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All Journal Ulul Albab: Jurnal Studi Islam JOURNAL OF INDONESIAN ISLAM Intiqad: Jurnal Agama dan Pendidikan Islam QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Risâlah, Jurnal Pendidikan dan Studi Islam JIE (Journal of Islamic Education) Studia Religia: Jurnal Pemikiran dan Pendidikan Islam al-Afkar, Journal For Islamic Studies Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Tribakti: jurnal pemikiran keIslaman Jurnal Basicedu SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Journal of Vocational Education Studies Mitra PGMI: Jurnal Kependidikan MI El-Qist : Journal of Islamic Economics and Business (JIEB) Ideguru: Jurnal Karya Ilmiah Guru Ulumuna Al-Ulum: Jurnal Pendidikan Islam Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Indonesian Journal of Innovation Studies Jurnal Kependidikan Islam Al-Ulum: Jurnal Pendidikan Islam Jurnal Basicedu Curricula: Journal of Curriculum Development Tadris: Jurnal Pendidikan Islam HISTORIA: Jurnal Program Studi Pendidikan Sejarah Jurnal Penelitian Jurnal Al Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Academic Journal Research Abdi Masyarakat UIKA Tribakti: Jurnal Pemikiran Keislaman Jurnal Pendidikan IPA Indonesia Jurnal Pengabdian Nusantara Jurnal Pendidikan Islam Journal of Islamic Education
Hanun Asrohah
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Adaptation of the Cambridge curriculum: A comparative study of public and Islamic schools Ilma, Labibah Sayaka; Asrohah, Hanun; Zainiyati, Husniyatus Salamah
Curricula: Journal of Curriculum Development Vol 4, No 2 (2025): Curricula: Journal of Curriculum Development, December 2025
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.84860

Abstract

This research aims to explore how the Cambridge curriculum can be adapted as a relevant educational strategy for addressing global challenges, particularly in developing countries such as Indonesia. In the inequality between national education policy and its implementation in the field, the Cambridge curriculum offers an approach that emphasizes critical thinking, collaboration, and global-mindedness. The method used in this study is a qualitative literature review, analyzing various academic sources and reports on the implementation of the Cambridge curriculum in different school contexts. The results of the study show that the adaptation of the Cambridge curriculum in Indonesia, both in public and Islamic-based schools, exhibits different dynamics. However, both have a positive impact. Public schools implement this curriculum directly with a primary focus on global academic standards, without the need to conform to religious values. Meanwhile, the Islamic school has successfully combined the Cambridge curriculum with Islamic values, creating an educational model that is not only academically global but also spiritually and morally strong. Both approaches show great potential in bridging local education with global standards in a contextual and relevant manner. AbstrakPenelitian ini bertujuan untuk mengeksplorasi bagaimana adaptasi kurikulum Cambridge dapat menjadi strategi pendidikan yang relevan dalam menjawab tantangan global, khususnya bagi negara berkembang seperti Indonesia. Di tengah ketimpangan antara kebijakan pendidikan nasional dan pelaksanaannya di lapangan, kurikulum cambridge menawarkan pendekatan yang menekankan pada kemampuan berpikir kritis, kolaboratif, dan global-mindedness. Metode yang digunakan dalam penelitian ini adalah studi literatur kualitatif, dengan menganalisis berbagai sumber akademik dan laporan implementasi kurikulum cambridge di berbagai konteks sekolah. Hasil penelitian menunjukkan bahwa adaptasi kurikulum cambridge di Indonesia, baik di sekolah umum maupun berbasis Islam, menunjukkan dinamika yang berbeda namun keduanya berdampak positif. Sekolah umum menerapkan kurikulum ini secara langsung dengan fokus utama pada standar akademik global, tanpa perlu menyesuaikan dengan nilai-nilai keagamaan. Sementara itu, sekolah Islam berhasil menggabungkan kurikulum cambridge dengan nilai-nilai keislaman, menciptakan model pendidikan yang tidak hanya global secara akademik, tetapi juga kuat secara spiritual dan moral. Kedua pendekatan ini menunjukkan potensi besar dalam menjembatani pendidikan lokal dengan standar global secara kontekstual dan relevan.Kata Kunci: kurikulum Cambridge; sekolah Islam; sekolah negeri
Inovasi Kurikulum Fikih pada Kurikulum Merdeka Perspektif Fethullah Gülen: Analisis terhadap Capaian Pembelajaran di Madrasah Maulidia, Martarosa; Asrohah, Hanun; Zainiyati, Husniyatus Salamah
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 2 (2025): Edisi Mei 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1893

