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Implementasi Kebiijakan Pendidikan Diniyah Formal (PDF) di Kalimantan Selatan Yaqin, Husnul; Norlaila, Norlaila
el Buhuth: Borneo Journal of Islamic Studies el Buhuth: Borneo Journal of Islamic Studies, 6(1), 2023
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (Center for Research and Community Services), Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/el-buhuth.v6i1.7204

Pendidikan Diniyah formal (PDF) merupakan Lembaga Pendidikan Islam formal yang berada di lingkungan Pondok Pesantren Salafiyah. Di satu sisi, Lembaga Pendidikan ini diakui oleh pemerintah dan disetarakan dengan pendidikan formal lainnya seperti SD/MI, SMP/MTs, dan SMA/MA/MAK/SMK, sehingga lulusannya mempunyai akses untuk melanjutkan ke jenjang pendidikan yang lebih tinggi baik di dalam maupun di luar negeri. Selain itu, lulusannya juga berhak mendapatkan pekerjaan sesuai dengan jenjang pendidikan yang diikutinya. Di sisi lain masih terdapat beberapa masalah yang nampaknya tidak sejalan dengan peraturan perundang-undangan yang berlaku di Indonesia. Berangkat dari isu di atas menarik untuk diteliti dan digambarkan bagaimana implementasi kebijakan Pendidikan Diniyah Formal (PDF) yang mencakup bidang kurikulum dan pembelajaran; pendidik dan tenaga kependidikan; sarana, prasarana dan pembiayaan; pembinaan dan monitoring; dan capaian serta kendala yang dihadapi. Jenis penelitian yang dilakukan adalah penelitian lapangan (field research) dengan pendekatan deskriptif kualitatif yang dilaksanakan untuk menggali bagaimana implementasi kebijakan Pendidikan Diniyah Formal di Kalimantan Selatan dengan analisis deskriptif kualitatif. Sedangkan untuk pengumpulan data dilakukan wawancara, observasi, dan dokumentasi. Penelitian ini dilaksanakan di 12 lembaga Pendidikan Diniyah Formal (PDF) di Kalimantan Selatan; yaitu di Kota Banjarmasin berjumlah 2 buah, di Kabupaten Tapin berjumlah 2 buah, di Kabupaten HSU berjumlah 6 buah, dan di Kabupaten Tanah Laut berjumlah 2 buah. Hasil Penelitian ini menunjukkan bahwa (1) Secara garis besar implementasi kebijakan Pendidikan Diniyah Formal (PDF) di Kalimantan Selatan terkait dengan kurikulum dan pembelajaran, pendidik dan tenaga kependidikan, sarana, prasarana dan pembiayaan, serta pembinaan dan monitoring sudah sesuai dengan peraturan yang berlaku, baik Undang Undang Republik Indonesia, Peratuturan Presiden Republik Indonesia, Peraturan Menteri Agama Republik Indonesia, maupun Keputusan Direktur Jenderal Pendidikan Islam Kementerian Agama; (2) Dalam bidang kurikulum, PDF di Kalimantan Selatan telah menerapkan ketentuan kurikulum yang memuat mata pelajaran agama, mata pelajaran umum, dan muatan lokal. Ketentuan kurikulum yang diterapkan ini menjadikan PDF diakui dan setara dengan MI/SD, MTs/SMP, dan MA/MAK/SMA/SMK. Dalam praktiknya buku rujukan yang diajarkan kepada santri sebagian besar mengacu kepada buku rujukan yang direkomendasi oleh Kementerian Agama dan sebagiannya lagi buku rujukan yang memang sudah biasa digunakan oleh Pondok Pesantrten Salafiyah penyelenggara PDF; (3) Dalam bidang pendidik dan tenaga kependidikan, PDF di Kalimantan Selatan belum sepenuhnya bisa mengikuti ketentuan perundang-undangan yang berlaku khususnya terkait dengan kualifikasi akademik ustadz/ustadzah yang mengharuskan berpendidikan Strata Satu (S-1). Sedangkan kualifikasi akademik yang mensyaratkan alumni pondok pesantren sudah bisa dipenuhi oleh PDF. Sementara itu pemenuhahn tenaga kependidikan yang tidak mengharuskan berpendidikan S1 sudah bisa dipenuhi oleh PDF; (4) Dalam bidang sarana dan prasarana, PDF di Kalimantan Selatan sudah memenuhi ketentuan perundang undangan yang berlaku, seperti ruang belajar, mushalla/masjid, tempat praktik ibadah, dan asrama tempat santri praktik berkehidupan. Hanya saja kapasitas sebagian asrama PDF tidak berbanding lurus dengan jumlah santri yang belajar, sehingga sebagian santri harus tinggal di luar asrama. Sementara itu dalam aspek pembiayaan, PDF di Kalimantan Selatan juga mengikuti ketentuan yang berlaku dalam perundang undangan, baik aspek pemasukan maupun aspek pengeluaran dan pertanggungjawaban; (5) Dalam aspek pembinaan dan monitoring terhadap pelaksanaan Pendidikan Diniyah Formal di Kalimantan Selatan, kebijakan yang dituangkan dalam perundang undangan sudah dilakulan dengan memberdayakan majelis masyaikh dan dewan masyaikh di bawah koordinasi Direktorat Jenderal Pendidikan Islam pada level pusat dan Kepala Bidang Pendidikan Agama dan Pendidikan Keagamaan Islam (PAPKIS) Kantor Kementerian Agama Kalimantan Selatan pada level provinsi, serta Kepala Seksi Pondok Pesantren dan Ma’had Aly pada level Kantor Kementerian Agama Kota/Kabupaten; dan (6) Penerapan kebijakan Pendidikan Diniyah Formal (PDF) di Kalimantan Selatan berdampak terhadap terbukanya akses santri mendapatkan kesempatan yang sama dengan lulusan lembaga Pendidikan formal lainnya untuk melanjutkan ke jenjang pendidikan yang lebih tinggi baik dalam maupun luar negeri, dan berhak mendapatkan pekerjaan sesuai dengan tingkat/jenjang pendidikannya. Sementara itu kendala yang dihadapi PDF lebih terkait dengan pemenuhan ustadz/ustadzhnya yang berpendidikan minilmal Strata Satu (S-1) sesuai dengan yang disyaratkan oleh Undang Undang. Kendala lainnya adalah pemenuhan asrama santri yang terus bertambah dan memerlukan dana yang tidak sedikit.

