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All Journal Intiqad: Jurnal Agama dan Pendidikan Islam Jurnal Pendidikan Islam QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Edukasi Islami: Jurnal Pendidikan Islam Journal Analytica Islamica Jurnal Basicedu An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Instructional Development Journal AL-ADABIYA: Jurnal Kebudayaan dan Keagamaan Al-Qalam: Jurnal Kajian Islam dan Pendidikan Jurnal Andi Djemma I Jurnal Pendidikan Jurnal Naratas Arfannur: Journal of Islamic Education Jurnal Basicedu Jurnal Pendidikan Islam Indonesia Jurnal Al-Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Jurnal Ilmiah Falsafah Al-Kainah: Journal of Islamic Studies Eduprof Comunitario: Jurnal Pengabdian Masyarakat Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) Al-Tarbawi Al-Haditsah
Andewi Suhartini
Universitas Islam Negeri Sunan Gunung Djati Bandung
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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KONSEP TAUHIDULLOH DAN TASAWUF DALAM MENCAPAI KEDUDUKAN MARDHOTILLAH Siti julaeha; Andewi suhartini; Nurwadjah
Jurnal Al-Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Vol. 6 No. II (2021): Jurnal Al Karim : September 2021
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Institut Agama Islam YAPTIP Chadijah Ismail Pasaman Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.606 KB) | DOI: 10.70820/staiyaptippasamanbarat.v6iII.68

Abstract

Mardhotillah pandangan Al ghojali ” adalah pintu alloh yang paling luhur, barang siapa yang menemukan jalan ridho dan mampu memandang dengan mata hatinya, maka ia akan mendapatkan keistimewaan serta kedudukan yang tinggi di sisi alloh SWT. Seseorang yang telah mencapai maqom ini hatinya senantiasa berada dalam ketenangan karena tidak di terguncang oleh apa pun sebab segala yang terjadi di alam ini bergantung dari qodar alloh SWT.permintaan akan keridhoan alloh SWT, adalah tujuan dari setiap amalan yang di lakukan oleh setiap orang yang beriman dalam pencapaian nya iman di gali dalam konsep ketauhidan Wujud dari ketauhidan adalah kedekatan diri dengan sang kholik sedangkan konsep tasowuf bertujuan untuk memperoleh hubungan langsung dengan Tuhan,abu thib al maraghi berpendapat” bahwa orang berakal( cerdas)ia akan mencari dan menemukan dalil dalam argumennya ( pengalian konsep ketauhidan )bagi orang ahli hikmah ia akan mencari dan mendapatkan isyarah,sedangkan bagi ahli ma’rifat ia akan mendapatkan musyahadah (penerima penyaksian langsung dari tuhanya )sehingga dalam mencapai mardhitillah konsep ketauhidan dan tasawuf adalah dasar dan pondasi bagi seotang hamba
Integrating emotional and spiritual quotient into the P5 program for bullying prevention in elementary schools Agus Hasan Saputra; Andewi Suhartini
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 35 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i1.19272

Abstract

Bullying continues to be a serious problem in education, eroding children’s emotional health, pulling down their academic motivation, and distorting the positive atmosphere in their classrooms. Deepening character education by weaving together the Pancasila Student Profile (P5) values and the Emotional-Spiritual Quotient (ESQ) framework helps students master self-control and cultivates a culture of respect to prevent bullying. This study aimed to examine the implementation of the Pancasila Student Profile Strengthening (P5) theme ‘Building Soul and Body’ by integrating the Emotional and Spiritual Quotient (ESQ) approach as a strategy for bullying prevention in elementary schools. Conducted at SDN 224 Cijambe, Bandung, the research adopted a Classroom Action Research (CAR) design involving 84 fourth-grade students over two weeks. The study integrated lectures, group discussions, simulations, and reflective activities to foster empathy, emotional regulation, and social skills. The findings reveal that bullying behaviors, such as verbal teasing, significantly decreased from 40% to 10%, while active participation in group activities increased from 20% to 75%. Students demonstrate a deeper awareness of respecting their peers, fostering a more positive classroom environment. Activities such as collaborative games and discussions allowed students to reflect on their actions and develop emotional intelligence. This research highlights the success of integrating P5 and ESQ in character education, emphasizing the importance of empathy, responsibility, and social harmony in combating bullying. Teachers played a pivotal role as facilitators and role models in program success, though challenges such as time constraints in implementation were noted. This approach offers a scalable model for broader application in other educational settings.Keywords: Bullying prevention, character development, elementary education, ESQ   
Analysis of Student Development Programs in Strengthening The Religious Diversity of Muslim Youth in The Digital Age Hafilda Anisa; Anis Fahrurozi; A’Idatul Islahiah; Unung Lisnawati; Egi Yusuf Maulana; Teti Ratnasih; Andewi Suhartini
Intiqad: Jurnal Agama dan Pendidikan Islam Vol 18, No 1 (2026)
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/intiqad.v17i2.27767

