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All Journal Jurnal Al-Tadzkiyyah Jurnal Pendidikan Islam At-Taqaddum El-Mashlahah Al Ishlah Jurnal Pendidikan Halaqa : Islamic Education Journal MODELING: Jurnal Program Studi PGMI al-Afkar, Journal For Islamic Studies Tarbawi: Jurnal Keilmuan Manajemen Pendidikan AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Al-Mada: Jurnal Agama, Sosial, dan Budaya Amalee: Indonesian Journal of Community Research & Engagement INCARE ZAHRA: Research and Tought Elementary School of Islam Journal Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam FATAWA: Jurnal Pendidikan Agama Islam Chalim Journal of Teaching and Learning IRSYADUNA: Jurnal Kemahasiswaan Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Al-Muzdahir: Jurnal Ekonomi Syariah International Journal of Law and Society An Nafah: Jurnal Pengabdian Masyarakat Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Jurnal Pendidikan Islam Jurnal Manajemen Pendidikan Islam IIJSE FATAWA: Jurnal Pendidikan Agama Islam ZAHRA: Research and Tought Elementary School of Islam Journal Assyfa Journal of Islamic Studies Academicus Ngaos: Jurnal Pendidikan dan Pembelajaran Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Andragogi Jurnal Pendidikan dan Pembelajaran Interdisciplinary Journal of Social Sciences Indonesian Journal of Humanities and Social Sciences Journal of Pesantren and Diniyah Studies Al-Hayat: Journal of Islamic Education Jurnal Pendidikan Islam PUDAK: Local Wisdom Community Journal Sosaintek: Jurnal Ilmu Sosial Sains dan Teknologi MUMTAZ: Jurnal Pendidikan Agama Islam IRSYADUNA: Jurnal Kemahasiswaan An Nafah: Jurnal Pengabdian Masyarakat Nidhomul Haq : Jurnal Manajemen Pendidikan Islam
Akhmad Sirojuddin
Universitas KH. Abdul Chalim, Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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Integration of 21st Century Skills in Pesantren Education: An Innovative Model for Improving the Global Competence of Santri Sodikin; Vialinda Siswati; A. Qomarudin; Akhmad Sirojuddin; Achmad Yani
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3549

Abstract

In the context of rapid global change, pesantren face increasing pressure to equip santri with 21st-century skills essential for global competitiveness.This study explores how Al-Yasini Islamic Boarding School integrates 21st-century skills within an Islamic framework to sustain its religious identity while enhancing global competitiveness. Using a qualitative descriptive approach with a case study design, data were collected through in-depth interviews with kiai, teachers, and students, along with classroom observations and document analysis. Thematic analysis was applied to identify key patterns in leadership, independence, and digital literacy, while methodological triangulation was employed to ensure analytical credibility. The findings reveal that the integration of Islamic soft skills, the 4C learning framework (critical thinking, creativity, collaboration, and communication), the digitalization of Islamic literacy, and the cultivation of leadership and independence enables the institution to produce globally competitive graduates. However, several challenges persist, including limited technological infrastructure, resistance to modernization among some Islamic boarding schools, and insufficient teacher adaptability to innovative pedagogical methods. To address these gaps, this study recommends strengthening collaboration between Islamic boarding schools, higher education institutions, and industry partners to enhance student preparedness for global challenges. The study contributes to both theory and practice by providing a context-specific yet globally relevant framework for Islamic education reform.
Shaping Students’ Moderate Islamic Character at Madrasah Muhammad Anas Ma`arif; Muhamamd Husnur Rofiq; Shakila Kausar; Akhmad Sirojuddin; Ari Kartiko; Moch. Sya'roni Hasan
Jurnal Pendidikan Islam Vol 10 No 2 (2024): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v10i2.34029

