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All Journal Hijri Nusantara Journal of Islamic Studies Proceeding of International Conference on Humanity Education and Society Islamic Studies in the World
Ahmad Musaddad
STAI Cendekia Insani Situbondo
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Kompetensi Guru Mata Pelajaran Fiqih dalam Mengelola Kelas Terhadap Minat Belajar Siswa Ahmad Musaddad; Uswatun Hasanah
Nusantara Journal of Islamic Studies Vol. 3 No. 1 (2022): Maret
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

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Abstract

As a contribution to Indonesian education, several educational institutions continue to compete in improving the quality of graduates to achieve the standards issued by the government through the National Education Standards (SNP). Likewise, competition between schools under the auspices of the Ministry of Education and Culture and Madrasahs under the auspices of the Ministry of Religion of the Republic of Indonesia. This research uses descriptive qualitative research with a case study approach at Madrasah Aliyah Al-Cholily Sumber kolak Panarukan Situbondo. The results of this study are 1) Teachers of active fiqh subjects arrive early, and always keep their promises to their students; 2) The teacher communicates and knows the character of the students well. 3) The teacher mastered the material well. 4) The teacher is neat. 5) Teachers not only use the concept of textual learning, but also use the concept of contextual learning in delivering material in class. Meanwhile, the teacher's obstacles in managing the class on students' interest in learning are: 1) Students are difficult to manage. This is indicated by the presence of some students who are still frequently in and out of class, and some even do not return to class. 2) Lack of adequate infrastructure in the classroom, such as the absence of an LCD projector that can facilitate teaching and learning activities in the classroom.
Budaya Pengambilan Keputusan Organisasi : (Studi Kasus di Sekolah Menengah Pertama Swasta Kabupaten Situbondo) Lukman Nul Hakim; Ahmad Musaddad
Nusantara Journal of Islamic Studies Vol. 2 No. 2 (2021): September
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

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Abstract

The progress of an educational institution cannot be separated from the influence and power of leadership which in this case is the principal. Leadership is an important scientific discipline that must be possessed by a leader so that he can apply the concept of leadership well. One of the important elements in leadership theory is making the right decisions so that later they have effective implications. This research was conducted in a private junior high school in Situbondo district, with the aim of understanding and obtaining an objective, factual, accurate and systematic picture of the problems in the research object. Data about the object of this study were obtained by means of observation, interviews and documentation of the decision-making patterns that exist in the private junior high school in making decisions. The research method uses qualitative research. From the results of the discussion obtained from the research, it can be concluded that the decision-making culture in the junior high school which is the location of this research has a characteristic, namely the uniformity of understanding that a decision-making must always be determined in an official meeting forum involving all education personnel. But of course in this case the researcher does not provide a justification but only provides an overview of the phenomenon of decision making in a private junior high school in Situbondo district.
MENINGKATKAN KEOTENTIKAN KURIKULUM SEKOLAH ISLAM: KETERLIBATAN GURU, PRAKTIK SUPERVISI, DAN PENDAMPINGAN PARTISIPATIF Ahmad Musaddad
Hijri Vol 14, No 2 (2025): HIJRI (Author Geographical Coverage: Turkey and Indonesia)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/hijri.v14i2.25963

Abstract

This study examines how Islamic madrasah curricula are often administratively replicated without embedding Islamic values or local wisdom. Using an explanatory sequential mixed-methods design, we surveyed 64 teachers and curriculum coordinators, then conducted 12 in-depth interviews. Quantitative analyses (descriptive statistics, Pearson correlation, simple regression) revealed that 78% of documents received only superficial identity changes and only 27% of teachers participated actively. Teacher engagement correlated strongly with document originality (r = 0.62; p < 0.01), while supervisory effectiveness explained 28% of quality variation. Qualitative themes highlight teachers' technical unpreparedness, viewing curriculum as an administrative burden, and a need for on-site case-based coaching. We propose a participatory mentoring model combining on-site training and document review to boost teachers' technical capacity and foster authentic, reflective, context-relevant curricula. Recommendations focus on sustained supervisory policy and co-design of curricula by teachers and supervisors.
The Prophetic Pedagogy: Implementing Al-Ghazali’s Principles of Moral Psychology for Character Education in Islamic Schools Isnaeni Marhani; Ahmad Musaddad; M. Makhtus Ali; Mustafa Hassan
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.3018

