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All Journal Humanis : Jurnal Ilmu-Ilmu Sosial dan Humaniora Briliant: Jurnal Riset dan Konseptual Journal of Development Research Madaniyah: Terciptanya Insan Akademis Berkualitas Dan Berakhlak Mulia DAR EL-ILMI : Jurnal Studi Keagamaan, Pendidikan dan Humaniora DHARMASMRTI: Jurnal Pascasarjana UNHI Islamika: Jurnal Keislaman dan Ilmu Pendidikan Panangkaran: Jurnal Penelitian Agama dan Masyarakat Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Cendekia: Media komunikasi penelitian dan pengembangan pendidikan islam Preschool : Jurnal Perkembangan dan Pendidikan Anak Usia Dini Jurnal Agama Buddha dan Ilmu Pengetahuan Berajah Journal SINDA: Comprehensive Journal of Islamic Social Studies Kreatifitas: Jurnal Ilmiah Pendidikan Islam Jurnal Pendidikan dan Pembelajaran Jurnal Studi Pesantren World Psychology Murabby: Jurnal Pendidikan Islam Jurnal Lektur Keagamaan Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) Jurnal Ilmiah Pendidikan dan Keislaman Jurnal Ilmu Pendidikan Nasional Science and Education Journal Ar-Rusyd: Jurnal Pendidikan Agama Islam Sinergi International Journal of Islamic Studies Khidmah: Jurnal Pengabdian Masyarakat STIT Tanggamus Jurnal Kajian & Reviu Jinarakkhita: Jurnal Gerakan Semangat Buddhayana (JGSB) Jurnal Pustaka Cendekia Pendidikan Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Eduprof MEKOMDA Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam International Journal of Educatio Elementaria and Psychologia PESOLAH: Jurnal Pendidikan, Sosial dan Humaniora Al Ilmu Khazanah: Journal of Islamic Education and Science Prophetik : Jurnal Kajian Keislaman International Journal of Educational Narratives
Arif Muzayin Shofwan
Universitas Nahdlatul Ulama
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Other

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Sejarah Dakwah Sufistik KH. Abdurrahim Pasuruan Melalui Tarekat Mahabbah dalam ISHARI Arif Muzayin Shofwan; Muh Mirwan Hariri
Mekomda: Media Komunikasi Dakwah Vol. 2 No. 2 (2024): Volume 2 NO 2 Agustus 2024
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/mekomda.v2i3.1798

Abstract

KH. Abdurrahim Pasuruan, through the Mahabbah congregation, cannot escape the role of his grandfather, KH. Abdurrahman and studied with Habib Syaikh bin Ahmad Bafaqih Botoputih Surabaya. This qualitative descriptive writing using library research reveals KH's Sufistic preaching. Abdurrahim Pasuruan through the Mahabbah congregation. This article finds the following things, including First, the Sufistic preaching of KH. Abdurrahim Pasuruan, through the Mahabbah order, came from his father, KH. Abdul Hadi, who is named after his grandfather, KH. Abdurrahman studied with Habib Syaikh bin Ahmad Bafaqih Botoputih Surabaya. Second, during the time of KH. Abdurrahim, this Mahabbah order was formed in a forum called ISHARI which was founded on January 23, 1959. Third, the Mahabbah order in ISHARI teaches love for Allah SWT and Rasulullah SAW through reading the Book of Maulid Syaraf Al-Anam and the prayer-poems in the Book. Diwan Hadrah and several other reference books. Fourth, the Sufistic preaching of KH. Abdurrahim through the Mahabbah order in the ISHARI forum has been implemented by many Sufism experts such as Rabiah Al-Adawiyah, Ibrahim bin Adham, Sari As-Saqati, and others.
Wejangan Sunan Kalijaga kepada Sunan Tembayat Arif Muzayin Shofwan; Muh. Mirwan Hariri; M. Abdul Rouf; Fuad Ngainul Yaqin
Mekomda: Media Komunikasi Dakwah Vol. 3 No. 2 (2025): Volume 3 Number 2 Tahun 2025
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/mekomda.v4i2.2498