Description and Analysis of Madrasah Diniyah in Southern Kalimantan Yaqin, Husnul; Norlaila, Norlaila
International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 3 (2024): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v2i3.105

One of Islamic educational institutions that still exists and is acknowledged by the community and the government is Madrasah Diniyah (Islamic School) which, in the past period, was recognized as Arabic School. This institution has been strengthened by the government regulation of the Republic of Indonesia, Number 55/2007 about Religion Education and Religious Education. In line with the rapid growth of educational institutions in Indonesia in the last decade, it is important to look at the existance and the role of Madrasah Diniyah as well as its contributions in developing Indonesian Human Resource. In particular, this article is intended to have a look at its existence in the area of curriculum, teaching-learning process, and management. By using qualitative approach, 20 Madrasah Diniyahs were researched spreading in 4 regions in South Kalimantan, namely Barito Kuala, Banjar, Tanah Laut, and Hulu Sungai Tengah. The research findings indicate that the curriculum of Madrasah Diniyah in South Kalimantan varies, consisting of 1) The curriculum is in accordance with the curriculum policy of Department of Religious Affairs; 2) Adopting the curriculum of Religious Affairs Department and, at the same time, adopting essential Islamic knowledge written in Islamic-Arabic books (Malay Arab); 3) The curriculum developed by Madrasah Diniyah itself. In the context of teaching and learning process, it is conducted classically with simple media and various methods, using standard books used at Pondok Pesantren. In the context of management, Madrasah Diniyah is simply managed and still needs good administration.

Beyond Compliance: The Strategic Role of Organizational Citizenship Behavior in Managing Workplace Conflicts within Faith-Based Educational Institutions Wahyudin, Wahyudin; Riinawati, Riinawati; Fuad Rasyid, Muhammad Zakiyyul; Suriagiri, Suriagiri; Yaqin, Husnul
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v4i2.112

This study examines the role of Organisational Citizenship Behaviour (OCB) in resolving conflicts within an Islamic educational setting. Conflicts are an inevitable aspect of collective life; yet, their management reflects the maturity and solidarity of an organisation. The research aims to identify and describe how OCB contributes to effective conflict management in maintaining organisational harmony. Using a qualitative case study design, data were collected through purposive and snowball sampling, with observations, interviews, and document analysis. The data were analysed using an inductive conceptualisation approach to capture patterns emerging from participants’ experiences. The findings reveal that conflicts within the institution are generally situational and temporary, and do not escalate into latent disputes. The existence of organisational forums, a tradition of deliberation, and the strong leadership role of spiritual figures ensure that conflict management operates effectively. Furthermore, collective solidarity is reinforced through cooperative problem-solving and mutual agreements. OCB—manifested through sincerity, humility, loyalty, and faith in spiritual rewards—serves as social capital in preserving social equilibrium. The integration of spirituality-based OCB and deliberation-oriented conflict resolution fosters a resilient and adaptive organisational culture. These findings suggest that cultivating spirituality-driven OCB can transform conflict from a disruptive force into a constructive process of social learning and institutional strengthening.

