Article Per Year (5 Year)
p-Index From 2021 - 2026
1.463
P-Index
This Author published in this journals
All Journal Nadwa : Jurnal Pendidikan Islam Religious: Jurnal Studi Agama-Agama dan Lintas Budaya LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Indonesian Journal of Islamic Educational Review Edukasia Islamika: Jurnal Pendidikan Islam Education and Sociedad Journal
Kandiri, Kandiri
Universitas Ibrahimy Situbondo
Religion Humanities Education Library & Information Science Physics Social Sciences Other

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

Found 12 Documents
Search

 1   2 
Religious Moderation and National Commitment at Sukorejo Pesantren, Indonesia: A Phenomenological Study Hosaini Hosaini; Kandiri Kandiri; Minhaji Minhaji; Luluk Maktumah; Zohaib Hassan Sain
Religious: Jurnal Studi Agama-Agama dan Lintas Budaya Vol. 10 No. 2 (2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/rjsalb.v10i2.40576

Abstract

Religious moderation is widely promoted in Indonesian Islamic education, yet less is known about how institutional values become meaningful in the everyday lives of pesantren communities. This study examines how religious moderation and national commitment are institutionalized, experienced, and interpreted at Salafiyah Syafi’iyah Sukorejo Pesantren, East Java. Using a qualitative single-case study with a phenomenological orientation, the study draws on semi-structured interviews with 11 purposively selected participants, field observations, and institutional documents. Data were analyzed through iterative thematic comparison across participant accounts, observed practices, and documentary evidence, with Berger and Luckmann’s social construction perspective used as a sensitizing framework at the interpretive stage. The findings identify four analytically related dimensions: institutional foundations, educational mediation, communal experience and habituation, and subjective civic-moral orientation. Religious moderation was embedded in institutional philosophy, curriculum, leadership, dialogical pedagogy, bahtsul masail, exemplary conduct, residential routines, civic activities, and social service. Participating santri interpreted these recurring experiences in terms of respect for difference, social responsibility, service, and national commitment compatible with Islamic moral identity. The study highlights the importance of educational culture and communal experience in moderation education and cautions against reducing moderation to formal curricular content or symbolic nationalism. Its originality lies in a case-based model that conceptualizes relationships among institutional, pedagogical, communal, and experiential dimensions without treating them as a fixed causal sequence.
Beyond Single-Source Learning: Layered Instructional Materials and Student Interaction in Islamic Religious Education: Melampaui Satu Sumber Pembelajaran: Bahan Ajar Berlapis dan Interaksi Peserta Didik dalam Pendidikan Agama Islam Moh Nawafil; Wedi Samsudi; Kandiri Kandiri; Junaidi Junaidi
Indonesian Journal of Islamic Educational Review Vol. 3 No. 3 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/fea7jt58

Abstract

Integrating religious moderation into learning materials is increasingly important for fostering students’ moderate religious understanding. However, little is known about how different learning materials are used and how students interact with them. This study explores (1) the use of religious moderation-oriented learning materials and (2) students’ interactions with these materials in Islamic Religious Education. Using a qualitative case study at one senior high school in Situbondo, data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed with the interactive model of Miles and Huberman. The findings show that materials were used in layers to develop students’ moderate religious understanding progressively. The teacher used three types of materials, each with a distinct pedagogical function: government-issued printed textbooks provided conceptual foundations, electronic modules offered more substantive and exploratory content, and handouts focused on key learning points. Students’ interactions varied accordingly: reading, searching for concepts, highlighting, and referring back with textbooks; re-accessing, independent reading, and exploration with modules; and rapid reading, keyword searching, and recall with handouts. Theoretically, the study positions religious moderation learning as an interactional process involving students, content, and the affordances of learning materials. Practically, it recommends teacher training in the strategic use of layered materials and stronger institutional support for digital infrastructure. The findings are limited to selected classrooms and materials in one school.
Co-Authors Arfandi Arfandi Arfandi Arfandi Hairul Puadi Hosaini Hosaini Imam Fuadi Iro Waziroh Junaidi Junaidi Luluk Maktumah Mahmudi Mahmudi Masykuri Masykuri Minhaji Minhaji Moh Nawafil Moh. Zamili Nur Kholis Siti Zulaeha Wedi Samsudi Zohaib Hassan Sain