Gloria Ria Yulia Gloria Ria Yulia Gloria Rindi Septi Ani Rizal Rahmawan Muis Robby Lafadza Yasin Rosyad, Ali Miftakhu Sopidi Sopidi Sopidi Sri Ayu Utami Suteja Sutipyo R dan Amrih Latifah, Sutipyo R dan Syakur Wildan Teguh Adimarta, Teguh Um Hani Umi Rosidatul Koiroh Wawan Shofwani Wawan Shofwani Wiradinata, Djohana Rochanda Wita Noviyanti Yoyoh Badriyyah Yusron Masduki, Yusron Zakiah Maulidi Putri Zuhri, Saefudin