Abstract

Kajian ini menelaah relevansi inovasi kurikulum Fikih dalam Kurikulum Merdeka dengan pemikiran pendidikan Islam menurut Fethullah Gülen (2022), khususnya dalam konteks capaian pembelajaran di madrasah. Tujuan dari kajian ini adalah untuk mengidentifikasi kesesuaian antara prinsip pendidikan Fethullah Gülen (yang menekankan integrasi nilai spiritual, intelektual, dan sosial) dengan pendekatan Kurikulum Merdeka yang berbasis karakter dan kontekstual, khususnya dalam mata pelajaran Fikih di lingkungan madrasah. Metode yang digunakan adalah studi kepustakaan (library research) dengan pendekatan kualitatif, di mana penulis menganalisis dokumen kurikulum (SK Dirjen Tahun 2022 dan SK Dirjen Tahun 2024) dan literatur pemikiran Gülen. Hasil kajian menunjukkan bahwa Capaian Pembelajaran Fikih Tahun 2022 lebih kompatibel dengan pemikiran Gülen dibanding Tahun 2024, karena mendukung pengembangan keterampilan Higher Order Thinking Skills (HOTS), pembentukan karakter, dan tanggung jawab sosial. Sebaliknya, CP 2024 cenderung menyederhanakan konten dan berpotensi menghambat pencapaian kompetensi holistik. Simpulan dari kajian ini menegaskan bahwa inovasi kurikulum Fikih di madrasah memiliki prospek positif dalam membentuk generasi yang religius, inklusif, dan berpikiran terbuka apabila digabungkan dengan prinsip-prinsip pendidikan Fethullah Gülen.
Analisis Materi Ajar Pendidikan Agama Islam dan Budi Pekerti SMA Kelas 10 Perspektif HOTS: Membangun Pemikiran Kritis Umi Sarah Nafi’ah Darojat; Rini Saputri; Lilik Huriyah; Hanun Asrohah
Risâlah Jurnal Pendidikan dan Studi Islam Vol. 11 No. 3 (2025)
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v11i3.1465

Abstract

Keterampilan HOTS membantu mengembangkan kapasitas berpikir, membangun pengetahuan, memecahkan masalah, dan menemukan konsep baru yang relevan dengan kehidupan sehari-hari. Tujuan penelitian ini untuk menganalisis beberapa lembar kerja peserta didik dalam buku tersebut agar diketahui tingkatan instruksi atau soal yang diberikan pada tingkatan LOTS, MOTS, atau HOTS. Metode yang digunakan pada penelitian ini yaitu studi pustaka atau library research dengan teknik mengumpulkan data berbagai literatur seperti buku, artikel, dan dokumen tertulis yang relevan. Analisis data penelitian ini menggunakan analisis isi yang membantu menemukan konsep yang sesuai dengan tema. Hasil penelitian ini menjelaskan materi ajar PAI kelas 10 mengandung berbagai aktivitas yang berorientasi pada pengembangan keterampilan berpikir tingkat tinggi (HOTS). Bab pertama, beberapa lembar kerja peserta didik yang disediakan terdiri dari instruksi yang didominasi pada tingkatan HOTS dan LOTS. Bab kedua, terdiri dari beberapa lembar kerja yang diteliti lebih banyak mengandung instruksi tingkatan HOTS dan MOTS. Bab ketiga, instruksi pada beberapa lembar kerja mengandung instruksi pada tingkatan HOTS. Secara umum, aktivitas yang dirancang dalam materi ajar ini mendorong siswa untuk mengembangkan keterampilan berpikir analitis, evaluatif, dan kreatif sehingga mencapai pada tingkatan HOTS.
Implementasi Metode Wafa dalam Mengembangkan Pembelajaran Al Qur’an yang Bermutu di SD IT Insan Permata Bojonegoro Saidah, Anis; Yunita, Ita; Asrohah, Hanun; Zainiyati, Husniyatus Salamah
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 9, No. 4 (Oktober 2025)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i4.5133

