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All Journal Teosofi: Jurnal Tasawuf dan Pemikiran Islam AL-ASASIYYA: Journal Of Basic Education Communautaire: Journal of Community Service Al-Muhith : Jurnal Ilmu Qur'an dan Hadits Jurnal Pendidikan Islam An-Nahdloh: Journal of Education and Islamic Studies Academia Open
Ali Mas’ud
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health Social Sciences Other

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Transmisi dan Motif Pengajian al-Ḥikam Ibn Aṭā’ Allah al-Sakandarī di Pesantren Tambak Beras Jombang Ali Mas’ud
Teosofi: Jurnal Tasawuf dan Pemikiran Islam Vol. 7 No. 1 (2017): June
Publisher : Department of Aqidah and Islamic Philosophy, Faculty of Ushuluddin and Philosophy, Sunan Ampel State Islamic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.248 KB) | DOI: 10.15642/teosofi.2017.7.1.1-29

Abstract

The article seeks to reveal the transmission and motive of Ibn Aṭā’ Allah al-Sakandarī’s al-Ḥikam recitation in Pesantren Tambakberas Jombang under the guidance of KH. Jamaluddin Ahmad. This study employs quantitative and qualitative methods. The qualitative method is used to describe the pattern of transmission of al-Ḥikam, which has been carried out at Pondok Pesantren Tambakberas, while the quantitative one is intended to measure the perceptions of those involved in the recitation of the book in regard to Sufism and political motives that colored the transmission process. Non-parametric inferential statistics are used to measure such perceptions of motives. The recitation of al-Ḥikam constantly transforms the values of Sufism onto the pupils. It can be seen, for instance, within the illustration of such Sufism doctrines as seeking and earning money from lawful occupation, self-restraint from temptations of the world, helping other people, giving charity for the seek of God to face the hereafter life, prohibition of lavish life as it will be the greatest temptation to gain God’s blessing, performing continuous and sincere repentance (tawba naṣūḥa), leaving any unlawfully vague matters (shubhāt), and living independently and abstinence-begging.
Internalisasi Konsep Zuhud dalam Membentuk Karakter Religius Siswa Pendidikan Dasar Islam Muhammad Hifni Najih Yasak; Ali Mas’ud; Muhibbin Zuhri
AL-ASASIYYA: Journal Of Basic Education Vol 6, No 2 (2022): Januari-Juni
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ajbe.v6i2.5972

Abstract

This study aims to understand and describe the internalization of the concept of zuhud in the formation of the religious character of students at the Fadllillah Islamic Boarding School, Waru, Sidoarjo. This research uses a qualitative approach, with the type of case study. In this study, the researcher acts as a key instrument with the object of research being Kiai, teachers, and students. The research data were collected through interviews, observation, and documentation, while the data analysis techniques consisted of data reduction, data display, and conclusions. This study resulted in the findings that: (1) the strategy of internalizing the concept of zuhud in the formation of the religious character of students was applied through mujahadah and uswah hasanah activities; (2) the stages of internalization consist of: providing direction, both inside and outside the classroom; provide direct examples; familiarize students to be disciplined in accordance with the rules that have been set; and impose penalties for each student who violates the rules; and (3) supporting factors, namely: high willingness of students; support from family; and encouragement from peers to apply the concept of zuhud in daily life; and (b) inhibiting factors, namely: lack of obedience and obedience of students; peer influence; and lack of encouragement from their own family.
Basic Concept Of Islamic Education Stream And Thought (APPI) Moh. Ayyub Mustofa; M. Yunus Abu Bakar; Ali Mas’ud
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12866

