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Tren Baru Program Deradikalisasi Di Lingkungan Organisasi Pemuda Muslim Indonesia Novia Elok Rahma Hayati; Nur Ali; Nabila Nur Bakkah Nazrina
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 8 No. 1 Juli-Desember 2021
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v8i1.14059

The deradicalization program is one of the solutions as a new trend to tackle the problem of radicalism in Indonesian youth, especially among Muslim youth organizations. Therefore, this deradicalization program is intensively carried out as a form of counter-terrorism action. This paper aims to explain the deradicalization trend carried out by Muslim youth organizations, namely the Nahdlatul Ulama Student Association (IPNU) and the Muhammadiyah Student Association (IPM) in Malang City. Interviews, observations, and data analysis carried out resulted in the findings that the Deradicalization program was contained in several forms of activities. In the IPNU environment, there are 3 activities, namely formal cadre activities in the form of Makesta and Lakmud, then non-formal cadre activities, namely in the form of discussions and literacy, then routine classic book studies and eventual activities in the form of tahlil, sholawat dhiba 'and khatmil Quran. While in the IPM environment there are literacy discussions which are held regularly once a week, Darul Arqam activities are held in the month of Ramadan, and incidental activities in the form of recitations which are held 2 times a week.

The Integration Of Qur’an And Linguistic Education Based On Ontology Of Qur’anic Concept In Quranic Arabic Corpus Nur Ali; Mamluatul Hasanah; Agung Prasetyo
Ijaz Arabi Journal of Arabic Learning Vol 3, No 2 (2020): Ijaz Arabi Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Users of Arabic and religious learning program applications are surprised by the phenomenon among students and teachers of Arabic and religious languages in which most of them have never practiced and used The Qur'anic Arabic Corpus (QAC) applications for academic activities. Meanwhile, the program has many benefits and conveniences for students, teachers, and researchers for conducting research and study activities in the field of language and religion and science integration. The number of open-source of IT-based information that can be used for Arabic language learning activities and studies of religious and scientific integration is increasing significantly. The purpose of this paper is to evaluate the understanding and use of The QAC program in teaching and learning Arabic and the integration of religious sciences in schools and colleges of Islamic religion. This study uses Krippendorf perspective qualitative design in the study of al-Qur'an integration and linguistic education. The research method used is the study of linguistic corpus with annotations, abstractions, and analysis through three stages of corpus exploration, experimentation, and knowledge discovery. Through data analysis, it is found that the Arabic and religious learning model using The QAC can improve language creativity and improvisation and improve the process of reciting, memorizing and vocabulary building, making it easier for students to study the integration of Qur'an, language, religion, and science. This paper recommends that Arabic and religious learning activities utilize IT-based learning program applications such as the QAC

The Implementation of Religious Moderation in the Public University of Malang Rohmat Mulyana Sapdi; Novia Elok Rahma Hayati; Nur Ali
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 8 No. 2 Januari-Juni 2022
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v8i2.17933

Religious moderation has become a new trend upon conflict and intolerance resolution among religious communities, especially in Indonesian universities. This paper aims to explain the process of implementing religious moderation to enhance appropriate socio-religious attitudes and religious tolerance at Universitas Merdeka Malang. It is a case study with an in-depth interview followed by observation and documentation study. This study finds that the implementation of religious moderation is carried out in 3 stages, namely (1) coordination meetings of lecturers in the religious study forum (RSA) to discuss lecture material, (2) Preparation of RPS or Rencana Pembelajaran Semester or syllabus by including religious moderation material, (3) applying religious moderation through (a) religious education lecture, citizenship education, and religious enrichment. (b) off-campus classroom through (i) students’ religious activity units (SAU), including Jubilee SAU (Christian), Loyola SAU (Catholic), Alhuda SAU (Islamic) and Dharma WTC SAU (Hindu). Non-Muslim religious activities can be carried out at the mosque since this is the center of worship building on campus, (ii) activating a student’ council Instagram account for broadcasting information about religious moderation, and the existence of local cultures to represent national commitment and accommodative attitudes towards local cultures.