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi metode Wafa dalam mengembangkan pembelajaran Al-Qur’an yang bermutu di SD IT Insan Permata Bojonegoro. Metode Wafa diterapkan untuk meningkatkan pemahaman, penghafalan, dan penerapan ajaran Al-Qur’an melalui pendekatan sistematis yang melibatkan tujuh elemen inti, yaitu Pemetaan, Penyempurnaan, Standarisasi, Pendampingan, Pengawasan, Munaqosyah, dan Pengukuhan. Penelitian ini menggunakan pendekatan kualitatif dengan desain penelitian lapangan, dimana data diperoleh melalui wawancara, observasi, dan dokumentasi.Hasil penelitian menunjukkan bahwa implementasi metode Wafa di SD IT Insan Permata Bojonegoro telah memberikan dampak positif terhadap kualitas pembelajaran Al-Qur’an. Pembelajaran di sekolah ini telah mengacu pada standar yang ditetapkan oleh metode Wafa, dengan kualitas guru yang sesuai, rasio pengajar dan siswa yang ideal, serta struktur pembelajaran yang terorganisir dengan baik. Namun, terdapat beberapa tantangan yang perlu diatasi, seperti kurangnya pengawasan akademik yang intensif, ketidakteraturan kenaikan level bacaan siswa, dan tingginya pergantian guru yang mempengaruhi kesinambungan pembelajaran. Secara keseluruhan, metode Wafa terbukti efektif dalam meningkatkan pembelajaran Al-Qur’an. Untuk mencapai hasil yang lebih optimal, diperlukan penguatan pengawasan, peningkatan kualitas pelatihan guru, dan optimalisasi penggunaan perangkat evaluasi pembelajaran. Penelitian ini menyarankan agar metode Wafa diterapkan secara lebih konsisten untuk mencapai hasil pembelajaran Al-Qur’an yang lebih bermutu dan berkelanjutan di sekolah-sekolah berbasis Islam.
The Role of School Principals in Facilitating the Implementation of the Independent Learning Curriculum in Islamic Religious Education and Character Subjects at SDN Tenggilis 1 Mejoyo Ulul Azmi Nur Rohmatulloh; Husniyatus Salamah Zainiyati; Hanun Asrohah; Iksan, Iksan
al-Afkar, Journal For Islamic Studies Vol. 8 No. 4 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i4.1835

Abstract

This study examines the role of the principal in facilitating the implementation of the Independent Curriculum in Islamic Religious Education (PAI) at SDN Tenggilis Mejoyo 1 Surabaya. The Independent Curriculum is designed to provide students with the flexibility to choose learning activities that align with their interests and talents, employing a student-centered learning approach. The principal plays a vital role as an educator, manager, administrator, innovator, motivator, leader, and supervisor in supporting the curriculum's implementation. Through resource management, teacher training, and regular monitoring, the principal strives to create a conducive learning environment for the development of students' religious character. Despite challenges such as limited teacher understanding of the new curriculum and inadequate facilities, strategic measures are undertaken to ensure effective implementation. This study offers insights into the significance of the principal's role in supporting the successful implementation of the Independent Curriculum at the elementary school level.
Socio-Physical and Spiritual Environment (SPaSE) Model For Religious Moderation in Madrasa Asrohah, Hanun; Junaedi; Ritonga, Iskandar
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 1 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i1.111

