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All Journal Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Journal on Education MIDA : Jurnal Pendidikan Dasar Islam GUYUB: Journal of Community Engagement Jurnal AL-Muta`aliyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Communautaire: Journal of Community Service Journal of Innovative and Creativity ALMURTADO: Journal of Social Innovation and Community Service Jurnal Pendidikan Islam
Hanik Yuni Alfiyah
Universitas Sunan Giri Surabaya
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Public Health Social Sciences Other

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Paradigma Integratif-Holistik sebagai Model Transdisipliner Pendidikan Islam Abad ke-21: Kritik atas Keterbatasan Islamisasi Pengetahuan Muhamad Amin; Hanik Yuni Alfiyah; Febriarsita Eka Sasmita
Jurnal al Muta'aliyah: Pendidikan Guru Madrasah Ibtidaiyah Vol 6 No 1 (2026): Jurnal AL-Muta`aliyah
Publisher : LP2M STAI Darul Kamal NW Kembang Kerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51700/mutaaliyah.v6i1.1419

Abstract

Islamic education in Indonesia is still hindered by the dichotomy of knowledge and a lack of integration between modern science and Islamic values. This study aims to analyze the direction of educational reform through a synthesis of the Islamization of knowledge and the integrative-holistic paradigm. Employing a qualitative library research method, it evaluates the thoughts of al-Faruqi, al-Attas, Fazlur Rahman, and Seyyed Hossein Nasr. The conceptual findings indicate that the integrative-holistic paradigm transcends the limitations of Islamization by offering a transdisciplinary framework that balances revelation, reason, and empiricism. Epistemological reconstruction based on tawḥīd is identified as the primary catalyst for transforming curricula and institutional governance. This study asserts that this model is more contextually relevant for Indonesia as it fosters a rational, spiritual, and contextual educational system. The research concludes that transitioning toward a value-oriented, transdisciplinary system is a vital instrument for the reconstruction of modern Islamic civilization.
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.
Community-Based Education on the Mitigation of Religious Radicalism among Urban Muslim Communities Hanik Yuni Alfiyah; Ali Mas'ud; Syaifuddin Syaifuddin; Muhammad Fahmi; Ulul Azmi Nur Rohmatullah
GUYUB: Journal of Community Engagement Vol 7, No 2 (2026): Juni
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/guyub.v7i2.15069

Abstract

This community service program is motivated by the increasing vulnerability of urban Muslim communities to religious radicalism, particularly influenced by digital media that promotes exclusive and intolerant narratives. Therefore, a participatory and community-based intervention is urgently needed. This program employs a Participatory Action Research (PAR) approach, involving the community actively through stages of problem identification, planning, action, observation, reflection, and evaluation. Data were collected through observation, interviews, documentation, and pretest–posttest instruments, and analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing. The results demonstrate measurable improvements in participants’ understanding, attitudes, and behaviors regarding radicalism. Quantitatively, rejection of radical ideas increased from 67.7% in the pretest to 93.25% in the posttest in the cognitive domain. Similarly, anti-radical attitudes increased significantly to 97.5%, while the tendency toward radical thinking decreased from a score of 32.2 to 6.7. The impact of this program is reflected in enhanced religious moderation literacy, increased openness to dialogue, and improved community readiness to develop environment-based preventive strategies. Furthermore, the program strengthens social resilience and collective awareness, positioning community-based participatory education as an effective and sustainable model for mitigating religious radicalism in urban settings.
Pengembangan Kompetensi Profesional Guru MI Toriqussalam Melalui Integrasi 4c Dalam Perencanaan Pembelajaran M. Amin; Febriarsita Eka Sasmita; Hanik Yuni Alfiyah
AlMurtado Journal of Social Innovation and Community Service Vol 1 No 03 (2023): regenerate of islamic education
Publisher : BAMALA Institute

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Abstract

Program pendampingan ini bertujuan untuk mentransformasi kapasitas profesional guru melalui integrasi kompetensi abad 21 atau 4C (critical thinking, creativity, collaboration, communication) dalam perencanaan pembelajaran di MI Toriqussalam Spande, Sidoarjo. Dengan melibatkan 33 guru, program ini dilaksanakan sebagai respons atas kebutuhan mendesak untuk mengubah pola pembelajaran konvensional menjadi model yang lebih responsif, adaptif, dan berorientasi pada pengembangan bakat siswa. Metode evaluasi menggunakan pendekatan pre-test dan post-test melalui analisis rubrik perangkat pembelajaran, didukung dengan pendampingan berbasis komunitas. Hasil menunjukkan peningkatan signifikan pada rata-rata total skor kompetensi perencanaan guru dari 56,2 menjadi 87,5. Selain itu, 94% guru berhasil mengadopsi model Problem Based Learning (PBL) dan Project Based Learning (PjBL) sebagai basis operasionalisasi elemen 4C. Temuan ini mengonfirmasi bahwa pemberian otonomi instruksional yang dibarengi dengan pendampingan sistematis mampu meningkatkan efikasi kolektif guru secara substansial.
Co-Authors Abdullah Malik Ibrahim agustin arianti uswa Ali Mas'ud Ali Mas’ud Asma’ Naily Fauziyah Dewi A’issyatur Rohmah Fahmi, Muhammad Febriarsita Eka Sasmita Lilik Huriyah M. Amin Masdar Hilmy Masfufah Maulida Nur Fadhilah Muhamad Amin Muhammad Adib Nuruzzaman Nadlir Nadlir Nadlir Nasaruddin Nasaruddin Nor Azni Abdul Aziz Sakdiyah, Halimatus She Fira Azka Arifin Siti Muallifah Sudirman Sudirman Syaifuddin . Syaifuddin Syaifuddin Ulul Azmi Nur Rohmatullah Zaini Tamin AR