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All Journal Al-Wijdan : Journal of Islamic Education Studies Pendas : Jurnah Ilmiah Pendidikan Dasar 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 SUBULANA Dharmas Education Journal (DE_Journal) An-Nahdlah: Jurnal Pendidikan Islam 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 AL TADIB : Jurnal Ilmu Pendidikan MUMTAZ: Jurnal Pendidikan Agama Islam QAYID: Jurnal Pendidikan Islam Profetika: Jurnal Studi 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 Public Health Social Sciences Other

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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.
Peran Guru PAI dalam Menangkal Dekadensi Moral Siswa di Tengah Arus Media Sosial Mohammad Kholilul Rohman; Jasminto
QAYID : Jurnal Pendidikan Islam Vol. 2 No. 1 (2026): 2026
Publisher : PT. Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qd.v2i1.792

Abstract

Perkembangan media sosial yang cepat memberikan dampak signifikan terhadap perilaku dan etika siswa. Media sosial mempermudah akses informasi dan komunikasi, tetapi di sisi lain juga menyebabkan dampak buruk seperti berkurangnya disiplin, perubahan dalam etika berkomunikasi, dan rendahnya tanggung jawab siswa dalam belajar. Studi ini bertujuan untuk mengkaji peran guru Pendidikan Agama Islam (PAI) dalam mengatasi penurunan moral siswa kelas IX SMPN 1 Bareng di zaman media sosial. Studi ini menerapkan pendekatan deskriptif kualitatif dengan tipe penelitian lapangan. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi dengan narasumber guru PAI serta siswa. Analisis data dilaksanakan dengan menerapkan teknik triangulasi sumber. Temuan penelitian mengindikasikan bahwa bentuk penurunan moral siswa mencakup berkurangnya disiplin belajar, etika komunikasi yang tidak sopan, serta kecenderungan meniru perilaku buruk dari media sosial. Peran guru PAI dalam menanggulangi penurunan moral dilaksanakan melalui perannya sebagai pendidik, pembimbing, motivator, dan contoh. Guru PAI juga mengarahkan penggunaan media sosial dengan bijak serta memperkuat nilai-nilai keagamaan siswa melalui pembiasaan dan pengembangan moral di lingkungan sekolah. Studi ini memberikan sumbangan untuk memperkuat pendidikan karakter dan moral digital di lembaga pendidikan.
Reframing Islamic Edupreneurship in Primary Teacher Education: A Critical Perspective on Outcome-Based Education Siti Rofi&#039;ah; Jasminto; Ali Mahsun; Maidatus Sa&#039;diyah; Vian Hanes Andreastya; Imam Muslih; Resdianto Permata Raharjo
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.
Relevansi Pemikiran Ibnu Miskawaih Tentang Pendidikan Akhlak Dengan Pendidikan Moral Generasi Z Dina Alfiatus Sholikhah; Jasminto
JOURNAL SAINS STUDENT RESEARCH Vol. 4 No. 3 (2026): Juni: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v4i3.10898

Abstract

Moral education is education about the basics of morals and the virtues of temperament, character that must be owned and made a habit by the child from the time of analysis until he becomes a mukallaf. The problem discussed in this study is about the Relevance of Ibnu Miskawaih's Moral Education Thought on Moral Education with Generation Z Moral Education. Based on the above problems, this research has 3 objectives related to the research focus on the Relevance of Ibnu Miskawaih's Thought on Moral Education with Generation Z Moral Education. The research objectives are: 1) To describe Ibn Miskawaih's thoughts on moral education. 2) To describe the moral education of generation Z. 3) To describe the relevance of Ibnu Miskawaih's thoughts on morals with Z generation moral education. The type of research is library research. The research was conducted with a qualitative approach with descriptive methods. Data collection was carried out using written documentation and review techniques. In this analysis the author uses the content analysis method. Based on the results of the study found that: (1) Ibn Miskawaih's thought focuses on moral education based on the doctrine of the middle way (al- wasath) and the development of four virtues. (2) Generation Z moral education emphasizes character building with an emphasis on the values of integrity, empathy, responsibility, and tolerance. (3) The relevance of Ibn Miskawaih's thought to generation Z moral education lies in the similarity of basic values that are universal and flexible to be applied in various contexts of the times, including in the character building of today's digital generation.
The Internalization of al-Hikam Values in the Moral Education Curriculum at Pesantren Tebuireng Jasminto
Journal Of Islamic Education And Pesantren Vol 3 No 2 (2023): 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.v3i2.11415