Developing Religious Culture through Integrative Religious Practice in Indonesian State Islamic University Nur Ali; Mohammad Miftahusyai'an; Angga Teguh Prasetyo; Muhammad Imamul Muttaqin
el Harakah: Jurnal Budaya Islam Vol 22, No 1 (2020): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Higher education has been accused as an environment which has less moral and religious values. The negative stereotype became more evident when some higher education institutions involved in some disputes such as brawl among students, and riots in Ramadhan and at the time of sahur. There is also State Islamic Higher Education Institution (PTKIN) among the campuses. However, some SIHEIs have constructed religious culture through Integrative Religious Practices (IRP). The paper aims at evaluating the IRP as a strategy in building campus religious culture. Interview, participant observation, and data analysis lead to the finding that IRP development was formally done in class and was informally and ceremonially applied outside the class through ma’had, students’ organizations, cooperation with religious institutions, and relation across region and professions can build campus religious culture. Moreover, it also improves students’ ethical behavior, empathy, and tolerant. The study suggests that religious subject in higher education and schools is developed using IRP and involves relevant units and religious organizations outside campus to improve the understanding on the socio-religious value to establish ethical, tolerant, empathy, and cooperative behavior. Perguruan Tinggi telah dituduh sebagai lingkungan yang kurang mencerminkan nilai-nilai moral dan religius. Stereotip buruk ini makin diperkuat dengan keterlibatan PT dalam beberapa kericuhan seperti tawuran mahasiswa serta tawuran di bulan Ramadhan dan di waktu sahur. Di antara perguruan tinggi tersebut terdapat Perguruan Tinggi Keagamaan Islam Negeri (PTKIN). Namun ada juga PTKIN yang telah membangun budaya religius melalui Praktik Keagamaan Integratif (PKI). Tulisan ini mengevaluasi PKI sebagai strategi dalam membangun budaya religius di kampus. Wawancara, observasi partisipan, dan analisis data yang dilakukan menghasilkan temuan bahwa pengembangan PKI yang dilakukan secara formal di kelas dan diaplikasikan nonformal dan seremonial di luar kelas melalui ma’had, organisasi kemahasiswaan, kerjasama dengan lembaga keagamaan, dan pergaulan lintas daerah dan profesi dapat membangun budaya religius di kampus. Selain itu, hal itu juga dapat menumbuhkan sikap etis, empati, dan toleran di kalangan mahasiswa. Tulisan ini menyarankan agar materi keagamaan di PT dan sekolah dikembangkan dengan praktik keagamaan integratif dan melibatkan berbagai unit terkait dan organisasi keagamaan di luar kampus untuk meningkatkan pemahaman nilai-nilai sosial-keagamaan sehingga menumbuhkan perilaku agamis, toleran, empati, dan sikap saling menghargai.

INTEGRATING THE PROGRAM OF SCHOOL CURRICULUM AND PESANTREN EDUCATION; CASE STUDY ON THE PESANTREN LOCATED IN THE MADRASAH AT MALANG CITY Nur Ali
Abjadia Vol 5, No 1 (2020): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v5i1.9527

As a modern Islamic educational institution, Madrasa (Islamic boarding school) has shifted into a public school that has Islamic identity and the issue of restructuring its curriculum is assumed as a deteriorating factor in religious aspects for its graduates. Related to this, Madrasa have responded by carrying out a curriculum program development through the integration of Madrasa curriculum program and Ma’had education (Islamic dormitory). This article aims to describe the background of the integration of Madrasa curriculum program and the education in Ma’had as well as the activities and literacy that determine the success of the curriculum program integration. The data obtained from the observation, interview, and documentation were then analyzed through reduction, display, and verification phases. Afterward, the data triangulation was also conducted. It led to several findings. First, the integrated curriculum program was carried out based on the vision and mission of both Madrasa and Ma’had, and the advance of religious study and science. Second, taklim madrasy and taklim Ma’hady (learning activity conducted in Madrasa and Ma’had) have become the determining factors for the successful implementation of the integrated curriculum program. Moreover, all guests ranging from the officials of the Ministry of Religious Affairs, visitors from other cities and overseas, the Madrasa committee, and all tutors in the Madrasa have also affected the information literacy, digital, and collaboration levels. This sudy provides suggestions to conduct the integration of the school, Madrasa curriculum program and Ma’had program in one location to develop the students’ religious behavior, tolerance, empathy, spirituality knowledge, and literacy skill.