Abstract

The rise of radicalism in educational institutions has prompted urgent concerns about the need for strategies to promote moderate Islamic values, especially in the context of religious education. This research aims to explore how Madrasah Amanatul Ummah fosters the development of a moderate Islamic character among its students. The study employs a qualitative case study approach, utilizing participant observation, interviews, and documentation to gather data. The findings reveal that the madrasah implements a range of strategies, including effective planning, teacher recruitment based on Nahdlatul Ulama (NU) principles, and the integration of moderate Islamic values within both the formal curriculum and institutional culture. These efforts are designed to gradually shape students’ attitudes and behaviors, fostering tolerance, inclusivity, and respect for diversity. The study highlights that cultivating a moderate Islamic character is an ongoing process, with tangible results emerging over time. In conclusion, this research underscores the importance of a holistic and strategic approach to Islamic education, which can contribute to developing an inclusive and tolerant educational system, promoting peace and harmony in diverse societies.
Reconceptualizing Pesantren as Living Educational Ecosystems through Gus Mus' Humanistic Pedagogy Moh. Nadhif; Akhmad Sirojuddin; Ali Wafa; Muhammad Najib; Salman Khalid bin Othman
Journal of Pesantren and Diniyah Studies Vol. 3 No. 1 (2026): Journal of Pesantren and Diniyah Studies
Publisher : Lembaga Pengembangan Pesantren dan Diniyah Provinsi Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63245/jpds.v3i1.62

Abstract

This study reconceptualizes pesantren as a living educational ecosystem through the humanistic pedagogy of KH. Ahmad Mustofa Bisri, widely known as Gus Mus. The main problem addressed is that previous studies often describe pesantrens as religious institutions, cultural transmitters, or moral communities. Still, they rarely explain how a pesantren can operate as a humanity-centered educational system grounded in a clear analytical paradigm. This qualitative documentary study analyzes Gus Mus' selected writings, recorded public messages, and scholarly literature on pesantren, humanistic education, and educational ecology. The analysis follows document analysis, thematic coding, theoretical triangulation, and conceptual model building. The findings show that Gus Mus' thought functions as an analytical lens through four operational values: humanity as the aim of learning, rahmah as the ethic of relation, humility as the discipline of self, and social piety as the measure of knowledge. These values illuminate pesantren as an ecosystem where kyai leadership, sanad, adab, communal discipline, daily rituals, kitab learning, and service practices interact to form moral agency. The study proposes a human-centered pesantren educational model that links value input, ecosystem processes, reflective mediation, and humanistic output. This model contributes to pesantren studies by shifting the focus from institutional description to an operational theory of lived human formation.
Strengthening Character Education and Sustainable Futures through Islamic Education Curriculum: An Educational Capacity-Building Program for Educators Akhmad Sirojuddin; Rahmat Rahmat
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 3 No. 2 (2025): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (December)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v3i2.1342

Abstract

Rapid global changes require educational approaches that connect sustainability awareness with character formation, cultural identity, and responsible global citizenship. This community engagement activity aimed to strengthen educators’ understanding of the interrelationships among environmental literacy, character education, local wisdom, global citizenship, and sustainable futures through educational dissemination and academic capacity building. The activity was conducted within the International Conference at FTIK IAIN Kendari in 2025 using an educational dissemination approach consisting of material preparation and contextualization, structured academic presentation, interactive exchange and reflection, and synthesis of educational implications. Activity documentation and presentation materials were descriptively analyzed to identify the principal educational perspectives communicated during the session. The activity highlighted four interconnected orientations: local wisdom and character education as foundations for sustainable futures; culturally rooted global citizenship characterized by strong character, cultural roots, global understanding, and social responsibility; contextual and integrated learning for connecting educational content with real-life and global challenges; and multi-stakeholder collaboration involving educational institutions, families, communities, technology, and government. These findings indicate that academic capacity-building forums can provide meaningful spaces for integrating sustainability discourse with culturally grounded educational perspectives, although the activity did not measure changes in participants’ competence or classroom practices. The activity therefore contributes a Sustainable Futures-Oriented Educational Capacity-Building Perspective as a conceptual foundation for subsequent collaborative workshops, classroom implementation, and systematic evaluation
Integrating Digital Mind Mapping into the Islamic Education Curriculum: A Capacity-Building Program for Madrasah Teachers Akhmad Sirojuddin; Rahmat Rahmat
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 4 No. 1 (2026): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (Juni)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v4i1.1343

