Article Per Year (5 Year)
p-Index From 2021 - 2026
3.558
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Ulul Albab: Jurnal Studi Islam El-HARAKAH : Jurnal Budaya Islam Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar J-PAI: Jurnal Pendidikan Agama Islam QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Administrasi dan Manajemen Pendidikan Kuttab: Jurnal Ilmu Pendidikan Islam SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JAMP : Jurnal Administrasi dan Manajemen Pendidikan JURNAL MANAJEMEN PENDIDIKAN SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of Research and Thought on Islamic Education (JRTIE) DIMAR: Jurnal Pendidikan Islam Jurnal Administrasi Pendidikan Islam Munaddhomah: Jurnal Manajemen Pendidikan Islam Journal of Instructional and Development Researches Muẚṣarah: Jurnal Kajian Islam Kontemporer Arfannur: Journal of Islamic Education Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan AKHLAQUL KARIMAH: Jurnal Pendidikan Agama Islam at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Muta'allim: Jurnal Pendidikan Agama Islam
Mohammad Asrori
Program Magister Teknologi Pendidikan, FKIP, Universitas Tanjungpura, Pontianak
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 34 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 34 Documents
Search

 1   2   3   4 
The Influence of Student Perceptions about Google Classroom on Interest in Religious Learning at SMPN 1 Ngoro Jombang Alfiyah, Nur; Asrori, Mohammad; Khudriyah, Khudriyah
Arfannur: Journal of Islamic Education Vol. 6 No. 2 (2025)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v6i2.3934

Abstract

Google classroom is a web and mobile-based application which is able to be used as an online learning media. Google classroom as an internet-based service with e-learning system assumed to facilitate the learning. This study aims to know whether or not google classroom affect students' learning interests of religious subjects at SMP Negeri 1 Ngoro Jombang. This research design is quantitative, with exposed-facto approach. The population of this study was VII grade student of SMP Negeri 1 Ngoro Jombang. The sample was 72 students (25% from population) which were selected through simple random sampling. The research instrument was questionnaire, the data then analyzed by simple linear regression. The results showed that students' perception of google classroom was in the medium category (61% of respondents had score between 32 to 38). The student’s interest of religious learning was also in the medium category, which is 64% or 46 respondents had score between 33 to 41. The hypothesis result showed that there is low influence (8%) between students' perception of google classroom towards the religious learning interest in SMP Negeri 1 Ngoro Jombang.
RELEGIOUS MODERATION IN THE IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION AND MORAL EDUCATION AT THE SENIOR HIGH SCHOOL/VOCATIONAL SCHOOL LEVEL Armedi, Rama; Kawakip, Ahmad Nurul; Asrori, Mohammad
Muẚṣarah: Jurnal Kajian Islam Kontemporer Vol. 7 No. 1 (2025): Januari - Juni
Publisher : UIN ANTASARI BANJARMASIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/msr.v7i1.17883

Abstract

Islamic Religious Education is a strategic medium for introducing and teaching the values ​​of religious moderation to students. The values ​​of religious moderation must be manifested in Islamic Religious Education textbooks. The values ​​contained in the Islamic Religious Education and CharacterBuilding textbook for Senior High School/Vocational High School Grade X are Tawasuth (moderation), i'tidal (justice), tasamuh (tolerance), and tawazun (balance). Meanwhile, moderate values ​​that can be integrated into learning include Tolerance-Based, Business Ethics, Persistence and Simplicity, and Reflection and Discussion Activities. These values ​​are certainly very relevant and need to be integrated into every textbook, not only limited to the textbooks analyzed in this study. Theoretically, this research provides a practical contribution in formulating policies for the preparation of more inclusive and moderate Islamic Religious Education teaching materials. As recommendations for further research, it can examine textbook revisions, teacher training, and further research using fieldwork.
RETHINKING CURRICULUM REFORM IN MADRASAH AND ‎PESANTREN: HILDA TABA’S MODEL AS A FRAMEWORK FOR ‎INTEGRATING ISLAMIC VALUES Zahara, Alfan Nawaziru; Asrori, Mohammad; Mujab, M.
SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.5857