INTEGRATING THE PROGRAM OF SCHOOL CURRICULUM AND PESANTREN EDUCATION; CASE STUDY ON THE PESANTREN LOCATED IN THE MADRASAH AT MALANG CITY Nur Ali
Abjadia : International Journal of Education Vol 5, No 1 (2020): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v5i1.9527

As a modern Islamic educational institution, Madrasa (Islamic boarding school) has shifted into a public school that has Islamic identity and the issue of restructuring its curriculum is assumed as a deteriorating factor in religious aspects for its graduates. Related to this, Madrasa have responded by carrying out a curriculum program development through the integration of Madrasa curriculum program and Ma’had education (Islamic dormitory). This article aims to describe the background of the integration of Madrasa curriculum program and the education in Ma’had as well as the activities and literacy that determine the success of the curriculum program integration. The data obtained from the observation, interview, and documentation were then analyzed through reduction, display, and verification phases. Afterward, the data triangulation was also conducted. It led to several findings. First, the integrated curriculum program was carried out based on the vision and mission of both Madrasa and Ma’had, and the advance of religious study and science. Second, taklim madrasy and taklim Ma’hady (learning activity conducted in Madrasa and Ma’had) have become the determining factors for the successful implementation of the integrated curriculum program. Moreover, all guests ranging from the officials of the Ministry of Religious Affairs, visitors from other cities and overseas, the Madrasa committee, and all tutors in the Madrasa have also affected the information literacy, digital, and collaboration levels. This sudy provides suggestions to conduct the integration of the school, Madrasa curriculum program and Ma’had program in one location to develop the students’ religious behavior, tolerance, empathy, spirituality knowledge, and literacy skill.

Integrative Curriculum Management in Shaping Muslim Character in Pesantren Muhammad Yusuf; Nur Ali; Muhammad Amin Nur
Ta'dib Vol 28 No 2 (2023): Ta'dib: Jurnal Pendidikan Islam
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v28i2.20122

This research aims to describe the implementation of integrative curriculum management in shaping the Muslim character of Pesantren Mahasiswa Al Hikam, Malang. This research used a qualitative approach. Data collection method was conducted by means of interviews, observation and documentation. Data analysis used the interactive analysis model of Miles and Huberman. The results of the study found that 1) The concept of integrative curriculum management was very innovative, because it followed the times by linking academics with student life; 2) The implementation of integrative curriculum management in shaping Muslim character referred to the formulation of philosophy which was then integrated into three institutions, dirosah, learning section, santrian that handlee santri by making scientific works created by teachers and students; and 3) The implications of integrative curriculum management in shaping Muslim character could be seen in positive habits formed in pesantren, such as keeping congregational prayers, reading the Qur'an, and gaining religious knowledge that can be applied on campus. Based on formal findings, the pesantren applied a curriculum that integrated theory and practice in a comprehensive system in which Dirosah became the main teaching aspect.

THE PROCESS OF FORMING AN ANTI-VIOLENCE CULTURE AMONG GENERATION Z STUDENTS THROUGH PROJECT-BASED LEARNING WITH THE REINFORCEMENT OF SOCIAL-EMOTIONAL LEARNING Hikmah Wifaqi; Nur Ali
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7667

Violence in schools remains a serious problem, so participation in education is expected to minimize the violence that occurs. This study aims to describe the process of internalizing anti-violence values in Social Studies learning through Project Based Learning (PjBL) and strengthening Social Emotional Learning (SEL) as an effort to form an anti-violence culture among Gen Z students in grade VIII at Al-Hikmah International Islamic Boarding School (IIBS) Batu. The approach used is qualitative with a case study, involving social studies teachers as the main informants, eighth-grade students as the recipients of social conflict material, and the school as supporting informants. Data collection was conducted through interviews, observations, and documentation, then analyzed using the Miles et al. model, which includes condensation, presentation, and data verification. The results showed that the process of internalizing anti-violence values occurred in three stages. The first stage was the design of an anti-violence culture through the preparation of lesson plans by social studies teachers on social conflict material. The second stage is the implementation of the design through the Project Based Learning (PjBL) approach and the strengthening of Social Emotional Learning (SEL) during the learning process. Finally, the target achievement of the design is through cognitive, affective, and psychomotor based evaluation. These three stages reflect the formation of tolerant, empathetic student behavior and the ability to resolve conflicts peacefully, thereby reflecting the formation of an anti-violence culture through social studies learning that is in line with SDG 16.1 regarding the reduction of violence.

