Article Per Year (5 Year)
p-Index From 2021 - 2026
1.152
P-Index
This Author published in this journals
All Journal Nadwa : Jurnal Pendidikan Islam Analisa Edukasia Islamika REiD (Research and Evaluation in Education) Kindergarten: Journal of Islamic Early Childhood Education Analisa: Journal of Social Science and Religion Penamas Proceeding of International Conference on Science, Education, and Technology Ta'dib Journal of Islamic Education TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Dwi Istiyani
Faculty Of Education And Teacher Training, Universitas Islam Negeri Walisongo Semarang, Central Java
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Building a Moderate Generation through Inclusive Education: A Case Study in Semi-Modern Islamic Boarding Schools Dwi Istiyani; Karnadi Karnadi; Nasikhin Nasikhin
Ta'dib Vol 28 No 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i2.15993

Abstract

This study addresses the urgent need to strengthen inclusive character education in Islamic boarding schools as a response to rising religious intolerance and identity-based exclusivism in Indonesia. Focusing on Pabelan Islamic Boarding School in Magelang, Indonesia, the research employs a qualitative case study design, using participatory observation and in-depth interviews with ustadz, managers, and students. Data were analyzed thematically following the Miles and Huberman model and validated through source triangulation and member checking. Findings reveal four key strategies: integration of national values into the curriculum, inter-mazhab tolerance, non-violent discipline, and respect for local culture-collectively fostering a politically, religiously, psychosocially, and culturally inclusive environment. Students’ responses fell into three patterns: active acceptance, selective adaptation, and passive resistance, with most embracing inclusivity as aligned with rahmatan lil ‘alamin. Despite challenges; structural (limited infrastructure), cultural (homogeneous dominance), and pedagogical (conventional methods), the pesantren demonstrates strong potential as an agent of religious moderation. Theoretically, this study contributes to the discourse on Islamic education by repositioning inclusivity not as a modern import but as an essential, indigenous dimension of Islamic epistemology, thereby expanding the application of character education frameworks within faith-based institutions in pluralistic societies.  
Portrait of Islamic Religious Education Teachers in Educating Students in the Digital Era Muhammad Azka Hafidzi; Dwi Istiyani
Journal of Islamic Education Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education) January-June
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.695

Abstract

This research aims to describe the portrait of Islamic Religious Education (IRE) teachers in educating students in the digital era, particularly in relation to their roles, strategies, and challenges they face. This study employs a qualitative approach with a case study design, collecting data through semi-structured interviews with three IRE teachers, observation of learning in grades I–VI, and documentation of activities and school records. The validity of the data is guaranteed through triangulation of sources and techniques, while the analysis is carried out using the Miles, Huberman, and Saldana models through reduction, presentation, and conclusion drawn. The results of the study show that IRE teachers carry out complex roles, including instilling digital morals, guiding religious literacy, being role models in the use of technology, motivating students, and evaluating understanding through digital media. The strategies implemented include the use of digital teaching materials, such as videos, images, and animations; interactive and contextual learning methods; digital communication with parents; and teacher competency development. The weakness of this study lies in the limited number of informants and also only conducted in one school.
Co-Authors A.M. Wibowo A.M. Wibowo A.M. Wibowo Ahmad Baihaki Azzura Permata Sari Karnadi Karnadi Muhammad Azka Hafidzi Musfirotun Yusuf Nasikhin, Nasikhin Neisya Azaria Adinda Putri Sisylia Nur Mar'Atus Sholihah Sopiah Sopiah Suharsimi Arikunto Zamroni Zamroni