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All Journal FALASIFA : Jurnal Studi Keislaman Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Proceeding of The International Conference on Economics, Accounting, and Taxation

Asnawan Asnawan

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Author-ID : 3652468

Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Articles

Peran Kepemimpinan Kiai di Pendidikan Pesantren dalam Menghadapi Revolusi Industri 4.0 Asnawan Asnawan; Sulaiman Sulaiman
FALASIFA : Jurnal Studi Keislaman Vol 11 No 1 (2020): MARET
Publisher : STAIFAS-Press

This paper discusses the role of the kiai's leadership in pesantren education in an effort to strengthen the Industrial Revolution 4.0 industry. Pesantren is an ideal education system that attempts to provide education to the community to develop the existing potential, because pesantren santri in pesantren are not only given religious knowledge, santri are also taught to live independently, have character and innovate through pesantren activities. The pesantren is one of the institutions of Islamic education that will produce a generation of Indonesians into 'ulama', Muslim scholars and generations who have national character and morality. In the current era of information technology development, learning approaches have experienced rapid development that can change people's mindsets. The availability of information technology that is connected to the internet makes it easy for everyone to access science. So that pesantren must also be able to actualize these developments by developing pesantren curricula that are in accordance with the needs of the times. Then what is the role of pesantren in facing the development of globalization, what strategies are suitable in dealing with generations of the millennial era.

Application of Learning The Kooperatif Tipe Talking Stick dalam Belajar Al-Qur’an Siswa Madrasah Ibtidaiyyah (Mi) Asnawan Asnawan
Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): APRIL
Publisher : Program Studi PGMI, IAI Al-Falah As-Sunniyyah Kencong

Pembelajaran kooperatif merupakan bentuk pembelajaran dengan cara siswa belajar dan bekerja dalam kelompok-kelompok kecil secara kolaboratif yang anggotanya terdiri dari empat sampai enam orang dengan struktur kelompok yang bersifat heterogen. Talking stick (tongkat berbicara) adalah salah satu tipe pembelajaran kooperatif yang sederhana. Guru membagi kelas menjadi kelompok-kelompok dengan anggota lima atau enam siswa yang heterogen. Kelompok dibentuk dengan mempertimbangkan keakraban, kecerdasan, persahabatan, atau minat yang berbeda. Kelompok yang memegang tongkat terlebih dahulu wajib menjawab pertanyaan dari guru setelah mereka mempelajari materi pokoknya. Kegiatan ini diulang terus-menerus sampai semua kelompok mendapat giliran untuk menjawab pertanyaan dari guru.Kata Kunci: Application Of Learning The Kooperatif Tipe Talking Stick, Belajar Al-Qur’an

Urgensitas Keluarga Dalam Menanamkan Nilai-Nilai Pendidikan Keagamaan Pada Anak Asnawan Asnawan
Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 2 (2019): OKTOBER
Publisher : Program Studi PGMI, IAI Al-Falah As-Sunniyyah Kencong

Development of the child's age phase. While for families who are less able in their religious knowledge, children's education is left to the Koran teacher. The role of the family in this case is nothing but a motivator for children. The role of the family in instilling worship values in children in the family is huge. The role appears in the efforts of parents to always instill the values of worship and at the same time train children to have a high personality in carrying out their worship. The role of the family in instilling moral values in children is also very large. This form of planting is started by parents starting early.Keywords: Family Education, Diversity Values, Children.

Sufi Epistemology and the Reconstruction of Contemporary Islamic School Governance: Toward a Spiritual-Humanistic Governance Paradigmz Dzihni mutawakkil Alalloh; Titin Nurhidayati; Asnawan Asnawan
Proceeding of the International Conference on Economics, Accounting, and Taxation Vol. 3 No. 1 (2026): Proceeding of the International Conference on Economics, Accounting, and Taxati
Publisher : Asosiasi Riset Ekonomi dan Akuntansi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/iceat.v3i1.250

The transformation of educational governance in the digital era has encouraged Islamic schools to adopt modern administrative models emphasizing organizational effectiveness, accountability, and performance-based management. However, the dominance of technocratic and performativity-driven paradigms tends to marginalize the ethical, spiritual, and humanistic dimensions that constitute the normative foundations of Islamic education. Existing studies on Islamic school governance have predominantly focused on managerial effectiveness and leadership practices, while the integration of Sufi epistemology into educational governance frameworks remains limited. This study aims to reconstruct a contemporary Islamic school governance paradigm grounded in Sufi epistemology through the development of a spiritual-humanistic governance framework.This study employed a qualitative library-based design using philosophical-conceptual analysis, theory synthesis, and model development informed by Jaakkola's conceptual research framework. Data were derived from classical and contemporary literature on Islamic educational administration, Educational Governance, New Public Management (NPM), Islamic epistemology, and Sufi thought, and analyzed through qualitative content analysis and a critical-hermeneutic approach. The findings indicate that Sufi epistemology provides an alternative foundation for addressing the reductionist and instrumental orientation of contemporary educational governance. Core concepts, including tazkiyat al-nafs, muraqabah, ihsan, hikmah, and ma‘rifah, strengthen ethical accountability, transcendental responsibility, reflective leadership, humanistic organizational culture, and value-based decision-making. These findings culminate in the formulation of a spiritual-humanistic governance paradigm that bridges organizational effectiveness with the ethical objectives of Islamic education and promotes sustainable Islamic school governance. The study's primary novelty lies in reconstructing Sufi epistemology as an institutional governance paradigm rather than merely a framework for individual spiritual formation, thereby offering a value-based perspective for contemporary Islamic educational administration.

Sejarah, Tokoh, dan Teori-teori Sosiologi Daris Salama Ulin Nuha; Imroatul Hasanah; Halimatus Sadiyah; Asnawan Asnawan
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 4 (2026): Juli : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i4.2860

This study aims to examine the historical origins and development of the sociology of education, explore the biographies and ideas of key scholars from both Islamic and Western traditions, and analyze their relevance in the context of modern education. The development of education has always been closely linked to social, political, and economic dynamics, which gave rise to the sociology of education as a discipline that investigates the relationship between education and social change. Contemporary challenges such as social inequality, the impacts of globalization and technological advancement, and the growing demand for the democratization of education require a comprehensive examination of the major sociological theories that have emerged over time. This research employs a qualitative approach using a literature review method through the analysis of relevant books and scholarly journal articles. The findings indicate that the ideas of scholars such as Ibn Khaldun, Auguste Comte, Émile Durkheim, Karl Marx, Max Weber, Herbert Spencer, George Herbert Mead, Talcott Parsons, and Ali Shariati have made significant contributions to understanding the functions, conflicts, and interactions within education. Structural functionalist, conflict, and symbolic interactionist theories provide complementary analytical frameworks for explaining education’s role as a means of social integration, an arena for the reproduction of inequality, and a space for the construction of meaning and identity. By adopting a comparative approach across different intellectual traditions, this study offers a holistic perspective for the development of the sociology of education in the modern era.

Co-Authors Daris Salama Ulin Nuha Dzihni mutawakkil Alalloh Halimatus Sadiyah Imroatul Hasanah Sulaiman Sulaiman Titin Nurhidayati

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