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All Journal Al-Wijdan : Journal of Islamic Education Studies Journal Analytica Islamica Al-Misbah : Jurnal Islamic Studies Proceedings of Annual Conference for Muslim Scholars Piwulang: Jurnal Pendidikan Agama Islam Discovery : Jurnal Ilmu Pengetahuan Ed-Humanistics : Jurnal Ilmu Pendidikan ABIDUMASY : Jurnal Pengabdian kepada Masyarakat GUYUB: Journal of Community Engagement SUBULANA Dharmas Education Journal (DE_Journal) Tebuireng: Journal of Islamic Studies and Society Jurnal Islam Nusantara Spiritual Healing: Jurnal Tasawuf dan Psikoterapi Edukasiana: Jurnal Inovasi Pendidikan Millah: Journal of Religious Studies QANUN: Journal of Islamic Laws and Studies Kartika: Jurnal Studi Keislaman EL Islam Jurnal Sains Student Research QOSIM: Jurnal Pendidikan, Sosial & Humaniora Menara Tebuireng : Jurnal Ilmu-Ilmu Keislaman Al Adawat : Jurnal Pendidikan Madrasah Ibtidaiyah Engagement: Jurnal Pengabdian Kepada Masyarakat Millatuna: Jurnal Studi Islam Jurnal Ilmiah Nusantara Hikmah: Jurnal Studi Pendidikan Agama Islam JIS: Journal ISLAMIC STUDIES Al-Hayat: Journal of Islamic Education IJoReSCo AL TADIB : Jurnal Ilmu Pendidikan MUMTAZ: Jurnal Pendidikan Agama Islam Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman JIEP : Journal of Islamic Education and Pesantren
Jasminto
Universitas Hasyim Asy'ari
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Public Health Social Sciences Other

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Refining Adab, Love, And Tolerance In Islamic Pedagogy Jasminto, Jasminto
Proceedings of Annual Conference for Muslim Scholars Vol 9 No 1 (2025): AnCoMS, Oktober 2025
Publisher : Koordinatorat Perguruan Tinggi Keagamaan Islam Swasta Wilayah IV Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/ancoms.v9i1.700

Abstract

This study is a comparative literature review of two monumental works titled Adabul ‘Ālim wal Muta‘allim, authored respectively by Imam Nawawi and KH. Hasyim Asy’ari. Both texts encapsulate a rich legacy of scholarly ethics and the spiritual foundations of Islamic education, particularly in shaping students and educators of noble character, deep love for knowledge, and a strong commitment to tolerance and humanity. Employing a philosophical approach to Islamic education and content analysis, this research aims to explore the convergence and distinctions between Imam Nawawi—representing global Islamic scholarship—and KH. Hasyim Asy’ari—embodying local wisdom from the Indonesian pesantren tradition. The findings reveal that despite differing socio-historical contexts, both scholars share a unified vision of education that elevates adab (ethics) as a prerequisite for knowledge, love as the basis for learning, and tolerance as the path toward harmony. This study highlights that integrating global scholarly heritage with local wisdom offers a powerful paradigm for developing a humanistic Islamic education that contributes to global peace and inter-civilizational dialogue.
Enhancing PGMI Students’ Pedagogical Competence Through Deep Learning-Based Lesson Plan Design Mahsun, Ali; Jasminto, Jasminto; Rofi'ah, Siti; Sa'diyah, Maidatus; Widiyati, Evita; Muslih, Imam
GUYUB: Journal of Community Engagement Vol 6, No 4 (2025): Desember
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/guyub.v6i4.12806

Abstract

This community service program aims to enhance the pedagogical skills of students in the Primary School Teacher Education (PGMI) Study Program in designing Deep Learning–based lesson plans (RPP). The program was implemented to address the urgent need for prospective teachers to meet the demands of the Merdeka Curriculum, which requires meaningful, student-centered, and competency-based learning. Many PGMI students still struggle to integrate Deep Learning principles into lesson planning, especially in formulating measurable objectives, selecting active strategies, and designing higher-order thinking assessments. The program involved 15 PGMI students as primary participants. Using a Participatory Action Research (PAR) approach, the program consisted of three stages: needs analysis, training, and mentoring. The needs analysis identified gaps in students’ understanding of lesson plan components. The training introduced theoretical foundations and practical models of Deep Learning–oriented lesson planning, while the mentoring phase provided guided practice in developing complete RPPs. Students contributed actively through reflective discussions, prototype development, and peer feedback. The results show a notable improvement in students’ pedagogical competence, reflected in an increase from an average pretest score of 31.5% to a posttest score of 43.2%, indicating an 11.7% gain. Deep Learning in this program refers to a pedagogical approach emphasizing conceptual depth, problem-solving, reflection, and higher-order thinking. Overall, the program strengthened students’ readiness to become professional and adaptive teachers capable of designing learning aligned with the Merdeka Curriculum.
Critical Pedagogy In Religious Education: Shaping Perspectives On Peace, Justice, And Human Rights Jasminto Jasminto; Siti Rofi'ah
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 13 No. 1 (2024): March
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v13i1.1515