Multi, Inter, and Transdisciplinary Approaches in Islamic Education Learning at SDIT Robbani Banjarbaru: A Field Case Study Arifa, Nina; Yaqin, Husnul; Fidzi, Ridhahani; Sabda, Syaifuddin
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 1 : Al Qalam (January 2026 - Special Edition: Islamic Studies)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i1.5882

This article discusses the implementation of multidisciplinary, interdisciplinary, and transdisciplinary approaches in Islamic Education learning in Islamic Elementary Schools. Through a case study at SDIT Robbani Banjarbaru, this research aims to identify the practice of integrating Islamic knowledge and values in a holistic learning process. A qualitative method with a case study approach was used to deeply explore the dynamics of teachers, students, and the learning strategies implemented. The results of the study indicate that the integrative approach is able to encourage integration between religious knowledge and general knowledge, as well as shape students' character spiritually, intellectually, and socially. Furthermore, this study found that the application of multidisciplinary, interdisciplinary, and transdisciplinary approaches encourages the creation of a contextual, active, and enjoyable learning atmosphere. Teachers not only act as transmitters of knowledge, but also as facilitators, motivators, and role models who internalize Qur'anic values in each subject. In this way, students not only acquire cognitive knowledge but also experience the process of developing morals and life skills relevant to the challenges of the modern era.

Description and Analysis of Madrasah Diniyah in Southern Kalimantan Yaqin, Husnul; Norlaila, Norlaila
International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 3 (2024): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v2i3.105

One of Islamic educational institutions that still exists and is acknowledged by the community and the government is Madrasah Diniyah (Islamic School) which, in the past period, was recognized as Arabic School. This institution has been strengthened by the government regulation of the Republic of Indonesia, Number 55/2007 about Religion Education and Religious Education. In line with the rapid growth of educational institutions in Indonesia in the last decade, it is important to look at the existance and the role of Madrasah Diniyah as well as its contributions in developing Indonesian Human Resource. In particular, this article is intended to have a look at its existence in the area of curriculum, teaching-learning process, and management. By using qualitative approach, 20 Madrasah Diniyahs were researched spreading in 4 regions in South Kalimantan, namely Barito Kuala, Banjar, Tanah Laut, and Hulu Sungai Tengah. The research findings indicate that the curriculum of Madrasah Diniyah in South Kalimantan varies, consisting of 1) The curriculum is in accordance with the curriculum policy of Department of Religious Affairs; 2) Adopting the curriculum of Religious Affairs Department and, at the same time, adopting essential Islamic knowledge written in Islamic-Arabic books (Malay Arab); 3) The curriculum developed by Madrasah Diniyah itself. In the context of teaching and learning process, it is conducted classically with simple media and various methods, using standard books used at Pondok Pesantren. In the context of management, Madrasah Diniyah is simply managed and still needs good administration.

EMPOWERMENT OF COMMUNITY ECONOMY THROUGH ZAKAT FUNDS (Analysis of Zakat Fund Management Study of the National Amil Zakat Agency [BAZNAS] in Papua Province) Yaqin, Husnul
Jurnal Diskursus Islam Vol 8 No 2 (2020): August
Publisher : Program Pascasarjana, UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jdi.v8i2.15518

Zakat is one of the pillars of Islam that is required of all Muslims whose wealth has reached Nisab. The collection of BAZNAS zakat funds in Papua province through several stages, namely through socialization to several institutions both public and private and initially originated from UPZ funds in the Jayapura region. Based on the recapitulation of zakat funds in Papua province through BAZNAS in 2018 amounting to Rp. 963,858,000. The distribution of zakat funds carried out by BAZNAS in Papua province is not only a consumptive way but also in a productive way, this is an effective way for community economic empowerment such as assistance distributed to 5 Papuan Muslims, assistance through BKMT, zakat fostered villages (Ambon and Dobonsolo villages) and empowerment of spinach farmers in Mappi district. In addition to the economic empowerment of the people through zakat there is also the provision of scholarship assistance ranging from elementary, junior high, high school and university, in 2018 a number of 23 people have received scholarship assistance through zakat funds. According to the analysis of researchers that the recapitulation of zakat funds shows that between the receipt of Rp. 963,858,000 and expenditure or distribution of Rp. 438,811,500 were unbalanced, so the discovery by the audit team occurred because the distribution was less than 70%.

