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All Journal Jurnal Inovasi Teknologi Pendidikan Jurnal Pendidikan Agama Islam Al-Thariqah Kuriositas: Media Komunikasi Sosial dan Keagamaan AL-MAIYYAH Al-Hayat: Journal of Islamic Education Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Al-Qalam: Jurnal Kajian Islam dan Pendidikan English Education: English Journal for Teaching and Learning Jurnal PRINSIP Pendidikan Matematika Indonesian Journal Of Educational Research and Review AL-ISHLAH: Jurnal Pendidikan Islam ISTIFHAM Dialektika : Jurnal Pendidikan Agama Islam
RUSTAN EFENDY
Institut Agama Islam Negeri Parepare, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Strengthening Cultural Identityas Resistance Against Digital Era Hegemony In Madrasah Curriculum Construction Efendy, Rustan; Al Ihram, Nurul
ISTIFHAM Vol 3 No 3 (2025)
Publisher : Seutia Hukamaa Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71039/istifham.v3i3.114

Abstract

The digital era has fundamentally transformed the paradigm of Islamic education, creating serious challenges for the preservation of local cultural identity in the madrasah education system. This study analyzes strategies for strengthening cultural identity as a form of resistance to digital hegemony in the construction of the madrasah curriculum. Using a qualitative design with a comparative case study approach at MAN 1 and MAN 2, Parepare, this study explores how madrasahs integrate local cultural values with the demands of educational digitization. Data were collected through in- depth interviews, participatory observation, and document analysis. The results show that madrasahs face structural challenges in including inconsistent curriculum changes, technological gaps across generations, and regulatory limitations that hinder the integration of local culture. Madrasahs respond to these challenges through strategies of spiritual habituation, the use of the Pancasila Student Profile Strengthening Program, the development of culture-based extracurricular activities, and the implementation of balanced technology control. The findings show that integrating local culture, such as the value of "Tabe," into Islamic Cultural History learning can strengthen students' identity while developing critical digital literacy. This study contributes to the development of an Islamic education model that is capable of preserving local wisdom in the era of digital globalization.
Institutionalizing Bugis Makassar Local Wisdom in Islamic Religious Education Curriculum at Indonesian Islamic Higher Education Efendy, Rustan; Hamdanah, Hamdanah; Mahrusah, Luthfiyah
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.9063

Abstract

This study formulates a theoretical model based on field experience to integrate Bugis Makassar local wisdom into Islamic Religious Education (PAI) at IAIN Parepare. Although international literature highlights the importance of culturally relevant pedagogy, the integration of local cultural values in PAI is still fragmentary, dependent on lecturers, and not yet sufficiently institutionalized. Using a qualitative design based on principles of theory grounded in field experience, data were collected through in-depth interviews with IAIN Parepare Islamic Religious Education lecturers, curriculum managers, and students, supported by classroom observations and analysis of curriculum documents and Semester Learning Plans. Data analysis used constant comparison methods through open, axial, and selective coding repeatedly. Open coding identified concepts that emerged from empirical data. Axial coding mapped the relationships between conditions, practices, and consequences, while selective coding integrated core categories into an explanatory framework verified through cross-case comparisons. The findings reveal three interconnected processes: context recognition, which acknowledges siri’, pacce, getteng, and lempu’ as ethical capital in line with Islamic principles. Its pedagogical application, operationalized through contextual pedagogy, culture-based assignments, local narratives, role models, and institutional reconfiguration, ensures sustainability through policy alignment and academic culture strengthening. Systemic integration enhances curriculum relevance while reinforcing students' religious and cultural identities.
DARI CATATAN KE KEMANDIRIAN BELAJAR: PRAKTIK PEMBIASAAN MENCATAT SANTRI DALAM PEMBELAJARAN FIQIH DI PESANTREN Mustakin; Efendy, Rustan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Fiqh learning in Islamic boarding schools requires not only mastery of Islamic legal concepts but also students’ learning readiness, active participation, and independence in understanding and internalizing the material. However, note-taking is often perceived as a mechanical activity carried out after the teacher explains the lesson, rather than as an independent learning strategy before classroom instruction begins. This study aims to describe students’ note-taking habituation practices in Fiqh learning, analyze their function as a learning strategy, and identify the supporting and inhibiting factors in the formation of this habit. This research employed a qualitative approach with a case study design at Al-Urwatul Wutsqaa Islamic Boarding School. The informants consisted of eight tenth-grade students, one Fiqh teacher, and the head of the boarding school, selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, then analyzed thematically through open coding, categorization, and theme development. The findings show that students’ note-taking practices occur in reactive, proactive, and mixed patterns. Notes function cognitively to support comprehension and memory, socially to facilitate discussion and question-and-answer activities, evaluatively as a learning resource for examinations, and affectively to foster discipline. Note-taking habituation is influenced by personal awareness, teacher guidance, peer influence, and the boarding school culture, but is hindered by laziness, fatigue, dormitory distractions, and difficulties in identifying key points. These findings are significant because they position note-taking as a pre-learning strategy that supports students’ learning independence. Practically, this study can serve as a basis for teachers and Islamic boarding schools to develop a more structured, reflective, and meaningful Fiqh learning culture.
Co-Authors Abdul Rahim Karim Abdul Rahim Karim Abdullah B, Abdullah Al Ihram, Nurul AMIRUDDIN M, AMIRUDDIN An'nisa Miranti Amri Arhad, Muhammad Bahtiar D, Muh Akib Firman Haerani Nur Hamdanah Hamdanah HARYANTO Hasmiah Herawati Hasmiah Herawaty Hasrina Rahman Herman, Arfian Alinda Ihram, Nurul Al Irmwaddah, Irmwaddah Istiqamal Istiqamal Jaya, Muh. Ilham Jumaedi Karim, Abdul Rahim Mahrusah, Luthfiyah Muh. Aslan MT Mustakin Muzakkir Nur, Fakhriyah Rahman, Ali Sari, Andi Nurindah Serina Serina Siti Ahsanul Haq Sitti Rahma Sri Wahyuni Syarif, St Humaerah Zubaedah, Nurfatiah