Abstract

Abstract Sunan Kalijaga memiliki murid bernama Sunan Tembayat sebagai penerus keilmuannya. Penelitian deskriptif kualitatif dengan studi kepustakaan ini membahas wejangan Sunan Kalijaga kepada Sunan Tembayat. Teknik analisanya menggunakan analisis isi dengan memilah-milah data sesuai dengan fokus penelitian. Tulisan ini menghasilkan kesimpulan bahwa beberapa wejangan Sunan Kalijaga kepada Sunan Tembayat, antara lain: (1) wejangan Patembayatan, yakni agar setiap orang tidak merasa sombong terhadap sesama, harus saling menghormati dan menghargai tanpa memandang perbedaan suku, bangsa, kulit, dan semacamnya; (2) wejangan Pambukaning Tata Malige Baitul Muharam, yakni ilmu rasa (batin) yang berguna untuk merasakan empati terhadap semua lapisan masyarakat, tanpa memandang perbedaan agama, golongan, budaya, ras, dan semacamnya. Dengan empati menjadikan manusia tidak merasa ajarannya paling benar di hadapan Tuhan, sementara ajaran lainnya salah; (3) wejangan Sangkan Paraning Dumadi, yakni ilmu yang menjelaskan bahwa semua ini milik Tuhan dan akan kembali kepada Tuhan; dan (4) wejangan Sekar Telon, yakni berupa: bunga mawar, artinya simbol dari berwarna-warna suku, budaya, agama, dan semacamnya; bunga kenanga, artinya bisa melakukan begini dan begitu; dan bunga kantil, artinya hendaknya selalu bergantung kepada Tuhan dan persatuan semua bangsa. Kata kunci: Wejangan; Sunan Kalijaga; Sunan Tembayat
PENGEMBANGAN KURIKULUM PENDIDIKAN BERBASIS MULTIKULTURAL: TEORI DAN PRAKTIK Arif Muzayin Shofwan
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 5 No. 1 (2025): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v5i1.225

Abstract

Curriculum development in education must be carried out with various considerations. This qualitative descriptive study, using a literature review, discusses the development of a multicultural-based curriculum from both theoretical and practical perspectives. The data were analyzed using content analysis, selecting data that aligns with the research focus. This paper concludes that a multicultural-based education curriculum is one that embraces cultural diversity and consistently explores differences as a divine necessity. Multicultural-based curriculum development aims to respect all diversity, create peace, protect human rights, and foster democracy. Several learning developments that teachers should focus on for students in a multicultural-based curriculum include: peace learning, human rights learning, and democracy learning. Furthermore, if multicultural-based curriculum development is linked to Islamic religious education, it must be grounded in psychological, sociological, and philosophical foundations, and adhere to the principles of relevance, effectiveness, efficiency, and flexibility
The Integration of Digital Technology in Islamic Education: Enhancing Learning Outcomes and Preserving Religious Values Nur Rois; Nenden Munawaroh; Mahfud Ifendi; Arif Muzayin Shofwan; Galuh Nashrulloh Kartika MR
Eduprof : Islamic Education Journal Vol. 8 No. 1 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i1.431

Abstract

The rapid advancement of digital technology has reshaped the global educational landscape, yet its adoption within Islamic education remains complex due to the unique emphasis on character cultivation and spiritual values. This study analyzes the integration of digital technology in Islamic education with a focus on how it enhances learning outcomes while preserving religious values. As education increasingly shifts towards digital platforms, Islamic education faces both opportunities and challenges in adopting modern tools without compromising its spiritual essence. This study employed a qualitative research design, utilizing semi-structured interviews with teachers, administrators, and students, alongside classroom observations and document analysis at madrasahs, pesantren, and Islamic universities. Participants were selected through purposive sampling to provide information-rich insights into technological implementation. The findings show that digital technology can facilitate interactive learning, expand access to educational resources, and improve students’ engagement. At the same time, it is crucial to safeguard Islamic values by carefully selecting and designing digital content that aligns with ethical and religious principles. Specific findings indicate that while gamification and multimedia tools improve comprehension in challenging subjects like Arabic grammar and fiqh, students face challenges such as digital distractions and exposure to unverified religious claims. The study highlights that when appropriately implemented, digital technology strengthens academic achievement and supports students’ holistic development in accordance with Islamic teachings. To ensure success, institutions must implement "Islamic digital citizenship" modules and curate online systems to maintain moral integrity. This integration serves as a strategic step in ensuring that Islamic education remains relevant, effective, and value-driven in the digital era.
The Significance of Pancasila Values for Character Building from an Islamic Perspective Arif Muzayin Shofwan
Sinergi International Journal of Islamic Studies Vol. 3 No. 4 (2025): November 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i4.850