ANALISIS KEBIJAKAN DALAM PENINGKATAN MUTU PENGAJAR TAHFIDZ DI MADRASAH DINIYAH AR-ROHMAH PUTRI IBS MALANG Ulfa Muazzomah; Zainal Muhammad Hosin; Muhammad Andy Nur Rochim; Muhammad Izulhaq; Nur Ali
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

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

Abstract: This study aims to analyze the policy implementation for improving the quality of tahfidz teachers at Madrasah Diniyah Ar-Rohmah Putri IBS Malang through a structured quality assurance system. The focus of the research includes policy formulation, implementation mechanisms, and supporting as well as inhibiting factors in strengthening teacher professionalism in Qur’anic instruction. Using a descriptive qualitative approach, data were collected through in-depth interviews, observation of tahfidz activities, and documentation, and analyzed using the Miles & Huberman interactive model. The findings show that the institution has implemented a comprehensive quality management system consisting of standardized teacher qualifications, tahfidz Standard Operating Procedures (SOP), and a multi-layered evaluation structure. Continuous teacher development is carried out through weekly coaching, periodic training, halaqah musyafahah, and peer supervision, reflecting a systematic application of continuous quality improvement. Data-driven evaluation through structured teacher performance reports ensures accuracy in monitoring recitation quality, discipline, methodology, and Qur’anic competence. The supporting factors include strong Qur’anic culture, institutional commitment, and adequate teacher competence, while the inhibiting factors involve uneven teacher skills, workload intensity, and limited infrastructure. The study concludes that quality improvement policies for tahfidz teachers at Ar-Rohmah are not merely technical programs, but operate as an integrated policy system combining pedagogical competence, institutional culture, and spiritual ethics. This model demonstrates strong potential for replication in other diniyah-based tahfidz institutions. Keywords: tahfidz teacher; quality assurance; policy implementation; teacher development; Qur’anic education Abstrak: Penelitian ini bertujuan untuk menganalisis implementasi kebijakan peningkatan mutu pengajar tahfidz di Madrasah Diniyah Ar-Rohmah Putri IBS Malang melalui sistem penjaminan mutu yang terstruktur. Fokus kajian meliputi perumusan kebijakan, mekanisme pelaksanaan, serta faktor pendukung dan penghambat dalam peningkatan profesionalitas pengajar Al-Qur’an. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi kegiatan tahfidz, dan dokumentasi. Analisis data dilakukan menggunakan model interaktif Miles & Huberman. Hasil penelitian menunjukkan bahwa madrasah telah menerapkan sistem manajemen mutu komprehensif berupa standar kualifikasi guru, SOP tahfidz, evaluasi berlapis, dan program pembinaan berkelanjutan. Pengembangan kompetensi dilakukan melalui pembinaan mingguan, pelatihan berkala, musyafahah, dan supervisi sejawat sebagai bentuk penerapan continuous quality improvement. Evaluasi kinerja pengajar dilakukan secara terukur melalui rapor tahfidz yang memuat indikator ketepatan bacaan, kedisiplinan, metode pengajaran, dan capaian tahfidz, sehingga keputusan pengelolaan mutu berbasis data dapat dilakukan secara objektif. Faktor pendukung utama keberhasilan kebijakan meliputi kultur Qur’ani komitmen kelembagaan, dan kompetensi guru, sedangkan hambatan mencakup ketimpangan kemampuan teknis, beban kerja ganda, dan keterbatasan sarana. Penelitian ini menyimpulkan bahwa kebijakan peningkatan mutu pengajar tahfidz tidak hanya bersifat teknis, tetapi merupakan desain kebijakan terpadu yang menggabungkan kualitas pedagogis, tata kelola lembaga, dan pembinaan spiritual sebagai fondasi pembentukan profesionalisme pengajar Qur’ani berkelanjutan. Kata kunci: mutu pengajar tahfidz; penjaminan mutu; implementasi kebijakan; pembinaan guru; pendidikan Qur’ani

Analisis Kesenjangan Implementasi: Evaluasi CIPP terhadap Relevansi, Kesiapan, Pelaksanaan, dan Capaian Kebijakan PAI di MTs QITA Malang Najmi Nahdin Afkari; Ainun Jariyah; Ratih Ovista Kusuma; Nur Ali
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 2 (2025): Volume 8 No 2 Juni 2025
Publisher : Universitas Negeri Malang

