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MODEL PEMBELAJARAN PAI INTERAKTIF DAN KONTEKSTUAL: STRATEGI MEMBANGUN KARAKTER MURID Ali Wafa; Umar Faruq; Moh. Rois; Ridwan
Journal Islamic Studies Vol. 6 No. 01 (2025): Edisi Maret
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/eawvpd33

Islamic Religious Education plays a significant role in shaping students' character with good morals, both in terms of spiritual piety and social character. The interactive and contextual PAI learning model serves as an alternative for character building among students. This article employs a qualitative approach with a type of library research. Through library research, this article aims to conduct an in-depth analysis of various relevant literatures, such as books, scholarly journal articles, and other documents related to the researched topic. There are two types of data sources in this article: primary and secondary. Primary data is derived from books and journal articles that specifically discuss interactive and contextual PAI learning models as well as strategies for strengthening students' character. Secondary data includes scientific works, proceedings, research reports, and other supporting documents that enrich the understanding of the discussed topic. This article presents findings on interactive and contextual PAI learning models for building students' character, which include: the understanding model through experience, the understanding model through habituation, the understanding model through exemplary, and the contextual learning model.

Penguatan Pendidikan Karakter Berbasis Ekoteologi Pada Siswa Madrasah dalam Menghadapi Krisis Lingkungan Wafa, Ali; Qosim, Qosim; Millati, Millati; Subairi, Subairi
Al-Khidmah: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 2 (2025): Februari
Publisher : LP2M Institut Agama Islam Nazhatut Thullab Sampang, Indonesia

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Transformasi Pembelajaran Pendidikan Agama Islam Berbasis Deep Learning: Dari Pendekatan Hafalan Menuju Internalisasi Nilai Wafa, Ali; Syarifah, Syarifah; Nadhif, Moh.
Academicus: Journal of Teaching and Learning Vol. 4 No. 2 (2025): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v4i2.95

Pembelajaran pendidikan agama masih dominan menggunakan pendekatan hafalan (rote learning). Model ini terbukti kurang efektif dalam membentuk pemahaman peserta didik terhadap nilai-nilai spiritual serta penerapannya dalam kehidupan sehari-hari. Model pembelajaran integratif yang memberikan kesempatan bagi semua anak didik mendapatkan pengetahuan secara utuh dan lebih bermakna, melalui internalisasi niali. Artikel ini bertujuan untuk mengungkap transformasi pembelajaran pendidikan agama berbasis deep learning: dari pendekatan hafalan menuju internalisasi nilai. Metode penelitian menggunakan pendekatan kualitatif yang tujuan memahami transformasi pembelajaran secara mendalam melalui wawancara mendalam, observasi terhadap pelaksanaan pembelajaran, serta telaah dokumen yang relevan. Analisis data dilakukan melalui reduksi data penyajian data serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) transformasi pembelajaran membutuhkan komitmen dan dukungan kelembagaan; (2) penerapan deep learning meningkatkan kesadaran metakognitif, refleksi nilai spiritual, kemampuan berpikir tingkat tinggi, serta internalisasi nilai melalui pengalaman nyata; (3) integrasi strategi refleksi diri, studi kasus, dan proyek berbasis pengalaman nyata menjadikan pembelajaran lebih bermakna, menyenangkan, dan mampu meningkatkan profesionalisme guru. Kesimpulannya, pembelajaran berbasis deep learning dapat menjadi alternatif yang efektif untuk menginternalisasikan nilai-nilai spiritual dalam pendidikan agama.

