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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman JURNAL PROFESI KEGURUAN AL QUDS : Jurnal Studi Alquran dan Hadis Arabi : Journal of Arabic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Al Mahara: Jurnal Pendidikan Bahasa Arab ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab Mantiqu Tayr: Journal of Arabic Language Indonesian Journal of Education Methods Development Tadbiruna: Jurnal Manajemen Pendidikan Islam MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Progress: Wahana Kreativitas dan Intelektualitas Journal of Innovative and Creativity KANGMAS: Karya Scientific Community Service is a journal LISANIA: Journal of Arabic Education and Literature REGISTER JOURNAL
Muhammad Ahsanul Husna
Universitas Wahid Hasyim Semarang
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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دراسة FLCAS: وقاية القلق اللغوي بالعربية لدى طلاب-الجامعية لتنمية قدرة الكلام Kamila, Annisa Nabhan; Inayah, Inayah; Husna, Muhammad Ahsanul; Waemamu, Waesama-ae; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18016

Abstract

Anxiety when speaking Arabic is a significant challenge for students of the Arabic Language Education Study Program, as it often hinders the development of their speaking skills. This study employed a mixed-methods approach (quantitative and qualitative). Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed through descriptive statistics, while qualitative data were obtained through unstructured observations and semi-structured interviews and analyzed using a thematic analysis approach. The results indicate that students’ language anxiety levels fall into the fairly high category, with the majority classified as experiencing high anxiety. Dominant forms of anxiety include spontaneous speaking anxiety, social comparison, performance anxiety, and academic-evaluative anxiety, primarily triggered by fear of making mistakes, low self-confidence, and anxiety related to assessment. Students cope with this anxiety through various cognitive, emotional, and social strategies. In conclusion, reducing language anxiety requires a supportive learning environment and instructional strategies addressing learners’ psychological aspects to improve their Arabic speaking performance. 
Kyai Leadership Drives Sustainable Inclusive Education in Islamic Boarding Schools: Kepemimpinan Kyai Mendorong Pendidikan Inklusi Berkelanjutan di Pesantren Firdaus , Aisy Hanif; Husna, Muhammad Ahsanul; Azizah, Nurul
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.1006

Abstract

General Background Inclusive education has emerged as a global commitment to educational equity, requiring institutions to accommodate learners with diverse abilities. Specific Background Islamic boarding schools in Indonesia occupy a strategic position in advancing this agenda due to the central authority of kyai leadership, yet empirical evidence on how such leadership operates within inclusive pesantren remains limited. Knowledge Gap Existing studies largely focus on formal schooling or pesantren traditions and curricula, leaving kyai leadership dynamics in inclusive Islamic education underexplored. Aims This study aims to analyze how kyai leadership shapes and sustains inclusive education at Pondok Pesantren Inklusi Nurul Maksum in Semarang, Indonesia. Results Using a qualitative descriptive-analytical approach involving interviews, participatory observation, and document analysis, the findings show that inclusive education is sustained through a layered leadership configuration encompassing transformational, charismatic, and collective leadership. Transformational leadership embeds inclusivity as an institutional vision, charismatic leadership provides moral legitimacy and social acceptance, and collective leadership operationalizes inclusive practices through collaboration and shared responsibility. Novelty The study demonstrates that sustainable inclusive Islamic education is not reliant on individual authority alone but on the institutionalization of leadership practices integrating spiritual values, symbolic authority, and participatory governance. Implications These findings contribute theoretically to Islamic educational leadership studies and offer practical insights for policymakers and practitioners seeking sustainable inclusive education models within faith-based institutions. Highlights: • Kyai leadership integrates transformational, charismatic, and collective dimensions to sustain inclusive education• Moral legitimacy and collaboration reduce resistance to inclusive practices in Islamic boarding schools• Inclusive education succeeds when leadership v Keywords: Kyai Leadership, Inclusive Education, Islamic Boarding Schools, Transformational Leadership, Collective Leadership
TRANSFORMASI PARADIGMA PENDIDIKAN ISLAM DALAM MERESPONS REALITAS MULTIKULTURAL INDONESIA Amri, Irbab Aulia; Husna, Muhammad Ahsanul; Imron, Ali
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39213

Abstract

Islamic education plays a strategic role in responding to the multicultural reality of Indonesian society, which is characterized by religious, cultural, and social diversity. The challenges faced by Islamic education extend beyond strengthening religious identity to include its capacity to foster inclusive, tolerant, and just attitudes within a pluralistic society. This study examines the transformation of Islamic education in promoting multiculturalism in Indonesia through a library-based research approach. The analysis focuses on three main aspects: paradigms of Islamic education within a multicultural context, multicultural values embedded in Islamic education, and forms of transformation in Islamic education that address social diversity. The study employs a library research method by analyzing academic books and scholarly articles related to Islamic education and multiculturalism. Data are examined using content analysis to identify key concepts, patterns of thought, and prevailing approaches in Islamic education’s response to multiculturalism. The findings indicate that Islamic education is normatively grounded in values that align with the principles of multiculturalism, including justice, tolerance, and human solidarity. The transformation of Islamic education therefore requires a paradigm shift toward more inclusive approaches, the development of curricula that are responsive to diversity, and the implementation of dialogical and reflective pedagogical practices. This study underscores that a systemic and integrated transformation of Islamic education is a crucial prerequisite for strengthening its role in fostering a multicultural Indonesian society.
Sumber Daya Pendukung Keberhasilan Implementasi Kurikulum Rifqi Ainul Aprilianto; Muhammad Ahsanul Husna; Sari Hernawati
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.3255

