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All Journal An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya Dan Sosial Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Moh Rieza Salmany
Universitas Islam Negeri Sunan Ampel Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Integration of Islamic Essentialism and Existentialism in the Makhadiyah Educational System at Nurul Cholil Islamic Boarding School Moh Rieza Salmany; M. Yunus Abu Bakar; Moh Faizin; Mustofa Ali; Usman Yudi
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.406

Abstract

This study examines the integration of Islamic essentialist and existentialist values within the Makhadiyah educational system at Nurul Cholil Islamic Boarding School. The research is motivated by the need for an Islamic educational model that maintains spiritual authenticity while remaining responsive to contemporary social realities. The study aims to analyze how these two philosophical orientations are integrated into pesantren educational practices and how they contribute to santri character formation. This research employed a descriptive qualitative method with a case-study approach. Data were collected through in-depth interviews, participatory observation, and institutional documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data presentation, and conclusion verification. The findings reveal that Islamic essentialism is reflected in the preservation of turats, cultivation of adab, and continuous spiritual habituation that strengthen personal piety. Meanwhile, Islamic existentialism is implemented through community-oriented programs such as guru tugas, nasyrul ‘ilmi, and safari dakwah, which encourage self-actualization and social responsibility. The integration of these dimensions forms a holistic educational paradigm that balances spirituality, intellectuality, and humanity in shaping socially transformative santri. This study contributes theoretically by offering an integrative framework that bridges Islamic essentialism and existentialism within pesantren educational practices. Practically, the findings provide an alternative educational model for Islamic institutions seeking to preserve religious values while fostering students’ social engagement and contextual awareness in contemporary society.  
Generative AI and the Development of Adaptive Islamic Education Teaching Materials for 21st Century Learning Najwa Sajida El Yunusi; Moh Rieza Salmany; Ahmad Jawahirun Ni’am Fikry; Mashuda Mashuda; Imam Syafi’i; Munawir Munawir
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 13 No. 1 (2026): July
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64810/annuha.v13i1.1000

Abstract

The rapid development of Generative Artificial Intelligence (Generative AI) has created new opportunities for developing more adaptive and personalized teaching materials in 21st-century learning. In the context of Islamic Religious Education (IRE), this technology is essential for addressing diverse student needs while fostering critical thinking, creativity, communication, collaboration, and digital literacy skills. This article aims to analyze the role of Generative AI in developing adaptive IRE teaching materials and its relevance to 21st-century learning. The study employed a qualitative approach using a library research method through the analysis of relevant academic journals, books, and scholarly documents. The findings indicate that Generative AI can support personalized learning content, multimodal instructional materials, and flexible assessment development tailored to students’ characteristics. However, its implementation also presents challenges, including the risk of religious misinformation, technological dependency, academic plagiarism, and the weakening of spiritual and humanistic dimensions in learning. Therefore, teachers remain essential as facilitators, value validators, and pedagogical guides to ensure that AI utilization remains aligned with Islamic values and educational objectives
Co-Authors Ahmad Jawahirun Ni’am Fikry Imam Syafi’i M. Yunus Abu Bakar Mashuda Mashuda Moh. Faizin Munawir Munawir Mustofa Ali Najwa Sajida El Yunusi Usman Yudi