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All Journal Religi: Jurnal Studi Agama-agama Titian: Jurnal Ilmu Humaniora Literatus Jurnal Scientia Journal of English Development Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Khulasah : Islamic Studies Journal Educazione: Journal of Education and Learning JUMPA : Jurnal Manajemen Pendidikan
Ahmad Asroni
Universitas Islam Indonesia
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RESOLUSI KONFLIK AGAMA: PERSPEKTIF FILSAFAT PERENIAL Ahmad Asroni
Religi: Jurnal Studi Agama-agama Vol 16, No 1 (2020)
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/rejusta.2020.1601-04

Abstract

Abstract: This article offers religious conflict resolution in the perspective of perennial philosophy. Essentially, perennial philosophy provides spaces of respect for religious diversity and plurality. The inner dimension (esoteric) which becomes the point of orientation and foothold of this philosophy enables it to be an instrument to minimize and even reduce conflicts between religious believers. The esoteric dimension offered by perennial philosophy allows all religions to coalesce and unite. Perennial philosophy presupposes that there are many paths to achieving truth, but all of these paths ultimately lead to one point, namely God.
Pelatihan Kahoot untuk Pembuatan Kuis Online bagi Guru TK Tarbiyatul Athfal Kaliaman 02, Kecamatan Kembang, Kabupaten Jepara Ahmad Asroni
PaKMas: Jurnal Pengabdian Kepada Masyarakat Vol 2 No 1 (2022): Mei 2022
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/pakmas.v2i1.854

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This article discusses the results of community service entitled kahoot training for making online quizzes for Tarbiyatul Athfal Kaliaman 02 Kindergarten teachers. The method used in this training is a combination of lecture, practice, and question-and-answer (Q&A) methods. The benefits of this training are: First, the existence of the kahoot makes learning activities more quality, interactive, and fun. Second, teachers gain a lot of knowledge, experience, and skills using the kahoot to create various educational and entertaining online quizzes. This skill was very useful, especially during the Covid-19 pandemic, learning at TK Tarbiyatul Athfal Kaliaman 02 was carried out online. Third, although during the Covid-19 pandemic, offline learning is rarely held, online quizzes using the kahoot really helps teachers in transferring knowledge to their students in a very fun way. Fourth, since using the kahoot tto create online quizzes, the lessons that teachers do are more varied, entertaining, and challenging. Students are also very happy with the online quizzes given by the teacher. Fifth, the kahoot attracts teachers and students because it is not paid (free of charge). Teachers and students only need to have a gadget in the form of a laptop, computer, or smart phone, to access and use the kahoot.
Sejarah Islam Indonesia (Dari Periode Awal hingga Munculnya Kerajaan Islam) Ahmad Asroni
LITERATUS Vol 4 No 1 (2022): Jurnal Ilmiah Internasional Sosial dan Budaya
Publisher : Neolectura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37010/lit.v4i1.678

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This article examines the history of the arrival of Islam into Indonesia. This research is library research using documentation method. The results of this study are: First, no one knows for sure when Islam began to appear in Indonesia. Several theorists and historians have different opinions and analyzes. However, there are at least four major theories regarding the entry of Islam into Indonesia, namely: Arabic theory, Gujarat theory (India), Bengali theory (Fatimi), and Persian theory. Second, the spread and process of Islamization in Indonesia itself was carried out peacefully. Indonesian people can accept the existence of Islam well. There are six channels of Islamization in Indonesia, namely: trade, marriage, Sufism, education, arts and culture, and politics. Third, the existence of Islamic kingdoms also had a big role in the spread and development of Islam in Indonesia. These Islamic kingdoms stretched from Sumatra to the Moluccas. Some of them are the Perlak Sultanate, Samudera Pasai Sultanate, Malacca Sultanate, Aceh Sultanate, Demak Sultanate, Pajang Sultanate, Mataram Sultanate, Cirebon Sultanate, Banten Sultanate, Sultanate of Ternate, Sultanate of Tidore, Sultanate of Gowa, Sultanate of Tallo, Sultanate of Pasir, Sultanate of Banjar, Kotawaringin Sultanate, Pagatan Sultanate, Sambas Sultanate, Kutai Kertanegara Sultanate, Berau Sultanate, Sambaliung Sultanate, Gunung Tabur Sultanate, Pontianak Sultanate, Tidung Sultanate, and Bulungan Sultanate.
Islam dan Bina Damai: Ikhtiar Membumikan Doktrin Islam yang Rahmatan Lil ‘Alamin Ahmad Asroni
Titian: Jurnal Ilmu Humaniora Vol. 3 No. 2 (2019): Desember 2019
Publisher : Fakultas Ilmu Budaya, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (679.237 KB) | DOI: 10.22437/titian.v3i2.8178