Abstract

Digital transformation in madrasah education requires teachers to integrate technology with pedagogical and curricular needs rather than merely acquire basic technical skills. This community engagement program aimed to strengthen teachers' capacity to integrate digital Mind Mapping into the Islamic education curriculum at MI Al-Islamiyah Wonoplintahan, Prambon, Sidoarjo. The program employed a participatory training and mentoring approach combining conceptual orientation with hands-on practice in designing curriculum-aligned digital Mind Maps. Twelve madrasah teachers participated in activities involving curriculum mapping, visual organization of learning concepts, digital media authoring, guided practice, and peer-based reflection. The program facilitated the development of digital Mind Mapping skills and curriculum-oriented learning media across subject areas, including Islamic Education and Qur'an-Hadith. The integration of visual knowledge mapping with Islamic education content provided a practical pathway for transforming text-dominated curricular materials into more structured, contextual, and interactive learning resources. The activity indicates that curriculum-oriented digital capacity building can support madrasah teachers in connecting technological competence with pedagogical practice while maintaining the distinctive educational context of Islamic primary education. Future programs should strengthen longitudinal mentoring and classroom-based evaluation to examine the sustainability and educational impact of digital Mind Mapping integration.
Transforming Islamic Education Curriculum: Integrating Kiai Authority and Educational Technology through an Integrative Literature Review Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 2 No. 3 (2024): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v2i3.541

Abstract

Islamic education faces increasing pressure to respond to technological change while preserving the religious values, pedagogical traditions, and cultural authority that characterize its curriculum. This study examines how kiai authority and educational technology can be conceptually integrated within the transformation of Islamic education curriculum. An integrative literature review was employed to synthesize scholarly publications addressing Islamic education curriculum, kiai authority, pesantren educational practices, and technology-supported learning. Relevant studies were systematically identified, screened, categorized, and interpreted through thematic synthesis to reveal relationships among curriculum orientation, religious authority, pedagogical adaptation, and technological integration. The review identifies three interconnected patterns. First, kiai authority functions as a value-oriented foundation that influences curriculum direction, legitimacy, and pedagogical adaptation in Islamic educational institutions. Second, educational technology provides opportunities for expanding learning access, instructional flexibility, and curriculum delivery, but its adoption requires contextual alignment with institutional values and pedagogical traditions. Third, sustainable curriculum transformation emerges not from replacing traditional structures with technology, but from integrating technological innovation within culturally and religiously grounded educational practices. The study proposes an integrative framework positioning kiai authority as a normative-pedagogical anchor and educational technology as an adaptive instrument for Islamic education curriculum transformation.
PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KARAKTER MULTIKULTURAL PADA ERA GENERASI ALPHA DI MA MA’ARIF ROUDLOTUT THOLIBIN KOTA METRO PROVINSI LAMPUNG Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.968

Abstract

Islamic education curriculum transformation under the Merdeka Belajar policy presents a distinctive challenge for remote pesantren, where demands for curricular flexibility, digital adaptation, and twenty-first-century competencies intersect with established Islamic epistemologies and institutional traditions. This study examines the Merdeka Belajar paradox in remote pesantren by synthesizing evidence from previous empirical studies and relevant literature on Islamic education curriculum transformation. A mixed evidence approach was organized through the Context-Input-Process-Product (CIPP) framework and supported by Fuzzy Synthetic Evaluation (FSE) as an analytical lens for interpreting multidimensional and uncertain evaluative evidence. The synthesis indicates that curricular autonomy creates opportunities for contextualized, project-oriented, and competency-based learning, yet its implementation remains constrained by unequal infrastructure, educator readiness, digital resources, and institutional capacity. The evidence further suggests that curriculum transformation cannot be evaluated solely through cognitive and technological outcomes because pesantren education simultaneously emphasizes spiritual formation, religious traditions, kitab kuning learning, and the pedagogical authority of kiai. These tensions constitute the Merdeka Belajar paradox: greater curricular flexibility does not automatically produce effective transformation when institutional capacity and local educational values are insufficiently accommodated. The study proposes a hybrid contextual Islamic curriculum framework integrating national competencies, contextual pedagogy, institutional capacity, and pesantren epistemological traditions
Beyond Conventional Literacy: Embedding Algorithmic Religious Literacy into Islamic Madrasah Curriculum through a Participatory Action Research-Informed Framework Akhmad Sirojuddin; Rahmat Rahmat
Assyfa Journal of Islamic Studies Vol. 3 No. 3 (2025): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i3.1314