Abstract

Pancasila is the foundation of the Indonesian state, derived from various aspects of the nation's founding fathers, including Islamic teachings. This qualitative, literature-based research examines the significance of Pancasila values for character development within Islamic teachings. The data analysis technique used content analysis, selecting elements aligned with the research focus and objectives. This study found that Pancasila values for character development are significant to Islamic teachings: (1) Belief in the One and Only God is significant to Surah Al-Ikhlas verse 1, Surah An-Nahl verse 22, Surah An-Nahl verse 51, Surah Al-Baqarah verse 163, Surah Al-Isra verse 22, Surah Al-Kahf verses 1-4, and Surah Al-Mu'minun verse 91; (2) Just and civilized humanity is significant with Surah Al-Baqarah 213, Surah An-Nisa verse 135, Surah Al-Maidah verse 8, Surah Al-An'am verse 152, Surah Al-A'raf verse 29, Surah An-Nahl verse 90, Surah Al-Hujurat verse 13, Surah Al-Hadid verse 25, and Surah Al-Mumlahanah verse 8; (3) Indonesia's unity is significant with Surah Ali Imran verse 103, Surah Al-Hujurat verses 10-13, Surah Al-Anfal verse 46, Surah Yunus verse 19, Surah Hud verse 118, Surah An-Nahl verse 93, and Surah As-Shura verse 8; (4) Democracy led by wisdom in deliberation or significant representation with Surah Al-Baqarah verse 233 and Surah Ali Imran verse 159; (5) Social justice for all Indonesian people is significant with Surah Al-Baqarah verse 177, Surah An-Nisa verse 36, Surah Ali Imran verse 58, Surah An-Nahl verse 90, Surah Al-Isra verse 26, and Surah As-Shura verse 15.
Mengkonstruk Multikulturalisme di Tengah Arus Global Arif Muzayin Shofwan
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.557

Abstract

The current era of globalization necessitates discourse in constructing multiculturalism. This qualitative descriptive paper, using a literature study, discusses how to construct multiculturalism amidst global currents. The data analysis uses content analysis, sorting data according to the research focus. This paper concludes that several elements must be constructed in the development of multiculturalism in education, including: theology, Islam, philosophy, conceptualization, traditional arts, human resource management, awareness, curriculum, social construction, and special needs. Meanwhile, several other elements that must be constructed in the development of multiculturalism are also carried out in three areas: (1) the element of terrorism, namely the handling of terrorism in Indonesian correctional institutions must always be considered, because terrorist prisoners are individuals who have been indoctrinated with religious dogma that is strongly misinterpreted; (2) the element of traditional theater, namely the reactualization of traditional theater as a medium for socializing multicultural values ​​is very effective. and (3) elements of conflict in the era of plurality, namely efforts to minimize conflict based on the main problems of life in the era of religious plurality, both between individuals and groups, which must be addressed.
The Influence of Parenting Patterns on the Mental Health of School-Age Children Arif Muzayin Shofwan; Shazia Akhtar; Rafiullah Amin
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2152

Abstract

Background. Parenting patterns play a critical role in the mental health and well-being of children, particularly during the school-age years when they experience significant emotional and social development. The way parents interact with their children, provide support, and set boundaries can either foster resilience or contribute to mental health challenges. Purpose. This study examines the influence of various parenting patterns authoritative, authoritarian, permissive, and neglectful on the mental health of school-age children. Method. The primary objective is to investigate how these parenting styles affect children’s emotional regulation, self-esteem, anxiety levels, and overall mental well-being. A quantitative research design was employed, using surveys administered to 400 parents of school-age children, complemented by psychological assessments of their children’s mental health. Results. The results indicate that authoritative parenting is positively associated with better mental health outcomes, including higher self-esteem and lower anxiety levels. In contrast, authoritarian and neglectful parenting were linked to increased anxiety and lower emotional regulation in children. Conclusion. The study concludes that parenting patterns significantly influence the mental health of school-age children, highlighting the importance of supportive, balanced parenting approaches. Interventions aimed at promoting authoritative parenting could contribute to improved mental well-being in children, particularly in academic and social contexts.
Co-Authors Achmad Yusuf Amin Zaki Choirul Hidayah Choirul Hidayah Dessy Farantika devia purwaningrum Dwi Indrawati ENDAH PRAPTI LESTARI Faisal Razak Farantika, Dessy Fuad Ngainul Yaqin Fuad Ngainul Yaqin Galuh Nashrulloh Kartika MR Gandes Nurseto GANDES NURSETO NURSETO Hana Athia Akhzalini Imam Karya Bakti laela lutfiana rachmah Laelatul Azizah M. Abdul Rouf Mahfud Ifendi Marwan Hayeemaming Miftakhul Rohman, Muhammad Yasin, Iwan Marwan, Miftakhul Rohman, Moch Lukluil Maknun Muh Mirwan Hariri Muh. Mirwan Hariri Muhammad Yani Mujiburrohman Nenden Munawaroh Nur Rois Omar Khan Pahmi Pahmi Rafiullah Amin Raras Ayu Prawinda Rashid Rahman Setyoadi Pambudi Shazia Akhtar Sisilia Prima Ula Maliana Sofa Zaini Mahtumil Abidah