Abstract

This article aims to analyze the relevance and potential application of Hilda Taba's curriculum development model in the reform of Islamic Religious Education (PAI) in madrasas, particularly through an integrated curriculum approach that emphasizes the linkage between Islamic values and 21st century learning needs. This research uses a qualitative method based on library research, by examining Hilda Taba's main works, national curriculum policy documents, and relevant academic literature in the field of Islamic education and curriculum development theory.The main focus of the study lies in a systematic examination of the core ideas of Taba, including the stages of need diagnosis, goal formulation, selection and organization of content, learning experience, and evaluation, and how these principles can be adapted in the context of madrasas.The results of the analysis show that the Taba model offers a participatory, reflective, and student-based curriculum approach. This approach is very suitable for the context of Islamic education in madrassas which have tended to follow a standard curriculum without adequate innovation space. By utilizing the Taba model, the PAI curriculum can be developed in a more contextual, integrative, and transformative manner that combines Islamic values with an active, collaborative, and character-oriented learning approach. In addition, this article also emphasizes the importance of the role of teachers as the main actors in curriculum development, as well as the need to change the evaluation paradigm in religious education from just cognitive measurement to assessment that includes affection and morality. These findings make a theoretical and practical contribution to the development of a responsive, relevant, and progressive Islamic curriculum, while strengthening the position of madrasas as educational institutions that are adaptive to changing times.
Internalisasi Nilai-Nilai Pelajar Rahmatan Lil Alamin dalam Mata Pelajaran Akidah Akhlak di MTsN 5 Blitar Anggraini, Mentari Cahya Dwi; Asrori, Mohammad; Yahya, Mokhammad
Akhlaqul Karimah: Jurnal Pendidikan Agama Islam Vol. 4 No. 1 (2025): Akhlaqul Karimah: Jurnal Pendidikan Agama Islam
Publisher : Samodra Ilmu: Lembaga Penelitian, Penerbitan, dan Jurnal Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58353/jak.v4i1.256

Abstract

Education plays a fundamental role in shaping students' character and competencies to face global challenges in the Industrial Revolution 4.0 and Society 5.0 eras.  This study aims to analyze the implementation of the Rahmatan Lil Alamin project module in Akidah Akhlak learning at MTsN 5 Blitar and evaluate its impact on students' character development. The background of this research is based on the importance of character education rooted in Islamic values in addressing the challenges of globalization, particularly in overcoming the decline in students' character index due to the lack of an applicative approach in religious education.This research employs a qualitative approach with a case study method. Data were collected through observations, interviews, and documentation, involving teachers, students, and school management as primary sources. The findings indicate that the internalization of Rahmatan Lil Alamin values is carried out through a module design that balances cognitive, affective, and psychomotor aspects. Implementation is conducted in a block system after the mid-term exam and through a co-curricular approach that connects learning with religious activities and social projects.The analysis results show an improvement in students' character, particularly in aspects of compassion, tolerance, and social awareness. However, several challenges remain, such as differences in students' levels of understanding and the influence of external environments. This study is expected to provide recommendations for educators and policymakers to enhance the effectiveness of Islamic values-based education in madrasahs.
Analysis of Islamic Religious Education Curriculum Development in General Universities in Indonesia Alfiyah, Nur; Hanifah, Khusnul; Fatah Yasin, Ahmad; Asrori, Mohammad
Jurnal Administrasi Pendidikan Islam Vol. 6 No. 2 (2024): September
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/japi.2024.6.2.159-173

Abstract

Curriculum development is a very important discourse in responding to educational challenges that are always growing and changing from time to time. This research analyzes the development of Islamic religious education curriculum of public universities in Indonesia. The research design uses a qualitative approach with literature study methods and interviews with 5 informants, namely graduate students as well as PTU alumni (at the undergraduate level) with qualitative descriptive data analysis. The results of the study revealed that: First, the Islamic religious education curriculum in Indonesian public universities is on average implemented through “Islamic Religious Education” courses as personality development and supported by religious programs designed according to the uniqueness of the university. Second, in terms of material substance, it is basically the same as Islamic religious universities, because it refers to the college curriculum guidelines, but the material presented is more essential and there are adjustments to the local culture of each university. This research concludes that the Islamic religious education curriculum of public universities in Indonesia has been well developed, but in the future it still requires innovation / renewal so that it is more cultured and integrated.
The Concept of Aqidah Akhlak Education Curriculum in Forming Istiqamah Character of Elementary School Students Lidyawati, Reky; Asrori, Mohammad; Mahmudi, Zaenul; Barizi, Ahmad
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 15 No. 2 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
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.v15i2.2762

