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All Journal Al Ishlah Jurnal Pendidikan Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab International Journal of Arabic Language Teaching IJALT International Journal of Islamic Khazanah
Mubarok, Mochamad Gilang Ardela
STAI Babunnajah
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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 1 
PERAN GURU PENDIDIKAN AGAMA ISLAM MEMBENTUK SIKAP KEBERAGAMAN DAN MODERASI BERAGAMA Gilang Ardela Mubarok; Eneng Muslihah
Geneologi PAI: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2022): June 2022
Publisher : Program Studi Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/geneologipai.v9i1.6616

Abstract

Guru memberikan pengaruh begitu besar dalam membentuk sikap, karakter pribadi peserta didiknya, salah satu dari beberapa sikap peserta didik yang menjadi sorotan akir-akhir ini adalah sikap keberagamaan dan moderasi beragama, merupakan tujuan dari penelitian ini adalah meneliti sejauh mana peran seorang guru pendidikan agama Islam dalam membentuk sikap tersebut serta menyeimbangkannya dalam prilaku. Dengan menggunkan pendekatan kualitatif, berdasarkan hasil observasi dan wawancara, Peneliti menyimpulkan bahwa guru pendidikan agama Islam sangat berperan dalam membentuk sikap keberagamaan dan moderasi beragama. Hal ini dibuktikan dengan langkah dan upaya konkrit para guru dalam membentuk sikap tersebut pada peserta didiknya melalui dua pendekatan secara internal maupun eksternal, diantara upaya yang paling siginifikan pengaruhnya adalah adanya pendampingan para guru terhadap peserta didiknya dalam mengakses sumber keilmuan, adanya program dialog dan diskusi beragama. Indikasinya para siswa yang dominan para remaja ini lebih berhati-hati dalam bersikap, berprilaku, beragama dan lebih menghargai kemajemukan. Hal ini mengindikasikan bahwa guru Pendidikan agama Islam sangat berperan atas hal tersebut
Multiculturalism and Gender Values in Arabic Language Learning in Islamic University Mubarok, Mochamad Gilang Ardela Mubarok; Ruswandi, Uus; Erihadiana, Muhamad; al-Bahri, Adel Ahmed Ali; Mohammed al-Azzani, Gamil Taher Ahmed
Jurnal Internasional Pendidikan Bahasa Arab Vol 6 No 02 (2024): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v6i02.9610

Abstract

This study aims to explore the integration of multiculturalism and gender values in the Arabic language learning process at Islamic universities. Using qualitative research methods, the study analyzes learning content through observations and interviews. The findings reveal that multicultural and gender values are embedded in the textbooks used and are also reflected in the approaches, strategies, methods, and techniques employed by lecturers. These values are consistently emphasized throughout the Arabic language learning process. The results of this study provide valuable insights for further research on Arabic language education, particularly in the context of multiculturalism and gender equality. Unlike previous research, this study simultaneously addresses these two critical issues in education, highlighting that multicultural education cannot be fully effective without also considering gender equality as an integral part of the learning process.
Rebuilding Affective Competence in Post-Pandemic Education : A Mixed-Methods Study of Prospective Islamic Religious Teachers in Indonesia Eneng Muslihah; Abdul Qodir; Abdul Talib bin Mohamed Hashim; Mochamad Gilang Ardela Mubarok
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7398