Abstract

In the era of artificial intelligence and algorithmically curated information, Islamic madrasahs face growing challenges in preparing students to evaluate digital religious content critically while preserving established ethical and epistemic traditions. This study examines the integration of Algorithmic Religious Literacy (ARL) into Islamic madrasah curriculum through a Participatory Action Research-informed framework. Using an integrative literature review and mixed evidence synthesis of studies published between 2015 and 2025, the research analyzes evidence on Islamic education curriculum, digital pedagogy, madrasah learning, participatory action research, algorithmic literacy, and digital ethics. Findings indicate that effective ARL requires more than technical device fluency or conventional digital literacy. Four interconnected curriculum components emerged from the synthesis: algorithmic awareness, digital source verification through tabayyun, critical evaluation of AI-generated and algorithmically amplified religious content, and digital Islamic ethics. The review also shows that participatory principles can strengthen curriculum relevance by positioning teachers and learners as reflective co-designers of contextual learning activities. Based on these findings, the study proposes an ARL curriculum framework that integrates critical digital pedagogy with Islamic epistemic principles. This framework offers a contextual pathway for transforming madrasah literacy from passive textual reception toward critical, ethical, and reflective engagement with algorithmic religious information in digital environments.
Strengthening Digital Literacy among Women’s Yasinan Groups through Assistance in the Wise Use of Social Media M. Anas Ma'arif; Moch. Sya'roni Hasan; Qurrotul Ainiyah; Mauhibur Rokhman; Akhmad Sirojuddin; M. Alfin Fatikh; Andika Aprilianto
An Naf'ah: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2026): Agustus
Publisher : Lembaga Penelitian, Penerbitan dan pengabdian kepada masyarakat (LP3M) STIT Al-Urwatul Wutsqo Jombang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/annafah.v4i2.3761

Abstract

The widespread use of social media facilitates access to and distribution of information while simultaneously exposing communities to misinformation, digital fraud, privacy violations, and unethical communication. These challenges highlight the importance of strengthening digital literacy, particularly among women who actively participate in family and community communication networks. This community engagement program aimed to strengthen digital literacy among women in the Yasinan group of Nataan Hamlet, Gedongboyountung Village, Turi District, Lamongan Regency, through assistance in the wise use of social media. The program employed a participatory approach consisting of needs identification, education, practical assistance, evaluation, and reflection. The intervention integrated four dimensions of digital literacy: information verification, digital security, privacy protection, and digital ethics. Activities combined interactive education, case-based discussions, demonstrations, simulations, and guided practice using digital content relevant to participants’ everyday experiences. The results indicated greater participant awareness of the importance of examining information sources before sharing content, recognizing potential digital risks and fraud, protecting personal information, and considering the ethical consequences of social media activities. The engagement also demonstrated the potential of the Yasinan group as a community-based digital learning space that utilizes existing social relationships and interpersonal trust to reinforce responsible digital practices. The program highlights that community-based digital literacy can connect individual competencies with the development of a more critical, safe, ethical, and responsible digital culture.
Dzikir As Cognitive Reprogramming: Transforming Internalized Negative Beliefs among Muslim Students Moh. Nadhif; Akhmad Sirojuddin; Bakri Muhammad Bakhiet; Sita Acetylena; Samsul Ma'arif
Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March: Transforming Islamic Education in the Global South: Critical Consciousne
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ijoss.v3i1.308