Abstract

There is a need for an aqidah akhlak education curriculum that can shape the character of istiqamah students at the elementary school level as a basic foundation for good character building. Thus, this research seeks to explore: (1) How is the concept of aqidah akhlak education curriculum in shaping the istiqamah character of elementary school students at the stage of learning planning, learning implementation, and learning evaluation? (2) How is implementing the aqidah akhlak education curriculum in shaping the istiqamah character of elementary school students at the stage of learning planning, learning implementation, and learning evaluation? This research uses a qualitative approach. This type of multi-site study research is chosen to provide a search for the proposed research problem. Data collection techniques were carried out by 1) in-depth interviews, 2) participant observation, and 3) documentation. The data were analyzed with an interactive model consisting of data condensation, data display, conclusion, and verification. Data validity checking is based on four criteria: degree of trust (credibility), degree of transferability, degree of dependability, and degree of certainty (confirmability). The results of this study were found (1) the concept of the aqidah akhlak education curriculum in shaping the istiqamah character of elementary school students at the learning planning, learning implementation, and learning evaluation stages in two Islamic elementary schools in Situbondo and (2) implementation of the aqidah akhlak education curriculum in shaping the istiqamah character of elementary school students at the stage of learning planning, learning implementation, and learning evaluation in two Islamic elementary schools in Situbondo.
Integrating Multi-Madhhab Sufism in Pesantren Education Amrullah, Zen; Maimun, Agus; Asrori, Mohammad
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (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.v7i3.7798

Abstract

This study examines the integration of multi-madhhab Sufism within the educational systems of Pesantren Salafiyah Syafi'iyah Sukorejo and Pesantren Zainul Hasan Genggong in East Java, employing a qualitative multi-case descriptive approach. Although both institutions formally adhere to the Sufi madhhabs recognized by Nahdlatul Ulama, namely Al-Ghazali and Al-Junaidi, field findings reveal that they organically sustain four madhhabs simultaneously: Al-Ghazali, Al-Junaidi, Abdul Qadir Al-Jailani, and Abu Hasan Al-Shadzili. Al-Ghazali dominates the cognitive domain through classical text instruction, while Al-Jailani and Al-Shadzili thrive in the ritual dimension through daily devotional practices (wirid), hagiographic recitations (manaqib), and litanies (shalawat). Al-Junaidi persists as a normative symbol without direct textual implementation, indicating that epistemic legitimacy in pesantren relies not only on textual authority but also on the charismatic authority of the kiai and oral tradition. A key difference lies in their pedagogical orientation: Sukorejo adopts an academic-institutional approach emphasizing dzauq (spiritual experiential awareness), whereas Genggong favors a personal-practical model centered on riyadlah (inner spiritual discipline) and the master-disciple relationship. This integration emerges organically from the interplay of kiai authority, local tradition, and the need for character formation, thereby preserving Sufism's relevance as the core of spiritual education without compromising its epistemic authenticity.
Deconstructing the Kiai and Santri Relationship: A Critical Review of Power and Cultural Dynamics Achmadin, Balya Ziaulhaq; Asrori, Mohammad; Barizi, Ahmad; Amrullah, Abdul Malik Karim; Nafis, Muhammad Muntahibun
el Harakah: Jurnal Budaya Islam Vol 26, No 2 (2024): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/eh.v26i2.29573