Peran Wali Kelas dalam Bimbingan Konseling untuk Pembentukan Karakter Akhlakul Karimah Santriwati Syarifah, Syarifah; Nurhasanah, Muwahidah; Sirojuddin, Akhmad; Paisun, Paisun; Wafa, Ali
Sosaintek: Jurnal Ilmu Sosial Sains dan Teknologi Vol. 2 No. 1 (2025): Sosaintek: Jurnal Ilmu Sosial Sains dan Teknologi, March, 2025
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/sosaintek.v2i1.7293

Expressions of joy, tremendous courage, and a high sense of self-worth all arise in the adolescent phase. As a result, children in this stage often make noisy and irritating noises. Adolescents in this stage have lofty, often unattainable goals and overly optimistic thinking. Their speech, which is often “normal,” becomes unpleasant or pathetic in this phase because they are very sensitive to the opinions of others. When viewed as children, especially young ones, they are highly resented. Based on this description, this research intends to examine how the role of homeroom teachers in guidance and counseling in the formation of the character of Akhlakul Karimah Santriwati Class 2 KMI (Kulliyatul Mu'allimat Al-Islamiyah) Pondok Modern Darussalam Gontor Putri Campus 1 Mantingan Ngawi. This research uses qualitative methods which include unstructured interviews, participant and non-participant observations, as well as documentation. From the research that took place at Pondok Modern Darussalam Gontor Putri campus 1, Mantingan, Ngawi, data processing revealed that homeroom teachers play an important role in the lives of grade 2 students because these students are undergoing a transition period that can lead to crisis. In boarding schools, homeroom teachers act as mentors and counselors, replacing the role of parents. In addition to being teachers and educators, homeroom teachers act as role models and motivators. Homeroom teachers play an important role in moral formation, mental growth, and positive personal development. In addition, homeroom teachers act as confidants and friends to their students, helping them overcome any problems. To improve the morale of their students, homeroom teachers should always provide assistance and counseling to their students before becoming friends and lovers and encouraging them to be more independent and more extreme in handling every problem they face.

Pendidikan Islam Berwawasan Nilai-nilai Toleransi di Pesantren Nazhatut Thullab Ali Wafa; Mohammad Thoyyib Madani; Subairi Subairi
Academicus: Journal of Teaching and Learning Vol. 3 No. 1 (2024): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v3i1.36

Artikel ini mengungkap pendidikan Islam berwawasan nilai-nilai toleransi di pesantren Nazhatut Thullab Prajjan Camplong Sampang. Penulis beragumen, pendidikan Islam pesantren apabila dirancang dan dilaksanakan dengan penuh pertimbangan, dapat menjadi alat yang ampuh, tidak hanya untuk menyebarkan pengetahuan tentang berbagai agama, namun juga meningkatkan empati, rasa hormat, dan kemanusiaan di antara individu-individu dari latar belakang agama dan budaya yang berbeda. Metode Penelitian menggunakan pendekatan kualitatitf dengan menggunakan observasi, wawancara, dan dokumentasi. Pendidikan Islam berwawasan nilai-nilai toleransi yang dikembangankan di pondok pesantren Nazhatut Thullab Prajjan Camplong Sampang, berdasarkan hasil Penelitian adalah: sikap belajar hidup dalam perbedaan; sikap saling menghargai perbedaan; sikap menghindari prasangka buruk; sikap solidaritas sosial; sikap keterbukaan (inklusif); kemanusiaan atau humanis; dan sikap rendah hati (tawadhu), keseimbangan (tawazun), moderat (tawasuth), keteladanan (uswah), pola hidup sehat, dan cinta tanah air.

Transformasi Pembelajaran Pendidikan Agama Islam Berbasis Deep Learning: Dari Pendekatan Hafalan Menuju Internalisasi Nilai Ali Wafa; Syarifah Syarifah; Moh. Nadhif
Academicus: Journal of Teaching and Learning Vol. 4 No. 2 (2025): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v4i2.95