Abstract

This article discusses the integration of Critical Pedagogy and Religious Education to shape students' perspectives on peace, justice, and human rights. By delving into the literature, this research explores the potential impact of Critical Pedagogy on Religious Education. This approach involves students in critical thinking, reflection, and open dialogue regarding religious values to address contemporary social issues. The article examines the key concepts of Critical Pedagogy and its integration into the Religious Education curriculum, aiming to enhance the relevance of religious education. The combination of these two approaches is expected to create students who not only understand religious values but can also apply them to promote peace, justice, and human rights. The conclusion highlights the potential contribution of Critical Pedagogy in shaping a new, responsive paradigm for Religious Education, creating a dynamic learning environment in the face of the complexities of contemporary social challenges. Further research is expected to serve as a solid foundation for positive transformation in religious education and the development of students' perspectives on peace, justice, and human rights
The Development of The Hidayatul Qori’ fi Qiroati ar-Rasmil Utsmani lil Mubtadi’ Textbook Using the Ummi Method Hari Prasetia; Jasminto Jasminto; Asriana Kibtiyah
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 1 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i1.2224

Abstract

This study aims to design, implement, and evaluate the feasibility and effectiveness of the textbook Hid?yatul Q?ri’ f? Qir?ati ar-Rasmil Utsm?ni lil Mubtadi’, based on the Ummi Method, in enhancing elementary madrasah students’ understanding of the Qur’anic writing structure and recitation system by authentic sanad and rasm. The research contributes to the discourse of foundational Qur’anic education, particularly in the introduction of the Uthm?nic script (rasm ‘Utsm?n?) and dhabt rules as employed in the Madinah Mushaf. The lack of structured learning media that integrates contextual learning approaches with the authentic characteristics of the Mushaf motivated the development of this textbook. This study adopts a research and development (R&D) methodology using the ADDIE model—Analyze, Design, Develop, Implement, and Evaluate—systematically applied at MIN 1 Jombang. Data were collected through classroom observations, in-depth interviews, expert validation surveys, and product trials involving 15 fifth-grade students who had previously studied ghor?b and tajw?d using the Ummi Method. The validation results showed an average feasibility score of 86.21%, and field testing indicated significant improvement in the accuracy of recitation and recognition of dhabt symbols. The study’s main contribution lies in pioneering authoritative instructional media on rasm and dhabt for early-level education by combining the strength of qir?’ah transmission (sanad) with a pedagogical design that is visual, repetitive, and auditory. This textbook extends the scope of the Ummi Method toward standardized advanced tajw?d learning. The findings demonstrate that integrating classical methodologies with Mushaf Madinah-based instructional design can establish a strong foundation of recitational accuracy from an early age, making it relevant for adoption by other Qur’anic educational institutions nationally.
Implementation Of The Concept Of Religious Moderation In Islamic Religious Education For Students Rasyidatun Mahdiyyah; Jasminto Jasminto
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 1 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i1.2226

Abstract

This study aims to explore the concept of religious moderation among students, describe the implementation of Islamic religious education, and analyze the integration of religious moderation principles within Islamic education at SD Negeri Grogol 2 Diwek Jombang. It is a field study employing a qualitative descriptive approach. Data sources were selected through purposive sampling, followed by snowball sampling to obtain broader and deeper insights. Data collection was conducted through classroom observations, in-depth interviews, and document analysis. The data analysis technique used was descriptive analysis. The research findings indicate that the application of religious moderation concepts has been effectively implemented, as reflected in their consistent integration into daily practices. This is further supported by extracurricular and social programs that enhance children’s understanding of religious moderation, particularly in how they coexist within multicultural environments. Islamic education is delivered through classroom instruction and is supported by diniyah and mulok learning programs. The principle of religious moderation is embedded in Islamic education through content that emphasizes moderation, as conveyed by teachers. It also includes how students apply religious knowledge in diverse social settings—across differences of race, ethnicity, and religion.
Strategi Guru Tahfidz dalam Membimbing Kegiatan Ekstrakurikuler Tahfidz Al-Qur’an untuk Meningkatkan Hafalan Siswa Roisa Khoirotunnisa, Diva; Jasminto
Kartika: Jurnal Studi Keislaman Vol. 6 No. 1 (2026): Kartika: Jurnal Studi Keislaman (Februari)
Publisher : Lembaga Pendidikan Tinggi Nahdlatul Ulama (LPT NU) PCNU Kabupaten Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59240/kjsk.v6i1.615