Abstract

General Background: Islamic education encompasses diverse schools of thought shaped across classical to contemporary eras. Specific Background: The Streams and Paradigms of Islamic Education (APPI) articulate integrative, transformative, and holistic frameworks influenced by figures such as Al-Ghazali, Ibn Sina, Ibn Khaldun, and modern reformists like Muhammad Iqbal. Knowledge Gap: Despite the richness of these paradigms, limited studies synthesize their foundational concepts in relation to contemporary challenges such as digitalization, scientific dichotomy, and the demands of Society 5.0. Aims: This study analyzes the core concepts of APPI as a theoretical basis for developing an adaptive and comprehensive Islamic education system. Results: Findings reveal that APPI is grounded in integrated epistemology—uniting revelation, reason, and experience—supported by the pillars of tarbiyah, ta’lim, and ta’dib. The integrative paradigm bridges religious and modern sciences, the transformative paradigm reorients learning toward student-centered and value-based approaches, and the holistic paradigm fosters multidimensional human development. Novelty: This research offers a unified analytical framework connecting classical thought, modern reformist ideas, and technological demands. Implications: APPI provides a strategic foundation for curriculum reform, character-based pedagogy, and Islamic-aligned digital innovation to strengthen the relevance and authenticity of Islamic education today. Highlights: Highlights the foundational pillars of tarbiyah, ta’lim, and ta’dib in shaping holistic Islamic education. Emphasizes integration of classical thought and modern reform to address contemporary educational challenges. Presents APPI as a strategic framework for curriculum renewal and technology-aligned Islamic pedagogy. Keywords: Islamic Education, APPI, Integrative Paradigm, Transformative Learning, Holistic Framework
Arabic Loanwords Integration in Indonesian Madrasah Education: Analysis of Pedagogical Effectiveness and Cross-Linguistic Transfer Muhammad Afifudin Dimyathi; Junaedi Junaedi; Syaifuddin Syaifuddin; Ali Mas’ud
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Transformative Islamic Education
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i3.266

Abstract

This study examines the integration of Arabic loanwords into Indonesian madrasah education through a mixed-methods analysis. With 2,000-3,000 documented Arabic loanwords in the Indonesian lexicon, these borrowings offer unique pedagogical potential. The research employed a convergent parallel Design with 147 students and 15 teachers across six Madrasah Tsanawiyah in Surabaya, utilizing questionnaires, interviews, and textbook analysis. Content analysis identified 412 Arabic loanwords across grades 7-9 textbooks (18.7% of the vocabulary corpus), with religious vocabulary at 62%, everyday vocabulary at 34%, grammatical terms at 16%, and environmental vocabulary at 12%. Student recognition patterns showed religious vocabulary highest (88%), followed by everyday (65%), grammatical (48%), and abstract vocabulary (37%). Overall, 78% reported enhanced learning confidence and 84% improved comprehension, with strong multimedia preference (90%). However, 15% experienced semantic confusion when Indonesian meanings diverged from Arabic contexts. Teachers universally recognized the pedagogical value of loanwords, employing comparative linguistic analysis, multimedia integration, and contextual reinforcement strategies. Challenges included semantic drift (50%), grammatical complexity regarding gender distinctions (37.5%), and time constraints. The study recommends enhanced contrastive linguistic analysis in teacher preparation, etymology-based supplementary modules, and standardized loanword pedagogy approaches for Indonesian madrasah contexts.
Kontekstualisasi Metode Tarbiyatul Aulad Abdullah Nashih Ulwan bagi Anak Disabilitas dalam Perspektif Pola Asuh Baumrind Azmi Izuddin; Farahana Zahro Aini; Ali Mas’ud
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the educational framework proposed by Abdullah Nashih Ulwan in Tarbiyatul Aulad fil Islam and its applicability to children with disabilities, analyzed through the lens of Diana Baumrind's parenting style theory. Employing a qualitative descriptive methodology with a library research design, this study draws on primary sources from the foundational works of both scholars. Data were analyzed through content analysis using comparative and syncretic techniques to identify convergence between classical Islamic educational values and contemporary developmental psychology. The findings reveal that Ulwan's five educational methods are: modeling (al-qudwah), habituation (al-'adah), admonition (al-mau'idzah), attentiveness (al-mulahazah), and disciplinary consequence (al-'uqubah). Exhibit a strong structural correspondence with Baumrind's authoritative parenting typology, which is characterized by the integration of high demandingness and high responsiveness. This synthesis yields a disability-inclusive model of Islamic Religious Education, wherein the independence and spiritual resilience of students with special needs are cultivated through a disciplinary framework that is simultaneously Sharia-grounded, democratic, and empathetic. The resulting paradigm, termed Authoritative-Religious, provides a theoretical foundation demonstrating that classical Islamic educational values retain their relevance and efficacy in addressing the pedagogical challenges of contemporary inclusive education.   Keywords: Abdullah Nashih Ulwan, Diana Baumrind, Disability Education, Inclusive Islamic Education
Strengthening The Psychological Capital of The Former Shiite Community Hanik Yuni Alfiyah; Muhammad Fahmi; Ali Mas’ud; Syaifuddin Syaifuddin
Communautaire: Journal of Community Service Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/communautaire.v4i3.1714