Abstract

This study examines the application of Al-Ghazali’s principles of moral psychology to contemporary character education within Islamic schools. The research is grounded in the concern that modern Islamic education often emphasizes cognitive and ritual learning while neglecting the cultivation of spiritual-ethical dispositions central to the prophetic educational tradition. Al-Ghazali’s framework, which integrates the purification of the heart, habit formation, and reflective self-discipline, provides a comprehensive moral psychology capable of strengthening holistic character development. The study aims to identify how Al-Ghazali’s concepts—such as tazkiyat al-nafs, disciplined habituation, and the alignment of knowledge with moral action—can be operationalized as pedagogical principles for classroom practice. The research adopts a qualitative design, using document analysis of Ihya’ ‘Ulum al-Din and Ayyuha al-Walad, thematic coding, and semi-structured interviews with Islamic education practitioners and curriculum developers in selected schools. The findings indicate that Al-Ghazali’s moral psychology can be translated into three core pedagogical domains: (1) emotional-spiritual formation through reflective and contemplative learning, (2) character habituation through structured routines and guided moral practice, and (3) moral reasoning development that connects knowledge to ethical decision-making. Schools that implement these principles demonstrate higher consistency between instructional content, teacher modeling, and student character outcomes. The study concludes that prophetic pedagogy grounded in Al-Ghazali’s moral insights offers a transformative framework for character education, bridging classical Islamic psychology with modern educational needs. The findings highlight the necessity of integrating spiritual affect, moral cognition, and ethical practice into a unified pedagogical model for Islamic schools.
BUILDING CIVILIZATION FROM PESANTREN: INTEGRATING VALUE-BASED EDUCATION, SOCIAL INCLUSION, AND GLOBAL COMPETITIVENESS Lukman Nul Hakim; Ahmad Musaddad
International Conference on Humanity Education and Society (ICHES) Vol. 4 No. 1 (2025): The 4th International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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Abstract

Islamic boarding schools (pesantren) in Indonesia possess strategic potential inshaping inclusive, value-driven, and globally competitive communities. This articleexplores the educational transformation within pesantren, emphasizing valueeducation, soft skill enhancement, and digital responsiveness. Drawing on librarybased research, the study finds that pesantren have increasingly adopted digital literacy, entrepreneurial curricula, and inclusive practices for marginalized groups. The leadership of kyai remains a key factor in cultivating resilient and empathetic student character. These findings underscore pesantren's role in fostering sustainable development and social justice. Nevertheless, limitations in infrastructure andinstitutional typology highlight the need for further empirical research to enrich educational reform within Islamic contexts
GENDER-SENSITIVE EDUCATION: A STRATEGIC PATHWAY TO ACHIEVING GENDER EQUALITY IN THE EDUCATIONAL SYSTEM Hasiyatiningsih Hasiyatiningsih; Ahmad Musaddad
International Conference on Humanity Education and Society (ICHES) Vol. 4 No. 1 (2025): The 4th International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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Abstract

Gender-sensitive education is a key strategy in addressing disparities in access, participation, and representation within education systems. This study positions gender-sensitive education as a systemic approach to challenging structural bias and creating equitable learning environments for all learners, particularly girls and young women. Using a literature review method, the article analyzes national policies and instructional practices that promote gender equality at institutional and cultural levels. Findings indicate that gender-sensitive education contributes significantly to reducing stereotypes, fostering female leadership, and strengthening teacher capacity to support inclusive classrooms. The study highlights the urgency of integrating genderperspectives into curricula, teacher training, and school facilities, and recommends affirmative policies and participatory evaluation as crucial components of equitable educational development.
Co-Authors Hasiyatiningsih Hasiyatiningsih Isnaeni Marhani Lukman Nul Hakim M. Makhtus Ali Mustafa Hassan Uswatun Hasanah