Abstract

This research examines the role of the Socio-Physical and Spiritual Environments (SPaSE) Model in developing religious moderation. PLS-SEM (Partial Least Square- Structural Equational Models) was used for this study to create a Social, Physical, and Spiritual Environments (SPaSE) Model for developing attitudes toward religious moderation. SEM is used in statistical techniques that measure the strength of the hypothetical relationship between variables in a model as a structure with many dependent variables. This research found that the SPaSE model represents a holistic madrasa environment with mutual relationships. In a social space, a transfer of values instills attitudes to being a good citizen. A positive social environment can promote students' social and emotional learning development to prevent intolerant behavior. Prevention may involve the physical environment, namely learning facilities, which become information about attitudes, values, and ethics in Islam compatible with a pluralistic society and prevent extremism and radicalism. The spiritual environment, as mediation and legitimacy, influences the worldview of a large group of people. This research concludes that the social, physical, and spiritual environment is significantly related to religious moderation attitudes in madrasas. The SPaSE model illustrates that students can gain specific meanings and identities through social interaction assisted by the values ​​of religious moderation. The values ​​of religious moderation that originate from Islam are the doctrines or teachings of Islam as a spiritual environment that is accustomed through social interaction and learning facilities. The SPaSE model is very important in madrasahs because it can promote attitudes and perspectives of religious moderation in madrasahs.
Annemarie Schimmel's Phenomenology: an Approach to Religious Experience in Islamic Studies Amin Putri, Rokhmatul Khoiro; Malyuna, Sita Isna; Asrohah, Hanun; Thohir, Muhammad; Cynthia Llanes
Journal of Islamic Education Vol. 10 No. 1 (2025): JIE: (Journal of Islamic Education) January-June
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/jie.v10i1.578

Abstract

This study aims to analyze and explore the phenomenological approach in Islamic Studies from the perspective of Annemarie Schimmel, as well as her contribution to Islamic Studies. It aims to offer a deeper understanding of Islamic beliefs, practices, and spiritual experiences. The research uses a literature review (library research) with a historical figure study approach. The researcher collected data from scientific articles, journals, books, and relevant documents, which were analyzed descriptively and qualitatively using content analysis. The findings of this study reveal that Schimmel's phenomenology is an approach that seeks to understand and penetrate the essence of religion by first examining its phenomena and then delving into the deeper layers of human responses to God until reaching the most profound sacred essence of each religion the centre, the divine, or Deus absconditus. This approach aims to interpret the meaning of Islamic teachings as understood and experienced by its followers rather than based on preconceived notions or the researcher's observations. In practice, this approach employs the concentric ring model theory, which helps create a more empathetic and objective understanding of the religious experiences of Muslims. This theory can serve as a valuable tool for interfaith dialogue and enhancing the image of Islam in the Western world.
WAQF AND ITS CONTRIBUTION IN EDUCATION IN HISTORICAL PERSPECTIVE Asrohah, Hanun
El-Qist: Journal of Islamic Economics and Business (JIEB) Vol. 2 No. 2 (2012): October
Publisher : Islamic Economics Department, Faculty of Islamic Economics and Business, Sunan Ampel State Islamic University, Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/elqist.2012.2.2.279-292

Abstract

In classical Islamic education endowments have a close relationship with waqf institutions. Waqf institutions were financial resources for the activities of Islamic education that Islamic education could evolve rapidly. The existence of the Islamic waqf institution was caused by the Islamic economic system, which assumes that the economy was closely linked to the Muslims faith. Beside that, a balance between the economy and the welfare of Muslime people so that economic activities represented of worship and waqf became a way to closer to Allah and the common good. Therefore, when the Islamic economic progress, Muslims did not hesitate to spend money for the sake of religion and the welfare of Muslims. Driven by the teachings of Islam that respects the function of education for the advancement of religion and state, they feel compelled to spend their wealth for the implementation of education, and ultimately developing advanced Islamic education. Because of loving knowledge, raises the need to develop education by establishing institutions to teach and develop the science. With spearheaded by the Islamic rulers who love science, such as Harun al-Rashid and al-Ma'mun, stand up educational institutions for scientific activities, such as translation activities established by Harun al-Rashid, who at the time of al-Ma ' But the operation is perfect that resulted in the establishment Bait al-Hikmah. In further developments, the need to establish educational institutions create ideas about the need for charitable organizations that will be a source of financial institutions. Endowments role in supporting the implementation of education. With endowments, Muslims get the ease of study. Because of endowments, Islamic education was not too demanding a lot of cost for students so that they are either poor or rich have the opportunity to learned equally. Therefore, students and teachers were encouraged to perform a scientific journey.
Innovative Strategies for Learning Islamic Religious Education for Children with Special Needs: A Systematic Literature Review Fitriani, Ely; Ariyani, Desi; Kholis, Nur; Asrohah, Hanun; Rahmania, Erfin Walida; Bachtiyar, Machfud
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.5353