Abstract

The return to face-to-face learning after the COVID-19 pandemic presents new challenges in developing the affective domain among prospective Islamic Religious Education (PAI) teachers. This study investigates how direct classroom interaction influences affective competence and identifies obstacles lecturers face in enhancing this domain. A qualitative approach was used, involving 52 PAI students and eight lecturers from two state Islamic higher education institutions in Banten. Data collection methods included questionnaires, semi-structured interviews, and document analysis. The data were examined using thematic analysis supported by simple descriptive statistics. Findings reveal that 81% of student participants experienced increased motivation and emotional engagement due to direct interaction with lecturers. This interaction fostered core affective qualities such as empathy, respect, and appreciation. Despite these positive outcomes, the study identified inconsistencies in lecturers’ application of affective-based teaching strategies, highlighting a gap in pedagogical effectiveness. The results underscore the importance of face-to-face interaction in supporting emotional and value-based learning. However, the variability in instructional delivery indicates a need for structured efforts to equip lecturers with strategies for affective education. To strengthen the affective domain in post-pandemic education, targeted professional development programs are essential. Enhancing lecturers’ competencies in affective pedagogy will better prepare PAI students to become empathetic and emotionally intelligent educators.
HYPNOTEACHING AS AN ALTERNATIVE APPROACH IN ARABIC LANGUAGE LEARNING Ardela Mubarok, Mochamad Gilang; Ardianto, Sugih; Izzuddin Mustafa; Hana Hazim Nashif Kanz
Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education Vol. 7 No. 1 (2026): Lahjah Arabiyah - January 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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

Abstract

This study aims to examine the potential of hypnoteaching as an alternative approach to overcoming psychological barriers in Arabic language learning. Arabic classes in Indonesia are often hindered by learners’ low interest, fear of making mistakes, and lack of confidence, while existing approaches tend to focus on grammatical, communicative, or technology-based methods without sufficiently addressing learners’ mental-emotional dimensions. Using a qualitative method with a library research design, this study analyzes books, journal articles, and research reports that explicitly discuss hypnoteaching and Arabic language learning from educational and psychological perspectives. The data were analyzed through descriptive–analytical reading, thematic coding, and critical comparison of theoretical and empirical findings related to suggestion, motivation, and anxiety reduction in learning. The results show that hypnoteaching, when implemented through structured positive suggestion, supportive classroom interaction, and simple relaxation stages, has strong potential to reduce fear and tension, increase interest and motivation, and support the development of skills such as speaking and vocabulary in Arabic. This study contributes to Arabic pedagogy by offering a cross-disciplinary conceptual framework that integrates hypnoteaching into Arabic learning as a more humanistic and student-oriented model, complementing conventional grammatical, communicative, and technology-based approaches.
Dynamics Post-Hizb ut-Tahrir Indonesia (HTI) Dissolution: Activist Reactions and Public Response Ilzamudin Ma'mur; Selnistia Hidayani; M. Luthfi; Mochamad Gilang Ardela Mubarok
International Journal of Islamic Khazanah Vol. 15 No. 2 (2025): IJIK
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijik.v15i2.49481

Abstract

This study examines the complex responses to the dissolution of Hizb ut-Tahrir Indonesia (HTI), a pro-Caliphate organization, by the Indonesian government in 2017. The primary objective is to comprehensively analyze the dynamics of these responses from activists, sympathizers, and the general public. Employing a qualitative descriptive-sociological methodology with a case study approach, this research collected data through a literature review, observation, interviews, and documentation in West Java, Banten, and Jakarta. The dissolution, initiated via Perppu No. 2 of 2017, triggered diverse reactions and polarized public opinion, reflecting a broader societal rejection of the Caliphate ideology. Importantly, the study found that HTI's movement did not cease but evolved. Post-dissolution strategies include leveraging social media for discourse and issue manipulation, infiltrating other socio-political organizations, and utilizing digital platforms for clandestine cadre regeneration, particularly among university students. This research provides a comprehensive understanding of HTI's post-dissolution dynamics, contributing significantly to the literature on social movements by demonstrating movement resilience and authoritarian learning—the organization's adaptation from a public, confrontational entity to a hidden, digitally-enabled movement in response to state repression. The findings have crucial implications for deradicalization policies and highlight the intricate socio-political responses to state action against ideological groups.
Co-Authors Abdul Qodir Abdul Talib bin Mohamed Hashim al-Bahri, Adel Ahmed Ali Ardianto, Sugih Eneng Muslihah Hana Hazim Nashif Kanz Ilzamudin Ma'mur Izzuddin Mustafa M. Luthfi Mohamad Erihadiana, Mohamad Mohammed al-Azzani, Gamil Taher Ahmed Ruswandi, Uus Selnistia Hidayani