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Pasca tumbangnya rezim Orde Baru, terorisme dan radikalisme Islam di Indonesia tumbuh subur secara signifikan. Tindakan terorisme dan radikalisme berdampak buruk terhadap Islam. Publik internasional terutama publik Barat melabeli Islam sebagai teroris, agama pedang, dan predikat negatif lainnya. Artikel ini mendiskusikan fakta-fakta bahwa Islam merupakan agama damai. Hal ini dapat dilihat melalui berbagai dimensi yaitu: semantik, teologi/doktrin, sejarah, dan mistik (tasawuf). Selain memaparkan topic-topik tersebut, artikel ini lebih lanjut mendeskripsikan bagaimana mendakwahkan doktrin Islam yang damai tersebut kepada masyarakat Muslim Indonesia melalui keluarga, institusi pendidikan, ulama, dan lembaga/organisasi-organisasi Islam.
RELIGIOUS EDUCATION AMID THE CHALLENGES OF RELIGIOUS RADICALISM Ahmad Asroni
Khulasah : Islamic Studies Journal Vol. 3 No. 1 (2021): Khulasah: Islamic Studies Journal
Publisher : LPPM STAIS Dharma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (470.629 KB) | DOI: 10.55656/kisj.v3i1.44

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Abstract This article discusses the importance and urgency of the implementation of multicultural religious education. It can be used as an effective instrument and media to reduce religious radicalism and terrorism in Indonesia. Multicultural religious education provides the same space for the growth of differences and religious diversity. Through multicultural religious education, students are expected to have a high commitment to their religion while having a tolerance and appreciative attitude towards other religions. With a multicultural religious education, students are expected to have a sense of plurality. It will only be successful if it is taught by educators who have multicultural awareness. In addition, the curriculum, materials, methods, and evaluation of multicultural religious education learning must also contain and be compatible with multicultural values. Therefore, it needs political will from all stakeholders to jointly formulate a blueprint for multicultural religious education. Keywords: multicultural religious education, religious radicalism, terrorism, student Abstrak Artikel ini membahas tentang pentingnya dan urgensi penyelenggaraan pendidikan agama multikultural. Ini dapat digunakan sebagai instrumen dan media yang efektif untuk mengurangi radikalisme agama dan terorisme di Indonesia. Pendidikan agama multikultural memberikan ruang yang sama bagi tumbuhnya perbedaan dan keragaman agama. Melalui pendidikan agama multikultural, peserta didik diharapkan memiliki komitmen yang tinggi terhadap agamanya sekaligus memiliki sikap toleransi dan apresiasi terhadap agama lain. Dengan pendidikan agama multikultural diharapkan siswa memiliki rasa pluralitas. Hal itu hanya akan berhasil jika diajarkan oleh pendidik yang memiliki kesadaran multikultural. Selain itu, kurikulum, materi, metode, dan evaluasi pembelajaran pendidikan agama multikultural juga harus memuat dan selaras dengan nilai-nilai multikultural. Oleh karena itu, diperlukan political will dari seluruh stakeholder (pemangku kepentingan) untuk bersama-sama merumuskan blueprint pendidikan agama multikultural. Kata kunci: Pendidikan agama multikultural, radikalisme agama, terorisme, peserta didik
REVITALIZATION OF PANCASILA ETHICS AS MORAL BASIS IN THE LIFE OF NATION AND STATE Ahmad Asroni
Jurnal Scientia Vol. 12 No. 02 (2023): Education, Sosial science and Planning technique, edition March-May 2023
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58471/scientia.v12i02.1505