Abstract

 This study aims to reveal the dynamics of the relationship between Kiai and santri in traditional pesantren. This research deconstructs the relationship between Kiai and Santri in the Indonesian socio-cultural context. Through a critical approach, this study examines the dynamics of power and cultural influences that color the relationship. By analyzing various sources, this study reveals the complexity of the Kiai and Santri relationship that goes beyond the traditional teacher-student relationship. The results show that the relationship between Kiai and santri in traditional pesantren is built on the basis of strong religious and cultural values. Kiai holds a central role as a spiritual leader and teacher, while santri place themselves as obedient and respectful students. This relationship is characterized by a clear hierarchy, where Kiai has great authority and influence over santri. However, the dynamics of this relationship do not always run smoothly. There are potential conflicts that arise due to differences in interpretation of religious values, differences in socio-economic backgrounds, and the influence of changing times. Kiai are required to be able to maintain a balance between maintaining traditional values and adjusting to the demands of the times and their relevance to social and political changes affecting the relationship between Kiai and Santri Penelitian ini bertujuan untuk mengungkap dinamika hubungan antara Kiai dan santri di pesantren tradisional. Penelitian ini mendekonstruksi hubungan Kiai dan Santri dalam konteks sosial-kultural Indonesia. Melalui pendekatan kritis, penelitian ini mengkaji dinamika kekuasaan dan pengaruh budaya yang mewarnai hubungan tersebut. Dengan menganalisis berbagai sumber, penelitian ini mengungkap kompleksitas hubungan Kiai dan Santri yang melampaui relasi guru-murid tradisional. Hasil penelitian menunjukkan bahwa hubungan Kiai dan santri di pesantren tradisional dibangun atas dasar nilai-nilai religius dan kultural yang kuat. Kiai memegang peran sentral sebagai pemimpin spiritual dan guru, sementara santri menempatkan diri sebagai murid yang patuh dan hormat. Hubungan ini ditandai dengan hierarki yang jelas, di mana Kiai memiliki otoritas dan pengaruh yang besar terhadap santri. Namun, dinamika hubungan ini tidak selalu berjalan mulus. Terdapat potensi konflik yang muncul akibat perbedaan interpretasi nilai-nilai agama, perbedaan latar belakang sosial-ekonomi, dan pengaruh perubahan zaman. Kiai dituntut untuk mampu menjaga keseimbangan antara mempertahankan nilai-nilai tradisional dan menyesuaikan diri dengan tuntutan zaman serta relevansinya dengan perubahan sosial dan politik memengaruhi hubungan Kiai dan Santri
Dinamika Pendidikan Islam di Indonesia: Kajian Historis Dari Tradisional Menuju Kontemporer Asrori, Mohammad
el Harakah: Jurnal Budaya Islam Vol 10, No 1 (2008): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/el.v10i1.4597

Abstract

Observing Islamic education in Indonesia, historically, it was started from a religious boarding school called "Pesantren". It received an outstanding welcome from society, although it had not been called yet as a legal and formal education in Majapahit era. However, in Mataram era, education in pesantren had started crawling step by step to the direction of formalization. Moreover, at the same time, many social-religious organizations, education, discourses were established, such as Muhammadiyah, Nahdhatul Ulama, al-Irsyad, Jamyyatul Washliyah, and etc. Our Islamic education recently starts to develop rapidly in which developmental pattern is more modern and contemporary. Besides, there are some Islamic schools from high schools to state or private universities such as UIN, Islamic University of Indonesia (UII), Muhammadiyah University of Malang (UMM), Darul Ulum University of Jombang (UNDAR), and etc. The best solution of our Islamic education today can be seen from many opinions such as As-Saibany, Azyumardi Azra, A.Malik Fajar, M. Tholhah Hasan. Mengamati pendidikan Islam di Indonesia, secara historis, dimulai dari pesantren yang disebut "pesantren". Ini mendapat sambutan yang luar biasa dari masyarakat, meski belum disebut sebagai pendidikan hukum dan formal di era Majapahit. Namun, di era Mataram, pendidikan di pesantren sudah mulai merangkak selangkah demi selangkah sampai ke arah formalisasi. Selain itu, pada saat bersamaan, banyak organisasi sosial keagamaan, pendidikan, wacana didirikan, seperti Muhammadiyah, Nahdhatul Ulama, al-Irsyad, Jamyyatul Washliyah, dan lain-lain. Pendidikan Islam kita baru-baru ini mulai berkembang dengan cepat dimana pola perkembangannya lebih banyak. modern dan kontemporer. Selain itu, ada beberapa sekolah Islam dari sekolah menengah sampai universitas negeri atau swasta seperti UIN, Universitas Islam Indonesia (UII), Universitas Muhammadiyah Malang (UMM), Universitas Darul Ulum Jombang (UNDAR), dan lain-lain. Solusi terbaik Pendidikan Islam kita saat ini bisa dilihat dari banyak pendapat seperti As-Saibany, Azyumardi Azra, A.Malik Fajar, M. Tholhah Hasan.
Menyingkap Peradaban Islam Kontemporer di Anak Benua India Asrori, Mohammad
el Harakah: Jurnal Budaya Islam Vol 11, No 3 (2009): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/el.v0i0.438