Abstract

Al-Hikam, written by Ibn ‘Atha’illah al-Sakandari, is one of the classical Sufi works rich in moral and Islamic spiritual values. This study aims to analyze the process of internalizing the values of al-Hikam within the moral education curriculum at Pesantren Tebuireng. The research employs a qualitative method with a descriptive-analytical approach, using literature review, observation, and interviews with pesantren caregivers and educators as data collection techniques. The findings indicate that the core values of al-Hikam, such as sincerity, reliance on God (tawakkul), patience, humility, and awareness of human dependence on Allah, are systematically integrated into the moral education curriculum. The internalization of these values is implemented through the study of classical texts, the exemplary conduct of kiai and teachers, the habituation of religious practices, and the pesantren culture that emphasizes character building among students. The curriculum is not limited to cognitive aspects but also encompasses affective and practical dimensions, enabling the Sufi values of al-Hikam to shape students’ personalities toward noble character, moderation, and spiritual orientation. Thus, Pesantren Tebuireng presents a holistic model of moral education through the integration of classical Sufi teachings with the modern pesantren educational system.
Educational Hermeneutics of al-Hikam: A Contemplative Learning Model for Pesantren Teachers Jasminto
Journal Of Islamic Education And Pesantren Vol 5 No 1 (2025): 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.v5i1.11546

Abstract

This article examines the Hermeneutics of Education in al-Hikam as a foundation for developing a contemplative learning model for pesantren teachers. al-Hikam, authored by Ibn ‘Atha’illah al-Sakandari, has long been understood as an ethical-spiritual Sufi text; however, its potential as a source of reflective pedagogy has not yet been systematically explored. This study employs a qualitative-hermeneutic approach by integrating philosophical hermeneutics and critical pedagogy to interpret the aphorisms of al-Hikam within the context of pesantren educational praxis. The findings indicate that the core values of al-Hikam-such as intentional awareness (niyyah), inner discipline, critique of formalism, and an orientation toward self-transformation-can be formulated into a contemplative learning model that emphasizes the integration of cognition, affection, and the teacher’s spirituality. This model positions teachers not merely as transmitters of knowledge, but as reflective subjects who continuously engage in pedagogical self-examination (muhasabah). The primary contribution of this study lies in the formulation of a conceptual framework for contemplative learning grounded in the classical Sufi tradition, which remains relevant to the contemporary challenges of pesantren teacher professionalism. These findings enrich the discourse of Islamic education by offering an alternative paradigm that balances pedagogical competence with spiritual depth as the foundation of transformative learning in pesantren.
Co-Authors Ahmad Hujaji Ahmad Husen Ma’ruf Ali Mahsun Ali Mahsun Ardiana, Dwi Rosinta Ariga Bahrodin Asriana Kibtiyah Asriana Kibtiyah Asriana kibtiyah Dimas Sanjaya Dina Alfiatus Sholikhah Dwi Irawan , wahendra Fita Mustafida Habibatul Mukaromah Habibatul Mukaromah Haq , Amirul Haq Hari Prasetia Ifatul Umaroh Imam Muslih Imam Muslih Jumari Kasmiran Jumari Khoirotul Idawati Khoirul Umam Khoirul Umam Kibtiyah, Asriana Laily Masruroh Laily Masruroh M. Nur Salim Mahdiyyah, Rasyidatun Maidatus Sa&#039;diyah Masyhuda, Nailul Afroh Moh Holil Moh. Chalilurrosyid Mohamad Nur Salim Mohammad Azwan Aziz Mohammad Kholilul Rohman Muath Khalil Amayreh Muaz, Yusuf Ahmed Muniroh, Fitria A’yun Muslih, Imam Musyafaah, Siti Nabilah, Faiqotin Nurul Azizah Kholidasia Nurul Izzah, Dewi Prasetia, Hari Rasyidatun Mahdiyyah Resdianto Permata Raharjo Ridhwan, Burhanuddin Ristina Amelya Rofi'ah, Siti Roisa Khoirotunnisa, Diva Rosyidin, Muhammad Abror Ruminah Pajarti Saputri, Karisa Eka Sayyidah Rahmah An Nabila Sholihul Anshori Sholihul Anshori Siswahyudianto Siti Musyafaah Siti Rofi&#039;ah Siti Rofi'ah Siti Rofiah Supratno, Haris Syamsuddin Syamsuddin Tasya, Dinar Ayu Taufiqurrohman, Taufiqurrohman Tiara Apriliani Rizqy Vian Hanes Andreastya