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This article examines the revitalization of Pancasila ethics as the moral basis in the life of nation and state. The revitalization of Pancasila ethics is important and urgent to do because recently in Indonesia there has been a phenomenon of moral degradation among the community as well as violations of law and ethics such as corruption, bribery, radicalism, terrorism, and pornography carried out by state officials (executive, legislative, and judicative). Of course, these various violations of law and ethics, apart from having a bad impact on performance, also worsen the credibility and image of the institution. The state administration apparatus that should be a role model for the public slips into unlawful and commendable behavior. This article is conceptual research using the documentation method. The data is taken from various relevant and credible libraries/references. The results of this study are: First, the Pancasila Ethics is a moral philosophy or philosophy of morality based on the personality, ideology, soul, and way of life of the Indonesian people. Pancasila ethics are described from the Pancasila precepts to regulate the behavior of social life, nation, and state. In the ethics of Pancasila contained the values ​​of divinity, humanity, unity, democracy, and justice. Second, the revitalization of Pancasila ethics as the moral basis of society, nation, and state can be done in several ways, including: (1) Giving more portion to Pancasila ethical cultivation as the moral basis for society, nation, and state in the implementation of Pancasila Education and Civic Education in Indonesian educational institutions; (2) Increasing various trainings/workshops on the ethics of Pancasila as the moral basis of society, nation, and state for state apparatus; (3) Involving of religious and community leaders in inculcating the ethical values ​​of Pancasila.
Students’ Difficulties in Learning English and the Solutions: Case Study of Students of Sunan Kalijaga State Islamic University : English Ahmad Asroni
Journal of English Development Vol. 3 No. 01 (2023): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

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

Abstract

This article discusses students’ difficulties in learning English and the solutions by studying of students of Sunan Kalijaga State Islamic University, Yogyakarta. English is being treated as a world language because of its vast presence all over the world. Nevertheless, achievement of quality of learning English in Indonesia is still stagnant. One of the indicators is the students lack of mastering English. A lot of students still consider English as one of the most difficult subjects. This situation, of course, will influence the students learning process. Indonesian students consequently are asked to learn English through the mastery of the four skills, but it is not easy to master them well because the students encounter many difficulties in learning English. Such difficulties are also faced by most of students of UIN Sunan Kalijaga. This is a field research based on qualitative data. The object of research is students of UIN Sunan Kalijaga Yogyakarta. In gathering the data, I distribute a simple questionnaire to UIN Sunan Kalijaga students. The results of this study found that according to most of UIN Sunan Kalijaga students, among four English skills, listening is the most difficult skill in learning English. Speaking places as second position. Next, writing places as third position. The last is most difficult skill placed by reading. There are many efforts done by UIN Sunan Kalijaga students to solve their difficulties in English. They are: (a) the students deepen English by joining English course institutions; (b) the students get accustomed to use English either speaking, writing, listening, or reading; (c) the students study English more seriously; (d) the students memorize English vocabulary as much as possible; (e) the students frequently consult with their teachers regarding English; (f) the students practice English frequently, (g) the students frequently attend English lecture; (h) the students get accustomed to watch English movies and listen English songs. (i) the students frequently ask to their friends and relatives or anyone understanding English. The solutions that can be offered to overcome difficulties in learning English. They are: (a) speak without fear; (b) use all of our resources; (c) surround ourself with English; (d) listen to native speakers as much as possible; (e) watch English films and television; (f) listen to English musics; (g) study as often as possible; (i) do exercises and take tests; (j) record ourself; and (k) listen to English. Besides, there are some solutions regarding English learning process. They are: avoid formality and prioritize quality; design English learning program clearly; teach English skills, not components of English; create a conducive English learning envorinment; motivate the students to study hard; and communicate with the students.
Religion and National Multiculturalism in Indonesian Religious Higher Education: Negotiating Diversity, Democracy, and Social Cohesion Edi Safitri; Ahmad Asroni
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15600