Abstract

This community engagement project aims to strengthening of psychological capital in supporting the psychosocial readiness of former Shia residents of Jemundo prior to their return to Sampang Regency in a post-religious conflict context. Psychological capital—comprising hope, optimism, self-efficacy, and resilience—is understood as an integrated construct that plays a crucial role in enabling individuals to navigate social transitions characterized by uncertainty. The program was implemented through a participatory approach that positioned community members as active subjects in the psychosocial accompaniment process. The findings indicate that the four dimensions of psychological capital mutually reinforce one another and contribute to participants’ capacity to reconstruct the meaning of return in a more adaptive manner. Nevertheless, the development of psychological capital cannot be detached from the structural conditions shaping post-conflict experiences, including state policies and local social relations. Therefore, strengthening psychological capital should be framed as complementary to, rather than a substitute for, the state’s responsibility to ensure the fulfillment of citizens’ basic rights. This study recommends the integration of psychosocial interventions and responsive structural policies to support sustainable social reintegration.
Integrasi Kurikulum Merdeka pada Pembelajaran Pendidikan Agama Islam dengan Integrasi Nilai-Nilai Pesantren Zalfa Iklil Farida; Muhammad Fahmi; Ali Mas’ud
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): January 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.32

Abstract

Islamic Religious Education in public schools situated within pesantren environments requires a learning approach capable of integrating national curriculum demands with the religious values embedded in pesantren culture. This study aims to analyze the integration of the Merdeka Curriculum into Islamic Religious Education learning with pesantren values at SMPN 3 Peterongan, a public school located in the Darul Ulum Islamic Boarding School area. This research employs a qualitative case study approach, with data collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and thematic conclusion drawing. The findings reveal that the implementation of the Merdeka Curriculum in Islamic Religious Education is flexible and student-centered, utilizing active learning methods such as project-based learning, reflective discussions, and diagnostic, formative, and summative assessments. Classroom learning is strengthened by school activities such as early-morning Qur’anic sessions, Qur’an literacy training, worship habituation, and the use of digital learning media. In addition, pesantren values are integrated through the boarding school curriculum, monthly classical book studies, gender-separated classrooms, etiquette habituation, discipline, communal cooperation, and the moral exemplification of pesantren teachers. The study concludes that integrating the Merdeka Curriculum with pesantren values results in a holistic and contextual Islamic Religious Education model. This integration not only supports academic achievement but also strengthens students’ religious character, making it a relevant and effective model for Islamic education in public schools with pesantren characteristics.   Keywords: Merdeka Curriculum, Islamic Religious Education, Pesantren Value, Learning Integration, Pesantren-Based Public School
Pembentukan Karakter Peserta Didik melalui Program Aplikasi Keagamaan di SMPN 3 Peterongan Ardaniyatus Azzahrah; Muhammad Fahmi; Ali Mas’ud
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): January 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.37

Abstract

This study aims to describe the formation of students’ religious character through the religious application program at SMPN 3 Peterongan Jombang. This research employs a qualitative case study approach, with data collected through observation, in-depth interviews, and documentation. Data analysis uses the Miles, Huberman, and Saldana model, which includes data condensation, data display, and conclusion drawing. The findings show that the religious application program is systematically structured through activities such as Qur’an reading, surah memorization, daily amaliyah, worship practice, and various religious habituation activities, including the 5S culture, istighotsah, yellow book studies, Islamic commemoration days (PHBI), and the Ramadan short pesantren. This program contributes significantly to the formation of students’ religious character, including improved worship discipline, enhanced understanding of worship procedures, daily moral behavior, and consistent spiritual habits. However, the implementation still faces challenges such as low student discipline, teachers’ tardiness, and the absence of firm sanctions. Nevertheless, the school’s location within a pesantren environment and the integration of the national curriculum with the pesantren curriculum provide strong opportunities to strengthen the program. With improved activity management and continuous guidance, the religious application program has strong potential to optimally and sustainably develop students’ religious character.   Keywords: Religious character, Religious application program, SMPN 3 Peterongan
Penggunaan Monopoli Edukatif dalam Pembelajaran Ghibah dan Tabayyun di SMPN 1 Krian Afrida Nur Afni; Muhammad Fahmi; Ali Mas’ud
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): January 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.44