Abstract

This study aims to examine the strategies employed by tahfidz teachers in guiding the Qur’an memorization extracurricular program to enhance students’ memorization quality and character development at MAN 8 Parimono Jombang. The research identifies students’ memorization practices and analyzes how teachers design and implement mentoring strategies within a non-boarding school context. A qualitative approach with a case study design was applied to obtain an in-depth understanding of the learning process. Data were collected through observation, interviews, and documentation to provide a comprehensive picture of program implementation and its impact.The findings indicate that although no formal institutional policy specifically regulates the program, tahfidz teachers develop structured work plans and adopt adaptive learning strategies inspired by pesantren traditions. These strategies support systematic memorization while fostering positive character traits such as patience, consistency, and discipline. The extracurricular activity also contributes to students’ personal development by integrating cognitive and moral dimensions alongside academic achievement. Overall, the program demonstrates improved memorization outcomes and reflects an effective model for strengthening Qur’anic learning in non-boarding madrasah settings
The Reconstruction of Sufism Learning for Madrasah Teachers through the Hermeneutical Approach of Islamic Education Jasminto
Journal Of Islamic Education And Pesantren Vol 6 No 1 (2026): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v6i1.11416

Abstract

Sufism instruction in madrasahs has long tended to be reduced to ritualistic practices and individual moral cultivation, thereby limiting its function as a transformative pedagogical framework for teachers. This article aims to reconstruct Sufism learning for madrasah teachers through the lens of Islamic educational hermeneutics, positioning Sufism as a contextual and reflective praxis of meaning-making. Employing a qualitative–conceptual approach, this study is based on a critical literature review of classical and contemporary Sufi texts, alongside key works in Islamic educational hermeneutics. The analysis proceeds through historical, dialogical, and applicative stages to bridge the meanings of Sufi texts with the pedagogical realities faced by madrasah teachers. The findings demonstrate that a hermeneutical approach enables Sufism to be reinterpreted as a foundational learning framework that integratively cultivates ethical, spiritual, and pedagogical consciousness. This reconstruction situates teachers not merely as transmitters of religious knowledge, but as reflective subjects capable of interpreting, internalizing, and transforming Sufi values within educational practice. The article contributes to the advancement of Islamic education paradigms by offering a model of Sufism learning that is contextual, dialogical, and responsive to the challenges of contemporary madrasah education.
Ethical Foundations of Knowledge in Hasyim Asy’ari’s Thought: Relevance for Pesantren Andragogy Jasminto
Journal Of Islamic Education And Pesantren Vol 4 No 2 (2024): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v4i2.11542

Abstract

This study aims to analyze the ethical foundations of knowledge in the thought of KH Hasyim Asy’ari and their relevance to pesantren andragogy through a literature-based research approach. The study is grounded in the view that pesantren education, particularly for adult learners, is constructed upon a strong and systematic tradition of scholarly ethics. Employing a qualitative philosophical approach, this research uses a literature review method by examining the works of KH Hasyim Asy’ari-especially Adab al-‘Ālim wa al-Muta‘allim-along with relevant secondary literature in the fields of Islamic philosophy of education and andragogy theory. The analysis reveals that the ethical foundations of knowledge in KH Hasyim Asy’ari’s thought emphasize sincerity, proper conduct toward teachers and knowledge, moral discipline in the learning process, and the integration of knowledge, practice, and moral character. These principles demonstrate a conceptual correspondence with the characteristics of pesantren andragogy, which stress self-awareness, ethical responsibility, and experiential learning among adult learners. This study concludes that KH Hasyim Asy’ari’s concept of scholarly ethics is not merely normative-theological in nature but also holds philosophical and pedagogical significance as a conceptual foundation for the development of pesantren-based andragogy rooted in the Islamic scholarly tradition.
Effects of Neuro-Semantic Reframing on Students’ Emotional Coping Kibtiyah, Asriana; Jasminto; Muaz, Yusuf Ahmed; Tasya, Dinar Ayu; Mustafida, Fita
Al-Hayat: Journal of Islamic Education Vol. 10 No. 1 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i1.258