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Growing concerns over the weakening of national cohesion, the expansion of intolerant attitudes, and the emergence of exclusive religious perspectives have renewed discussions on multiculturalism within Indonesian higher education. This study examines how religious higher education institutions construct national multiculturalism and negotiate religious values in strengthening democracy, tolerance, and social cohesion. The research was conducted at Universitas Islam Indonesia, Sanata Dharma University, and Satya Wacana Christian University as representatives of religion-based universities with different religious traditions. Employing a qualitative approach, data were collected through observation, in-depth interviews, documentation, and Focus Group Discussions, then analyzed through coding, cross-case comparison, and interpretive analysis. Findings indicate that the three universities position multiculturalism not only as a social reality but also as an educational and ethical foundation for sustaining inclusive citizenship. Universitas Islam Indonesia develops an inclusive Islamic orientation through religious moderation and the integration of Islamic and national values. Sanata Dharma University advances a humanistic and dialogical model through interfaith engagement and shared social experiences. Satya Wacana Christian University strengthens pluralism through its institutional identity as a “Mini Indonesia” that promotes democratic interaction and social solidarity. Across these contexts, multicultural values are translated into character education, interreligious dialogue, inclusive academic practices, and non-discriminatory campus life. The study concludes that religious higher education institutions hold a strategic role in cultivating multicultural citizenship and demonstrates that the relationship between religion and multiculturalism in Indonesia is more accurately understood through a model of religious accommodation than secular separation.
Digitalization and Inclusive Education: Digital Accessibility for Students with Special Needs in the Era of Educational Transformation Ahmad Asroni
Educazione: Journal of Education and Learning Vol. 2 No. 2 (2025): Character and Religiosity in Islamic Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i2.2349

Abstract

This study examines the role of digitalization in strengthening inclusive education through the development of digital accessibility for students with special needs in the era of educational transformation. The rapid advancement of information and communication technology has significantly transformed educational systems by expanding access to learning resources, promoting flexible learning environments, and supporting personalized learning experiences. However, despite its potential benefits, educational digitalization continues to face substantial challenges related to inequality, digital accessibility, and the exclusion of marginalized groups, particularly students with disabilities. This article employs a qualitative approach using library research methods by analyzing various academic sources, policy documents, and international reports related to inclusive education, digital accessibility, and educational technology. The findings indicate that digital technologies, including assistive technologies, artificial intelligence, online learning platforms, and Universal Design for Learning (UDL), play a crucial role in reducing learning barriers and enhancing educational participation among students with special needs. Nevertheless, the implementation of inclusive digital education remains constrained by inadequate infrastructure, limited digital literacy, insufficient teacher competencies, high costs of assistive technologies, and persistent social stigma toward people with disabilities. The study emphasizes that educational digitalization should not merely focus on technological modernization, but also on promoting social justice, equality, and human rights in education. Therefore, collaborative efforts among governments, educational institutions, technology developers, and communities are essential to establish inclusive, accessible, and equitable educational systems in the digital era
Design of Islamic Religious Education Learning Based on Problem-Based Learning Indriyani Ma’rifah; Ahmad Asroni
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i4.725

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Islamic Religious Education (IRE) learning in the 21st-century education era is required to develop critical thinking skills, problem-solving abilities, and the strengthening of students’ character. However, in practice, IRE learning is still dominated by conventional, teacher-centered approaches, resulting in learning that tends to be theoretical and less contextual. This article aims to describe the design of Problem-Based Learning (PBL)-based Islamic Religious Education instruction, including its fundamental concepts, implementation stages, learning implications, and strategies for strengthening the PBL design in IRE learning.This study employs a qualitative approach with a library research method. Data were collected from various scientific journals, academic books, and previous studies relevant to Islamic Religious Education and Problem-Based Learning. Data analysis was conducted using content analysis techniques through the stages of data reduction, data display, interpretation, and conclusion drawing. The findings of the study indicate that a PBL-based IRE learning design can create active, contextual, and student-centered learning through the resolution of real-life problems related to theology (aqidah), Islamic ethics (akhlaq), jurisprudence (fiqh), and socio-religious life. The implementation of PBL in IRE learning contributes to improving critical thinking skills, social skills, collaboration abilities, as well as strengthening students’ religious character and religious moderation. In addition, strengthening the PBL design can be achieved through teacher training, integration of digital media, flexible learning time management, and reinforcement of values and character orientation in learning objectives and assessment. Thus, Problem-Based Learning can serve as a strategic alternative in creating IRE that is relevant to the demands of 21st-century education.
Co-Authors Edi Safitri Indriyani Ma’rifah