INTEGRASI PENDIDIKAN AGAMA ISLAM DENGAN ARTIFICIAL INTELLEGENCE, BIG DATA DAN HYPERKONEKTIFITAS DIGITAL Azhari, Muhammad; Sabda, Syaifuddin; Hamdan; Yaqin, Husnul
ADDABANA: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2026): February
Publisher : Program Studi PAI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/adb.v9i1.956

This study aims to examine the concept and implications of integrating Islamic Religious Education with digital technology, particularly artificial intelligence, big data, and digital hyperconnectivity, in the context of contemporary education. Rapid technological development has significantly transformed learning patterns, access to knowledge, and the relationship between teachers and students, requiring a paradigm shift in religious education to remain relevant without losing its spiritual and moral foundations. This research employs a qualitative approach using library research methods. Data were collected through a systematic review of scientific books, academic journals, research reports, and policy documents related to Islamic education and digital transformation. Data analysis was conducted using an interactive model consisting of data reduction, data display, and reflective-conclusive analysis. The findings reveal that the integration of Islamic Religious Education with artificial intelligence enables more personalized, adaptive, and effective learning through intelligent recommendation systems, religious chatbots, and learning behavior analytics. The use of big data helps educational institutions map students’ moral and religious tendencies more accurately, while digital hyperconnectivity creates global and interactive spaces for religious learning. However, the study also identifies ethical challenges related to the validity of religious sources, the risk of technological dependency, and the potential weakening of spiritual depth. Therefore, the ideal integration is one that positions technology as a means of support, while maintaining the core values of tawhid, adab, and moral character as the primary foundation of Islamic education.

Integration of Islamic Religious Education, Islamic Psychology, and Neuroscience in the Formation of Faith-Based Character Wahidah, Wahidah; Hamdan, Hamdan; Sabda, Syaifuddin; Yaqin, Husnul
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 2: Maret-April 2026 (In Progress March 2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i2.521

This study examines the integration of Islamic Religious Education (IRE), Islamic Psychology, and Neuroscience as a holistic approach to developing faith-based character. To date, character education has tended to emphasize cognitive and moral aspects while overlooking Islamic psychological dimensions and the biological foundations that influence human behavioral development. Through theoretical analysis, this study demonstrates that IRE plays a fundamental role in instilling the values of creed, worship, and ethics; Islamic Psychology provides a framework for understanding human psychological dynamics based on the concepts of fitrah, qalb, and nafs; while Neuroscience explains the neurobiological processes that contribute to habit formation, self-control, and the internalization of values. The integration of these three disciplines produces a more comprehensive character education model by combining spiritual foundations, psychological understanding, and the mechanisms of brain function. The findings highlight the importance of multidisciplinary collaboration in developing learning strategies that not only cultivate intellectual intelligence but also strengthen students’ faith, morality, and psychological well-being. These insights are expected to serve as a reference for educators in designing curricula and learning methods that are more effective and oriented toward holistic character formation.

Integration of Islamic Religious Education, Islamic Psychology, and Neuroscience in the Formation of Faith-Based Character Wahidah, Wahidah; Hamdan, Hamdan; Sabda, Syaifuddin; Yaqin, Husnul
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 2: Maret-April 2026 (In Progress March 2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i2.521

This study examines the integration of Islamic Religious Education (IRE), Islamic Psychology, and Neuroscience as a holistic approach to developing faith-based character. To date, character education has tended to emphasize cognitive and moral aspects while overlooking Islamic psychological dimensions and the biological foundations that influence human behavioral development. Through theoretical analysis, this study demonstrates that IRE plays a fundamental role in instilling the values of creed, worship, and ethics; Islamic Psychology provides a framework for understanding human psychological dynamics based on the concepts of fitrah, qalb, and nafs; while Neuroscience explains the neurobiological processes that contribute to habit formation, self-control, and the internalization of values. The integration of these three disciplines produces a more comprehensive character education model by combining spiritual foundations, psychological understanding, and the mechanisms of brain function. The findings highlight the importance of multidisciplinary collaboration in developing learning strategies that not only cultivate intellectual intelligence but also strengthen students’ faith, morality, and psychological well-being. These insights are expected to serve as a reference for educators in designing curricula and learning methods that are more effective and oriented toward holistic character formation.

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