Abstract

This study aims to analyze the implementation of a modified Monopoly game as an instructional medium for teaching the concepts of ghibah and tabayyun in Islamic Religious Education at SMPN 1 Krian, as well as to examine its effects on students’ activeness and thinking speed. The game was redesigned by incorporating Islamic values, contextual case scenarios, and situations relevant to students’ daily experiences. This research employed a qualitative field study approach. Data were collected through observations, interviews, and documentation during the learning process. The findings indicate that the Monopoly-based learning activity successfully created an interactive classroom atmosphere, increased motivation, and significantly enhanced student engagement. Students became more active in discussions, expressing opinions, and making group decisions. Furthermore, the game effectively trained students’ thinking speed when responding to situations that required quick analysis based on the principles of ghibah and tabayyun. The learning experience also facilitated the gradual construction of students’ understanding through direct involvement, social interaction, and post-activity reflection. This study concludes that educational games can serve as an effective, enjoyable, and contextually relevant instructional strategy for improving students’ conceptual understanding and social skills in Islamic religious learning. Monopoly Game; Ghibah; Tabayyun; Student Activeness; Thinking Speed; Islamic Education Learning. Keywords: Monopoly Game, Ghibah, Tabayyun, Student Activeness, Thinking Speed
Analisis Ketepatan Makharijul Huruf dan Tajwid (Ghunah dan Mad Thabi’i) dalam Pembelajaran Al-Qur’an Metode Qiraati di TPQ Baitussalam Fitri Ullynda Sari; Muhammad Fahmi; Ali Mas’ud
Al-Muhith: Jurnal Ilmu Qur'an dan Hadits Al-Muhith Vol. 5, No. 2 (2026)
Publisher : Sekolah Tinggi Ilmu Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v5i2.5961

Abstract

Pembelajaran Al-Qur’an di TPQ Baitussalam masih menghadapi tantangan pada ketepatan makharijul huruf dan penerapan tajwid dasar, meskipun metode Qiraati telah diterapkan secara berjenjang. Kegiatan pengabdian ini bertujuan untuk menganalisis kualitas bacaan santri pada jenjang Al-Qur’an dan Finishing serta memberikan pendampingan dalam peningkatan ketepatan makhraj dan tajwid, khususnya ghunnah dan mad thabi’i. Metode kegiatan dilakukan melalui observasi langsung proses pembelajaran, wawancara dengan guru dan kepala TPQ, serta pendampingan baca-simak, penguatan tajwid, dan latihan individual. Hasil kegiatan menunjukkan bahwa santri jenjang Al-Qur’an masih mengalami kesalahan berulang pada huruf tenggorokan serta ketidakstabilan ritme mad thabi’i, sedangkan santri Finishing menunjukkan ketepatan yang lebih baik namun masih membutuhkan latihan konsisten pada beberapa huruf tebal dan hukum mad tertentu. Pendampingan ini berdampak pada meningkatnya ketelitian guru dalam mengoreksi bacaan, serta meningkatnya kesadaran santri untuk memperbaiki artikulasi dan ritme bacaannya. Kegiatan ini direkomendasikan untuk dilanjutkan melalui pelatihan guru, peningkatan jam latihan, dan pembiasaan evaluasi berkala.
Co-Authors Afrida Nur Afni Ardaniyatus Azzahrah Azmi Izuddin Fahmi, Muhammad Farahana Zahro Aini Fitri Ullynda Sari Hanik Yuni Alfiyah Junaedi, Junaedi M. Yunus Abu Bakar Moh. Ayyub Mustofa Muhammad Afifudin Dimyathi Muhammad Hifni Najih Yasak Muhibbin Zuhri Syaifuddin . Syaifuddin Syaifuddin Zalfa Iklil Farida