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Abstract: This study presents an in-depth qualitative evaluation, designed to reveal the effectiveness of the implementation of Islamic Education policies in MTs QITA Malang, using the CIPP (Context, Input, Process, Product) model as the main theoretical lens to map achievements comprehensively. The purpose of this research is none other than to provide a robust analysis of how these policies operate on the ground and the extent to which the substantive goals of religious education are being achieved. Within a methodological framework, crucial data are obtained through triangulation of sources: in-depth interviews with Principals, Deputy Heads of Curriculum, and subject teachers, reinforced by systematic observation and analysis of internal and curricular policy documents, ensuring the richness and validity of the data. Furthermore, the collected data is rigorously processed using Miles and Huberman's interactive model, a step that allows for continuous reduction, presentation, and verification of findings. The results of the evaluation are divided into four essential dimensions. First, in the Context dimension, policies are seen as having high relevance and in line with the national vision, especially the spirit of the Independent Curriculum, but there are latent challenges in the form of external factors, namely low parental awareness in the continuity of character development. Second, on the Input dimension, it was found that the quality of Human Resources (teachers) and curriculum design has been adequate, despite the significant deficit in technological infrastructure, which demands optimization to support modern methods. Third, the Process dimension reveals implementation practices that use active student-centered methods—such as Problem-Based Learning and P5 projects—but these processes are significantly hampered by limited time allocation and a lack of equitable technology support across learning activities. Finally, on the Product dimension, the policy convincingly produces positive outcomes, especially in the improvement of students' character and their religious practices; however, cognitive achievement shows variations that need to be observed between elements of PAI material. The overall evaluation affirms the positive transformative impact of policies, while explicitly identifying critical areas— such as technology strengthening and parent engagement strategies—that should be the focus of future strategic improvements. Keywords: CIPP model; policy evaluation; Islamic education; kurikulum merdeka; madrasah Abstrak: Penelitian ini mempresentasikan sebuah evaluasi kualitatif yang mendalam, dirancang untuk menyingkap efektivitas implementasi kebijakan Pendidikan Islam di MTs QITA Malang, menggunakan model CIPP (Context, Input, Process, Product) sebagai lensa teoretis utama untuk memetakan capaian secara komprehensif. Tujuan penelitian ini tidak lain adalah menyediakan analisis yang kuat mengenai bagaimana kebijakan ini beroperasi di lapangan dan sejauh mana tujuan substantif pendidikan keagamaan tercapai. Dalam kerangka metodologis, data krusial diperoleh melalui triangulasi sumber: wawancara mendalam dengan Kepala Sekolah, Wakil Kepala Kurikulum, dan guru mata pelajaran, yang diperkuat oleh observasi sistematis dan analisis dokumen kebijakan internal dan kurikuler, memastikan kekayaan dan validitas data. Selanjutnya, data yang terkumpul diproses secara ketat menggunakan model interaktif Miles dan Huberman, suatu langkah yang memungkinkan reduksi, penyajian, dan verifikasi temuan dilakukan secara berkelanjutan. Hasil evaluasi terbagi dalam empat dimensi esensial. Pertama, dalam dimensi Konteks, kebijakan dipandang memiliki relevansi tinggi dan selaras dengan visi nasional, khususnya semangat Kurikulum Merdeka, akan tetapi terdapat tantangan laten berupa faktor eksternal, yaitu rendahnya kesadaran orang tua dalam kesinambungan pembinaan karakter. Kedua, pada dimensi Input, ditemukan bahwa kualitas Sumber Daya Manusia (guru) dan desain kurikulum telah memadai, meskipun terjadi defisit yang signifikan pada infrastruktur teknologi, yang menuntut pengoptimalan untuk mendukung metode modern. Ketiga, dimensi Proses mengungkap praktik implementasi yang menggunakan metode aktif berpusat pada siswa— seperti Problem-Based Learning dan proyek P5—namun proses tersebut secara nyata terhambat oleh keterbatasan alokasi waktu dan kurangnya dukungan teknologi yang merata di seluruh kegiatan belajar. Terakhir, pada dimensi Produk, kebijakan secara meyakinkan menghasilkan luaran yang positif, terutama dalam peningkatan karakter siswa dan praktik keagamaan mereka; namun, pencapaian kognitif menunjukkan variasi yang perlu dicermati antar elemen materi PAI. Keseluruhan evaluasi tersebut menegaskan dampak transformatif positif kebijakan, sembari secara eksplisit mengidentifikasi area-area kritis—seperti penguatan teknologi dan strategi pelibatan orang tua—yang harus menjadi fokus perbaikan strategis di masa mendatang. Kata Kunci: Model CIPP; Evaluasi Kebijakan; Pendidikan Islam, Kurikulum merdeka; Madrasah

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