Abstract

 This study analyzes student development programs aimed at strengthening the religious identity of Muslim youth in the digital age, conducted at a modern Islamic boarding school in Subang Regency. It focuses on program effectiveness, the influence of digital technology, the role of educators, and student responses. A phenomenological qualitative approach was applied to explore participants’ lived experiences. Participants included 12 students, 3 boarding school teachers, 1 character-building teacher, 4 Islamic education teachers, and 2 murobbi, selected purposively based on their involvement in the guidance program. Data were collected through structured and open-ended online interviews via Google Form, supported by documentation and behavioral observation. Analysis followed Miles and Huberman’s interactive model: data reduction, display, and verification through triangulation and member checking. Findings indicate that the program effectively strengthens religiosity through educator collaboration in activities such as congregational prayer, Qur’an recitation, spiritual studies, and digital ethics, enhancing student discipline and independence. Religious identity was reinforced through modeling, evaluation, and discussion, though digital distractions required close supervision. The roles of character-building teachers, Islamic education staff, and dormitory supervisors complemented one another, including innovations using digital media. Students’ responses were generally positive, influenced by internal and external motivations. Overall, the program fosters adaptive religiosity in the digital era while requiring improved monitoring and flexibility for sustainable outcomes.
The INSTANT Model: Developing Digital Literacy to Enhance Professional Competence of Islamic Religious Education Teachers Miftahul Fikri; Aan Hasanah; Bambang Samsul Arifin; Andewi Suhartini; Roman Tsarev
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 10 No. 2 (2025): PENDIDIKAN ISLAM
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v10i2.20821

Abstract

Teachers hold moral and professional responsibility in guiding student development. Professional competence includes content mastery, pedagogy, technology, and professional growth. Religious teachers must integrate digital literacy to enhance professional performance. Digital literacy helps teachers access, process, and share information effectively. Teachers with strong digital skills improve teaching relevance and student engagement. This study aims to develop a conceptual model for digital literacy enhancement. It focuses on Islamic Religious Education teachers in Indonesian secondary schools. This research used a Research and Development (R&D) approach. The Four-D method was applied: Define, Design, Develop, Disseminate. Data were collected through surveys, interviews, observations, tests, and documentation. Respondents were Islamic Education teachers in West Java. The result is the INSTANT Model for digital literacy training. The model includes: Introduction, Need-based, Scaffolding, Training, Application, Nurturing, and Test. It incorporates constructivism, connectivism, cognitive, social, and experiential learning theories. Experts and users validated the model’s practicality and effectiveness. The model improved teachers' skills with an average N-Gain of 74.4% (high category). Stakeholders positively received the model in various dissemination formats. The INSTANT Model offers a practical framework for teacher digital competence development. Keywords: Digital Literacy; INSTANT Model; Professional Competence.  
Berdzikir dan Berpikir Sebagai Proses Pendidikan Islam Munasir; Andewi Suhartini
AL-KAINAH: Journal of Islamic Studies Vol. 3 No. 1 (2024): Al-Kainah: Journal of Islamic Studies
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat (P3M) STAI Miftahul Huda Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69698/jis.v3i1.624

Abstract

Berdzikir (mengingat Allah) dan berpikir (refleksi atau pemikiran rasional) adalah konsep penting dalam pendidikan Islam yang membentuk karakter dan perkembangan intelektual seseorang. Untuk mendekatkan diri kepada Allah, meningkatkan pengetahuan spiritual, dan memperkuat hubungan dengan-Nya, orang melakukan dzikir dengan mengulang nama-nama Allah atau doa-doa tertentu. Sebaliknya, berpikir Islam mengacu pada proses yang diilhami oleh Al-Quran dan Hadis untuk berpikir kritis, menganalisis, dan membuat keputusan berdasarkan pengetahuan dan hikmah. Keduanya saling melengkapi dalam membentuk kepribadian yang seimbang antara aspek intelektual dan spiritual. Pendidikan Islam idealnya menggabungkan kedua ide ini untuk mendidik manusia yang tidak hanya taat secara ritualistik tetapi juga memiliki kemampuan untuk berpikir kritis dan bijak saat menghadapi tantangan hidup. Akibatnya, kombinasi berdzikir dan berpikir dapat menghasilkan insan kamil, atau manusia sempurna, yang berakhlak mulia, memiliki pengetahuan yang luas, dan mampu berkontribusi positif kepada masyarakat.
Reconstructing the Essence of Islamic Education from the Perspectives of the Qur'an, Hadith, and Contemporary Islamic Educational Thought Ahmad Komarudin; Lukmanul Hakim; Yanti Sapitri; M. Iqbal Gelar Budiman; Andewi Suhartini
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3193