Abstract

Academic stress often undermines university students’ emotional coping abilities. This study examines the effectiveness of a neuro-semantics-based cognitive reframing technique in enhancing students’ emotional coping when facing academic stress. A quasi-experimental one-group pre-test–post-test design was used, involving 31 undergraduate students from Universitas Hasyim Asy’ari Tebuireng Jombang who experienced academic stress. Data were collected using the Emotional Coping Scale (ECS) and analysed with paired sample t-tests in SPSS 26.0 to measure changes after the intervention. Results showed a significant improvement in emotional coping abilities after the intervention (p = .000, p < 0.05), indicating that neuro-semantics-based reframing effectively enhanced adaptive emotional regulation and resilience against stress. The study's limitations include a small sample, the absence of a control group, and a short intervention period. Future studies should use larger, more diverse samples and longer-term designs to validate these results. This research provides empirical support for integrating cognitive-behavioural and neuro-semantic frameworks in psychological interventions. It demonstrates how meaning reconstruction and meta-state alignment can foster more profound emotional transformation, offering a novel approach to managing academic stress among students.
Reframing Islamic Edupreneurship in Primary Teacher Education: A Critical Perspective on Outcome-Based Education Rofi'ah, Siti; Jasminto; Mahsun, Ali; Sa'diyah, Maidatus; Andreastya, Vian Hanes; Muslih, Imam; Raharjo, Resdianto Permata
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3426

Abstract

This study critically examines the integration of edupreneurship into the curriculum of the Madrasah Ibtidaiyah Teacher Education (PGMI) program at Universitas Hasyim Asy’ari (UNHASY), framed within the Outcome-Based Education (OBE) approach and informed by critical theory. The urgency of this research stems from the growing pressure on Islamic higher education institutions to respond to global economic demands while simultaneously preserving the spiritual-ethical identity of Islamic education. In this context, the incorporation of edupreneurship into teacher education raises fundamental questions about how economic competencies can be harmonized with the moral, social, and cultural values rooted in pesantren traditions. Employing a qualitative methodology comprising document analysis, classroom observations, and in-depth interviews the research identifies a persistent tension between the technocratic orientation of OBE and the emancipatory vision of Islamic education. While the curriculum embeds entrepreneurial competencies within learning outcomes and course structures, its implementation tends to prioritize technical outputs over the cultivation of spiritual-ethical values. Nevertheless, evidence of cultural resistance emerges through students and lecturers who uphold pesantren-based ethics such as sincerity (ikhlas), social responsibility, and barakah (divine blessing). The study concludes that Islamic edupreneurship must be critically safeguarded to prevent its reduction to mere economic instrumentalization, ensuring instead that it functions as a vehicle for social transformation, community empowerment, and the preservation of Islamic educational ideals.
Co-Authors Ahmad Hujaji Ahmad Husen Ma’ruf Ali Mahsun Amayreh, Muath Khalil Ardiana, Dwi Rosinta Ariga Bahrodin Asriana Kibtiyah Asriana Kibtiyah Asriana kibtiyah Dardiri, Masyhudan Dimas Sanjaya Dwi Irawan , wahendra Dwinata, Anggara Fita Mustafida Habibatul Mukaromah Habibatul Mukaromah Hari Prasetia Idawati, Khoirotul Ifatul Umaroh Imam Muslih Jumari Jumari Jumari Jumari Khoirul Umam Khoirul Umam Kibtiyah, Asriana Laily Masruroh Laily Masruroh M. Nur Salim Mahdiyyah, Rasyidatun Masyhuda, Nailul Afroh moh holil Moh. Chalilurrosyid Mohamad Nur Salim Muaz, Yusuf Ahmed Muhammad Abror Rosyidin Muniroh, Fitria A’yun Muslih, Imam Musyafaah, Siti Nabilah, Faiqotin Nurul Azizah Kholidasia Nurul Izzah, Dewi Prasetia, Hari Raharjo, Resdianto Permata Rasyidatun Mahdiyyah Ridhwan, Burhanuddin Ristina Amelya Rofi'ah, Siti Roisa Khoirotunnisa, Diva Sa'diyah, Maidatus Sayyidah Rahmah An Nabila Setyabudi, Mohammad Arif Sholihul Anshori Sholihul Anshori Siswahyudianto Siti Musyafaah Siti Rofi'ah Siti Rofiah Supratno, Haris Syamsuddin Syamsuddin Tasya, Dinar Ayu Taufiqurrohman, Taufiqurrohman Tiara Apriliani Rizqy Vian Hanes Andreastya Widiyati, Evita