Abstract

Islamic Religious Education (IRE) for children with special needs requires innovative and adaptive learning strategies to accommodate the diversity of characteristics and special needs of students. This study aims to describe the distribution and main findings of articles on PAI learning strategies for children with special needs from 2019 to 2024, identify emerging patterns of innovation, and examine strategies that have been proven effective based on empirical evidence. Using the systematic literature review (SLR) method with the PRISMA guidelines, this study analysed 42 selected journal articles from 200 initial publications through the Google Scholar database using the Publish or Perish 8 application. Four key findings were identified, including adjustments to learning aspects, the central role of teachers, the dynamics of supporting and inhibiting factors, and positive impacts on children with special needs. The innovation pattern led to three integrated dimensions: structural, pedagogical, and cultural-communal. The study's implications emphasise reforming a curriculum based on Universal Design for Learning, strengthening teacher training, and providing inclusive technological infrastructure. Further research is recommended to examine the comparative effectiveness of strategies, develop authentic assessment instruments, investigate long-term impacts, and explore artificial intelligence in PAI learning for children with special needs.
Insertion of Religious Moderation in Islamic Religious Education in Madrasah Asrohah, Hanun; Junaedi, Junaedi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 6 No. 2 (2024): Geographical Coverage: Indonesia, Iraq, Malaysia, and Denmark
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i2.5668

Abstract

This study aims to examine the insertion of religious moderation policies in Islamic Religious Education in madrasas. This study uses qualitative research with a policy research approach. The data collected are about characteristics of religious moderation policy insertion in learning Islamic Religious Education in madrasas. Data were collected from various regulations related to religious moderation and education policies in madrasas. Data were analyzed using content analysis. The results of the study indicate that the insertion of religious moderation in Islamic Religious Education learning is rational-incremental and responsive. Rational-incremental policies mean the hierarchy and structural relations of policymakers in the interest of realizing a tolerant and harmonious religious life. Responsive policies are seen from the patterns of interaction between policymakers and policy implementers who involve the community so that they reflect a sense of justice in society and accommodate community participation.
Co-Authors Adibah, Dawi Farah Agus Setiawan Agustina Tarik, Atika Ahsantudhonni, Ahsantudhonni Akh. Syaiful Rijal, Akh. Syaiful Albaab, Ahmad Sahilul Amin Putri, Rokhmatul Khoiro Awaluddin, Rizky ‘Alaniah, Almas Sharfina Bina Prima Panggayuh Cynthia Llanes Desi Ariyani, Desi Diana, Alfi Elma Eka Dewi, Febianita Evi Fatimatur Rusydiyah Fitriani, Ely Haq, Nadya Isabel Husniyatus Salamah Zainiyati Iksan, Iksan Ilma, Labibah Sayaka Iskandar Ritonga Ismaniyah, Farihatul JUNAEDI Junaedi Junaedi Khoiriyah, Niswatin Kholis, Nur Kunawi Basyir Lilik Huriyah Ma'Fazah, Hikmatul Machfud Bachtiyar Makhsun, Toha Malyuna, Sita Isna Maulidia, Martarosa Maziyah, Nailatus Sa’adah Moh. Rifqi Rahman Muhammad Thohir Naja, Anang Darun Najiyah, Siti Firqo Nashrullah, Nashrullah Nisa, Zakiyatul Nissa, Kharisma Alfun Nur Kholis Nuruddaroini, M. Ahim Sulthan Prasetia, Senata Adi Puspita Handayani Putri Habibillah Putri, Rokhmatul Khoiro Amin Qurratina, Noor Shania Rahayu, Indah Rahmania Azis, Annisa Rahmania, Erfin Walida Rahmawati, Kiki Anita Ramadhan, Ahmad Dimas Rini Saputri Riyazati, Shushmittha Rubaidi Saidah, Anis Salamah, Husniyatus Sari Idayatni Siti Amaliati, Siti Syaiful Arif Tsuyoshi Usagawa, Tsuyoshi Ulul Azmi Nur Rohmatulloh Umi Sarah Nafi’ah Darojat Vachruddin, Vrisko Putra Widadi, Ahmad Setyo Yunita, Ita Zahroh, Jamilatus Zaniyati, Husniyatus Salamah