Abstract

This study aims to analyze and reconstruct the essence of Islamic education based on the Qur’an, the Hadith, and the thought of classical and contemporary figures. Using a qualitative approach with a literature review method, primary data were obtained from the Qur’an, the Hadith, and authoritative works by Islamic educational figures, while secondary data were obtained from indexed journals and academic books. Data analysis employed content analysis (Krippendorff) and a comparative analysis between Ibn Taymiyyah and Munzir Hitami. The research results indicate that the essence of Islamic education is rooted in divine values aimed at shaping human beings as servants and vicegerents of Allah, through holistic development encompassing spiritual, intellectual, social, and moral dimensions. Surah Al-Bayyinah: 5 and Surah An-Nisa: 1 serve as the main pillars of the theological and epistemological foundations of Islamic education. A comparative analysis of Ibn Taymiyyah (epistemological-theocentric) and Munzir Hitami (teleological-anthropological) reveals common ground in rejecting the dichotomy between religious and secular knowledge, as well as an emphasis on the integration of spiritual, moral, and intellectual values. This integration of values is realized through three pillars: the integration of values (honesty, sincerity, loyalty), the integration of methods (scientific and contemplative), and the integration of goals (worldly and otherworldly happiness). Consequently, a reexamination of the essence of Islamic education is relevant to the development of an integrative education system that combines faith, knowledge, and technology in order to address the challenges of digital disruption and the global moral crisis.
Integration of Tradition and Modernization of Education at the Riyadhul Jannah Islamic Boarding School, Subang Peri Gunawan; Mohammad Rusli Hamdani; Muhamad Yasir; Asep Komarudin; Andewi Suhartini
Arfannur Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.5630

Abstract

Islamic boarding schools (pesantren), as the oldest Islamic educational institutions in Indonesia, face major challenges in the era of globalization, which demands adaptation without the loss of identity. This study examines the process of pesantren modernization through a case study of the Riyadhul Jannah Islamic Education Foundation in Subang, which has undergone significant transformation since its establishment in 1996. Employing a descriptive qualitative approach through document and literature analysis, this research reveals how modern pesantren have successfully integrated traditional Islamic values with the demands of contemporary education. The findings indicate that Riyadhul Jannah has transformed from a single pesantren into a foundation overseeing 32 educational institutions, implementing an integrated pesantren–national curriculum model, developing students’ entrepreneurship, and applying professional, technology-based management. The vision, “Creating a Muttaqin Generation that is Intellectual, and Intellectuals who are Muttaqin,” reflects the success of balancing spiritual depth (faith and piety/IMTAQ) with academic excellence (science and technology/IPTEK). This study concludes that successful pesantren modernization is characterized by the ability to integrate the tradition of tafaqquh fiddin with modern educational innovation, institutional diversification, economic self-reliance, and a global orientation without sacrificing the core values of pesantren education
Co-Authors Aan Hasanah Abdul Mun'im Amaly Agus Hasan Saputra Agus Samsulbassar Ahmad Komarudin Albarra Sarbaini Anis Fahrurozi Anwar Anwar Arifin, Bambang Samsul Asep Komarudin Asep Sopian Ateng Ruhendi Atik Mardiati Atik Rosanti A’Idatul Islahiah Dadan Nugraha Dera Nugraha Egi Yusuf Maulana Fachmi Farhan Firgina Amelia Nur Husni Hafilda Anisa Hasan Basri Ike Nilawati Rohaenah Indah Wahyu Ningsih Indah Wahyu Ningsih Iwan Hermawan Lukmanul Hakim M. Iqbal Gelar Budiman Miftahul Fikri Mohammad Rusli Hamdani Muhamad Yasir Muhammad Tisna Nugraha, Muhammad Tisna Munasir Noza Aflisia Nur Wadjah Ahmad Nurwadjah Nurwadjah Ahmad Nurwadjah Ahmad E.Q Nurwadjah Ahmad EQ Pahrizal Pahrizal Peri Gunawan Ratnasih, Teti Roman Tsarev Siti julaeha Tatang Sudrajat Unung Lisnawati Yanti Sapitri