Abstract

This study examines the role of dzikir as a cognitive reprogramming intervention in transforming internalized negative beliefs among Muslim students. Rooted in the intersection of Islamic education, cognitive psychology, and emerging neuro-religious perspectives, the study addresses how repetitive parental narratives such as “life is difficult” or “earning money is hard” contribute to the formation of maladaptive cognitive schemas and scarcity-oriented mindsets. Despite the growing body of research on cognitive restructuring, the integration of Islamic spiritual practices into contemporary psychological frameworks remains limited. This study employs a convergent mixed-methods design, combining quantitative and qualitative approaches. Quantitative data were collected through a quasi-experimental pre-test–post-test design involving 80 participants and analyzed using paired sample t-tests and effect size analysis. Qualitative data were obtained from semi-structured interviews with 20 participants and analyzed using thematic analysis to explore participants’ lived experiences and cognitive transformation processes. The findings reveal statistically significant improvements in cognitive belief orientation, including a reduction in scarcity mindset and an increase in positive life orientation and self-efficacy (p < .001). Effect size analysis indicates a strong practical impact of the intervention. Qualitative findings further highlight three key themes: internalized negative narratives, emergence of cognitive awareness, and the transformative role of dzikir in reshaping internal dialogue and emotional states. These results suggest that structured and meaning-oriented dzikir practices can serve as an effective culturally grounded approach to cognitive restructuring. While the study does not directly measure neural activity, the findings provide indirect evidence of possible neurocognitive adaptation associated with repetitive spiritual practices. This study contributes to the development of a Neuro-Religious Cognitive Reprogramming Framework, bridging Islamic spiritual praxis and cognitive science. The findings also offer practical implications for integrating dzikir-based interventions into Islamic education and counseling to promote healthier cognitive patterns and improved psychological well-being.
Co-Authors A. Qomarudin Abduloh Afif Abu Darim Achmad Yani Afif, Abduloh Ahmad Budiyono Ahmad Budiyono, Ahmad Ahmat Nurulloh Ainur Rofiq Ainur Rofiq Al-Ayubi, Sholihudin Alai, Ashimatul Ali Usman Hali Ali Wafa Amirullah, Khus Andika Aprilianto Apriliyanti, Sylvia Budi Ari Kartiko Ari Kartiko, Ari Arip Mulyana Ashlahuddin Ashlahuddin Asy’ari, Hasyim Azizah, Mar'atul Bakri Muhammad Bakhiet Busro, Muhamad Darim, Abu Devi Pramitha Dewi Afiatul Qutsiyah Dewi Afiatul Qutsiyah Dinda Zulaikhah Dymas Yulia Putri Kusumaningtyas ELIHAMI, ELIHAMI endah andayani Erni Yolanda Fadhillah Fadhillah Fuad, Zaqiatul Hakim, Muhammad Nur Hali, Ali Usman Hasan, Moch. Sya'roni Hasyim Asy’ari Hasyim Asy’ari Heri Supriyanto Ida Nuryana Ikramullah Ikramullah Imaduddin Imaduddin Irfani, M Miftakhul Jannatul Wardiyah Julhadi Julhadi Juli Amaliya Nasucha Junaidi Mistar Karmuji, Karmuji Kausar, Shakila Khus Amirullah Lail, Zulfatul Linda Widiawati Lusia Mumtahana M Aris Munandar, M Aris M. Afif Zamroni M. Alfin Fatikh M. Anas Ma'arif M. Djunaidi Ghony Mar'atul Azizah MARIA BINTANG Maskuri Mauhibur Rokhman Mauhibur Rokhman Ma’arif, Muhammad Anas Moch. Sya&#039;roni Hasan Moch. Sya'roni Hasan Moch. Sya'roni Hasan Moh Nadhif Moh Nadhif Moh. Nadhif Moh. Nadhif Muh. Arfah Muhamad Arif Muhamad Arif Muhamad Busro Muhammad Al Farabi Muhammad Anas Ma`arif Muhammad Anas Ma`arif, Muhammad Anas Muhammad Husnur Rofiq Muhammad Huusnur Rofiq Muhammad Mujtaba Mitra Zuana Muhammad Najib Muhammad Nur Hakim Mulyana, Arip Muwahidah Nurhasanah Naimah, Farida Ulvi Neliwati Nicky Estu Putu Muchtar Novela Elza Zahari Nurihidin, Edi Paisun Paisun Qurrotul Ainiyah Qutsiyah, Dewi Afiatul Rahmat Rahmat Rahmat Retno Pringadi Rofiatul Hosna Rofiq, Irsyaddur Rofiq, Muhammad Huusnur Rokhmatin Nazilah Sahnoza Kayadibi Salman Khalid bin Othman Samsul Ma'arif Shakila Kausar Sholihah, Maidatus Sita Acetylena Sita Acetylena, Sita Siti Rofifah Sodikin Sodikin Sodikin Suhartining, Suhartining Susanto, Trio Deni Adi Suyitno Suyitno Syafruddin Syafruddin Syamsul Arifin Syarifah Syarifah Trio Deni Adi Susanto Uswatun Hasanah Vialinda Siswati Yusnaili Budianti Zahari, Novela Elza Zainal Abidin Zainal Abidin