Article Per Year (5 Year)
p-Index From 2021 - 2026
4.071
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) ARABIYAT Abjadia, International Journal of Education An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Tarbawiyah Jurnal Ilmiah Pendidikan Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab Mantiqu Tayr: Journal of Arabic Language International Journal of Education, Teaching, and Social Sciences Innovative: Journal Of Social Science Research Jurnal Riset dan Aplikasi: Akuntansi dan Manajemen Al-Kalim: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Jurnal Sains Student Research Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Ilmiah Nusantara Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Al Maghazi : Arabic Language in Higher Education Blaze: Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan Lisanul Arab: Journal of Arabic Learning and Teaching Women, Education, and Social Welfare Jurnal Pendidikan Islam Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya ALFIHRIS: Jurnal Inspirasi Pendidikan
Dina Indriana
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

Published : 32 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 32 Documents
Search

 1   2   3   4 
Development and Application Rasch Model to The Measurement of Tazkiyatun Nafs Instrument for Madarasah Teachers Rijal Firdaos; Dina Indriana; Siti Shalihah; Aspandi; Beya Soltani
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i2.254

Abstract

Good character is an essential factor for a teacher in transferring knowledge to students, alongside mastery of methods and subject matter. The lack of a standardized instrument for assessing the Tazkiyatun Nafs dimension among Madrasah teachers constitutes the primary research problem addressed in this study. This study aimed to develop and validate the Tazkiyatun Nafs instrument for Madrasah teachers using Rasch model analysis. The study population consisted of 405 Madrasah teachers, including 230 female and 175 male teachers. The data collection method used a 1–5 Likert-scale survey. The results of the Rasch analysis, conducted with the Winsteps program, indicated that 13 of 16 items on the Tazkiyatun Nafs instrument met the item-fit criteria and were distributed across four dimensions. The unidimensionality results showed that the Tazkiyatun Nafs instrument measures only a single construct; empirical results indicate that the proportion of variance explained by the measurement exceeds 30%. Item-fit statistics confirm a high level of conformity with the Rasch Model, as reflected by mean-square (MNSQ) values within the acceptable interval of 0.5 < MNSQ < 1.5. Reliability indicators also exhibit strong internal consistency, with item reliability reaching 0.99 and Cronbach’s Alpha recorded at 0.81. The findings of this study indicate a substantive alignment between the theoretical framework and the empirical evidence. The developed measurement model demonstrates coherence with the underlying conceptual structure, thereby offering policymakers practical utility for evaluating teachers’ competencies in the affective domain. Likewise, its reliability value demonstrated a high consistency index. Overall, it can be concluded that the Tazkiyatun Nafs instrument for Madrasah teachers has good psychometric properties and can be used for research and assessment purposes, particularly for evaluating affective characteristics among Madrasah teachers.
Implementing a Love-Based Curriculum to Prevent Adolescent Radicalization in Islamic Religious Education Dina Indriana; Rijal Firdaus; Siti Ngaisah; Imroatun; Zainab Binti Muhamad Ahmad
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.565

Abstract

This study examines the implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) as a preventive educational framework for adolescent radicalization within Islamic Religious Education. A qualitative descriptive field design was applied in selected Madrasah Aliyah in Banten Province. Participants comprised school principals, vice principals for curriculum affairs, Islamic Religious Education teachers, and students selected purposively on the basis of their involvement in curriculum planning, classroom implementation, and character-building activities. Data were obtained through interviews, classroom observations, document review, and contextual analysis of relevant policy and scholarly literature. The material was analyzed descriptively through data reduction, data display, content interpretation, and conclusion drawing. The analysis identified four interrelated implementation domains: a humanistic-religious pedagogical orientation, integration of love-based values across Islamic Religious Education subjects, consistent habituation through school routines, and the strengthening of religious moderation within a safe and respectful school climate. These domains may support empathy, constructive belonging, dialogical learning, respect for difference, and resistance to hate-based narratives. The findings do not establish a causal reduction in radical attitudes; rather, they position KBC as a contextually relevant whole-school framework whose preventive potential depends on teacher modeling, institutional consistency, family engagement, and critical religious and digital literacy. Further multi-site and outcome-oriented research is needed to assess its longer-term effects.
Co-Authors Achmad Yani Afifah Azkiyah Ahmad Arifin Ali Maksum Aspandi Bella, Sinta Beya Soltani Damawiyah, Siti Asiah Dhiyaul Millah Encep Syarifudin Fadhilah Luthfiyyah Zain Fatihatul Muflihah Fidani, Riki Ghifary, Muhamad Fadlan Ghufron, Zaki Hafidz Raudatun Nisa, Mutya Hayati Sulhiyah Hilmani, Muhammad Fauzan HILMIYAH, FARIDATUL Hisbiatul Jannah, Kholisah Ilzamuddin, Ilzamuddin Ima Rahmawati Imroatun Irfan Salim Jannah, Kholisah Hisbiatul Juhji, Juhji Khotijah Lestari, Siti Rizqiyah Ma'wa, Nurul Muhajir Muhajir, Muhajir Muhamad Rizki Sahriya Ramadan Muluk, M. Tajul Nabilah, Rahma Neneng Roiyatul Muawanah Ngaisah, Siti Nisa, Khilwatun Nurhamim Nurhamim nurhamim, nurhamim Paiman Paiman RAMDANI , FALIKHAH Raudhea, Laras Gita Rijal Firdaos Rijal Firdaus Ruhiawati, Irma Yunita Sahid, Muhamad Salsha Tria Maharani Siti Dhoyfatul Hamdiah Siti Maghfiroh Siti Ngaisah Siti Shalihah Suadi Saad Supardi, Supardi Sutanto Sutanto Sutini Sutini Syafiatul Alawiyah, Iya Syauqi, Sidqi Adam Tantri Sun Estuning Dasih Ubaidillah Ubaidillah Ubaidillah Ubaidillah Ulya, Aqil Sajidil Ussyafiqoh, Fitria Nisa Utami, Nendya Puji Vidya Intani Athfalina Wahyu Hidayat Wahyu Hidayat Winanto Yani, Achmad Zainab Binti Muhamad Ahmad