Abstract

Civilization and culture in the arm of the continent of India had undergone the rise and fall since the colonialism era until the independence day. It can be illustrated by the domination of political map which had existed since the arrival of foreign nation, especially England until they got their indepence. The condition of Indian society at that time was full of contradiction, religion coflicts, quarrelling, robbery, various race, certain group interest dominating, and etc. From this condition, it born many great islamic political figures like Syeh Ahmad Sirhindi, Shah Waliyullah and the next generation, Sayyid Ahmad Khan and the next generation, Indian Moslem League. Which finally made India and Pakistan Independence (1947 M) and Bangladesh’s (1971M). Next, these three countries, which are the same in term of historical country have also various dynamic and sophisticated improvement of Islam. Peradaban dan budaya di benua India telah mengalami kenaikan dan penurunan sejak era penjajahan hingga hari kemerdekaan. Hal itu bisa diilustrasikan dalam dominasi peta politik yang sudah ada sejak kedatangan bangsa asing, terutama Inggris sampai mereka mendapat indepence mereka. Kondisi masyarakat India saat itu penuh dengan kontradiksi, pertentangan agama, pertengkaran, perampokan, berbagai ras, minat kelompok tertentu yang mendominasi, dan lain-lain. Dari kondisi ini, lahirlah banyak tokoh politik islam seperti Syeh Ahmad Sirhindi, Shah Waliyullah dan generasi berikutnya, Sayyid Ahmad Khan dan generasi berikutnya, Indian Muslim League. Yang akhirnya membuat Kemerdekaan India dan Pakistan (1947 M) dan Bangladesh (1971M). Selanjutnya, ketiga negara ini, yaitu Hal yang sama dalam hal negara bersejarah juga memiliki berbagai pembaharuan Islam yang dinamis dan canggih.
Co-Authors Abd. Haris Abdul Fattah Abdul Malik Karim Amrullah Achmadin, Balya Ziaulhaq Agus Maimun Ahmad Barizi Ahmad Nurul Kawakip Alfin Mustikawan Alfiyah, Nur Alifa, Alifia Zuhriatul Anggraini, Mentari Cahya Dwi Arifin, Muhammad Nur Armedi, Rama Bramantara, Andika CHASANAH, IMROATUL Evinda , Anisa Farizi, Manarul Alam Al Fatah Yasin, Ahmad Hanifah, Khusnul Hasanah, Nurul Wardatul Hayati, Ni’matul Indri Astuti Iswar, Nabila Salsabila izza, Aminah Jamilah Jamilah Khudriyah, Khudriyah Kumala, Sinta Dewi Lailatul Mubarokah Lestari, Yuliana Dwi Lidyawati, Reky Luhur Wicaksono M. Mujab Maisaroh, Ajeng Manggala, Esa Mokhammad Yahya Mubarok, Muhammad Khalivi Abqary Mubaroq, Zulfi Muhammad Fahim Tharaba Muhammad Muntahibun Nafis, Muhammad Muntahibun Mulyono Mulyono Nabila, Ahsana Nur Ali Nurdianti Awaliyah, Nurdianti Prayoga, Yanda PURWANTI PURWANTI Rahmawati, Fitria Dwi Rofi'ah, Fita Azkiyatur Sodikin, Satria Syadzali, Ahmad Alfi Nur Syahriza, Fatwa Azmi Tazkiyah, I’anatut Ummah, Ana Faidatul Usman Radiana Wahyudin, Aji Wahyuni, Nurfita Wilatikta, Ayu Yuline, Yuline Zaenul Mahmudi Zahara, Alfan Nawaziru zen Amrullah, zen Zuhro, Fa’izah Darotul