Pembelajaran pendidikan agama masih dominan menggunakan pendekatan hafalan (rote learning). Model ini terbukti kurang efektif dalam membentuk pemahaman peserta didik terhadap nilai-nilai spiritual serta penerapannya dalam kehidupan sehari-hari. Model pembelajaran integratif yang memberikan kesempatan bagi semua anak didik mendapatkan pengetahuan secara utuh dan lebih bermakna, melalui internalisasi niali. Artikel ini bertujuan untuk mengungkap transformasi pembelajaran pendidikan agama berbasis deep learning: dari pendekatan hafalan menuju internalisasi nilai. Metode penelitian menggunakan pendekatan kualitatif yang tujuan memahami transformasi pembelajaran secara mendalam melalui wawancara mendalam, observasi terhadap pelaksanaan pembelajaran, serta telaah dokumen yang relevan. Analisis data dilakukan melalui reduksi data penyajian data serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) transformasi pembelajaran membutuhkan komitmen dan dukungan kelembagaan; (2) penerapan deep learning meningkatkan kesadaran metakognitif, refleksi nilai spiritual, kemampuan berpikir tingkat tinggi, serta internalisasi nilai melalui pengalaman nyata; (3) integrasi strategi refleksi diri, studi kasus, dan proyek berbasis pengalaman nyata menjadikan pembelajaran lebih bermakna, menyenangkan, dan mampu meningkatkan profesionalisme guru. Kesimpulannya, pembelajaran berbasis deep learning dapat menjadi alternatif yang efektif untuk menginternalisasikan nilai-nilai spiritual dalam pendidikan agama.

MSME Assistance, Brand Image in the Digital Economy Era, TikTok Storytelling, and E-WOM.Remove MSME Assistance, Brand Image in the Digital Economy Era, TikTok Storytelling, and E-WOM. Ali Wafa; Muqoffi; Syarifah; Junaidi
Al-Khidmah: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 2 (2026): Februari
Publisher : LP2M Institut Agama Islam Nazhatut Thullab Sampang, Indonesia

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This program aims to strengthen national literacy by integrating Indonesian civic values into Islamic Religious Education learning in middle-level madrasahs in Pamekasan Regency. Using a Participatory Community Engagement approach, the program involved teachers and students in observation, needs analysis, and the implementation of integrative strategies across Fiqh, Qur’an–Hadith, Islamic Creed and Morality, and Islamic Cultural History subjects. The findings indicate a significant improvement in students’ understanding of patriotism, Bhinneka Tunggal Ika, tolerance, and Islamic principles of unity. National values were effectively integrated through contextual teaching and the application of layered concepts of ukhuwwah in Islamic ethics. Habituation of national and religious patriotic songs, participation in social activities, and the cultivation of positive narratives on diversity contributed to forming more moderate, inclusive, and culturally aware students. The program also enhanced teachers’ pedagogical competence, particularly in designing integrative and technology-based innovative learning. Overall, strengthening national literacy through PAI proved to be an effective strategy in fostering national awareness, religious moderation, and students’ identity integrity within Indonesia’s multicultural society.

Reconceptualizing Pesantren as Living Educational Ecosystems through Gus Mus' Humanistic Pedagogy Moh. Nadhif; Akhmad Sirojuddin; Ali Wafa; Muhammad Najib; Salman Khalid bin Othman
Journal of Pesantren and Diniyah Studies Vol. 3 No. 1 (2026): Journal of Pesantren and Diniyah Studies
Publisher : Lembaga Pengembangan Pesantren dan Diniyah Provinsi Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63245/jpds.v3i1.62

This study reconceptualizes pesantren as a living educational ecosystem through the humanistic pedagogy of KH. Ahmad Mustofa Bisri, widely known as Gus Mus. The main problem addressed is that previous studies often describe pesantrens as religious institutions, cultural transmitters, or moral communities. Still, they rarely explain how a pesantren can operate as a humanity-centered educational system grounded in a clear analytical paradigm. This qualitative documentary study analyzes Gus Mus' selected writings, recorded public messages, and scholarly literature on pesantren, humanistic education, and educational ecology. The analysis follows document analysis, thematic coding, theoretical triangulation, and conceptual model building. The findings show that Gus Mus' thought functions as an analytical lens through four operational values: humanity as the aim of learning, rahmah as the ethic of relation, humility as the discipline of self, and social piety as the measure of knowledge. These values illuminate pesantren as an ecosystem where kyai leadership, sanad, adab, communal discipline, daily rituals, kitab learning, and service practices interact to form moral agency. The study proposes a human-centered pesantren educational model that links value input, ecosystem processes, reflective mediation, and humanistic output. This model contributes to pesantren studies by shifting the focus from institutional description to an operational theory of lived human formation.

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