Abstract

Kurikulum merupakan komponen vital dalam sistem pendidikan karena menjadi pedoman dalam proses pembelajaran yang bertujuan membentuk kompetensi siswa secara menyeluruh, baik dari aspek kognitif, afektif, maupun psikomotorik. Tujuan penelitian ini untuk mengidentifikasi dan menganalisis berbagai jenis sumber daya yang berperan penting dalam menunjang keberhasilan implementasi kurikulum di satuan pendidikan oleh guru dan tenaga kependidikan. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek dalam penelitian ini yakni guru dan tenaga kependidikan. Data dikumpulkan melalui metode observasi, wawancara, dan dokumentasi, sedangkan data dianalisis dengan deskriptif kualitatif melalui reduksi data, penyajian data dan penarikan kesimpulan. Adapun hasil dari penelitian ini menunjukkan penguatan pelatihan guru, pemerataan anggaran, kolaborasi antara sekolah dan masyarakat, serta kepemimpinan kepala sekolah yang inovatif. Jika seluruh sumber daya dikelola secara optimal dan berkelanjutan, maka implementasi kurikulum di berbagai satuan pendidikan dapat berjalan dengan lebih efektif dan merata, serta mendukung pencapaian tujuan pendidikan nasional
Classroom English Teaching Practices Integrating Islamic Perspectives in Muslim Minority Madrasah Contexts Himawati, Ulya; Rinjani, Ersila Devy; Yakin, El; Husna, Muhammad Ahsanul; Sakrany, Man
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.103-129

Abstract

This study explores classroom English teaching practices and the enactment of Islamic perspectives in a Muslim-minority madrasah in Phnom Penh, Cambodia. It addresses the gap between normative discussions of Islamic English Language Teaching and classroom-level evidence by examining the practical implementation of English teaching, the integration of Islamic perspectives during instruction, and the challenges faced by teachers in the classroom setting. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with the English teacher, school leaders, and selected students, and document analysis. The findings show strong alignment with the Ministry of Education, Youth and Sport (MoEYS) curriculum and textbook sequencing, resulting in predominantly textbook-centered and form-focused instruction. Islamic perspectives were most visible in classroom routines, greetings, interactional norms, and moral reminders, while they were less evident in instructional content and language-learning tasks. Classroom interaction remained largely teacher-led; student participation was more apparent in task completion than in extended communicative use of English. Interview data indicate that these patterns were shaped by contextual constraints, including mixed-ability learners, limited English foundations, curriculum demands, restricted instructional time, and limited pedagogical space for alternative materials. Overall, this study provides context-sensitive, empirically grounded insights into English teaching in Islamic educational institutions within Muslim minority settings and highlights the need for pedagogical support and flexible curriculum interpretation to strengthen integration of Islamic perspective in task and content design while maintaining alignment with national standards.
EXPLORATION OF STUDENTS’ SOCIAL EXPERIENCE THROUGH A BACKPACKER-BASED EXPERIENTIAL LEARNING AT MADRASAH IBTIDAIYAH ALAM Fitria Martanti; Maskur; Ma’as Shobirin; Muhammad Ahsanul Husna
TADBIRUNA: Jurnal Manajemen Pendidikan Islam Vol 5 No 2 (2026): TADBIRUNA
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/jurnalmanajemenpendidikanislam.v5i2.2540

Abstract

This research is motivated by the importance of developing students’ social experiences in primary education through a contextual, experience-based learning approach. Learning centered solely on classroom activities is considered insufficient to provide opportunities for students to develop real social skills. This study aims to examine the implementation of backpacker strategies to improve students’ social experience, and the implications and challenges of these strategies at Madrasah Ibtidaiyah Alam Alfa Kids. This study uses a qualitative approach. Data was collected through observations, interviews, and documentation involving teachers and students as research subjects. Data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawing to gain a comprehensive understanding of the implementation of backpacker strategies in learning. The results showed that implementing backpacker strategies made a real contribution to increasing students’ social participation, social adaptability, and social concern. Through systematically designed educational travel activities, students gain an authentic and meaningful learning experience. However, the program’s implementation still faces several challenges, including limited availability of companion teachers, implementation time, and the scope of activities. The conclusion of this study emphasizes that the backpacker strategy is an effective experience-based learning approach in supporting the social development of students at the Madrasah Ibtidaiyah level. This approach offers a more contextual, humanistic, and relevant learning process that meets students’ developmental needs
PENDIDIKAN ISLAM TRANSFORMATIF DAN PEDAGOGI KRITIS PAULO FREIRE: STUDI KOMPARATIF DALAM MEMBENTUK KESADARAN KRITIS PESERTA DIDIK SEBAGAI AGEN PERUBAHAN SOSIAL Wiasih; Cholid, Nur; Husna, Muhammad Ahsanul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48510

Abstract

This study is motivated by the dominance of transmissive learning models in Islamic Religious Education, where teachers are positioned as the central source of knowledge and students as passive recipients. Such a model is considered insufficient for developing students’ critical awareness of social reality. This study aims to analyze the concept of critical consciousness in Paulo Freire’s Critical Pedagogy and Kuntowijoyo’s Transformative Islamic Education based on prophetic social science, compare both traditions systematically, and formulate an integrative synthesis model. This research employs a qualitative approach with library research as its method. The data were obtained from the primary works of Paulo Freire and Kuntowijoyo, as well as relevant scholarly journal articles. The data were analyzed using content analysis and comparative analysis based on eight dimensions: philosophical roots, concept of consciousness, educational goals, learning methodology, concept of praxis, role of learners, spiritual dimension, and orientation of social change. The findings show that Freire’s Critical Pedagogy and Transformative Islamic Education share several common points, including their rejection of transmissive education, emphasis on dialogue, integration of reflection and action, and positioning of learners as active subjects of social transformation. However, they differ fundamentally in terms of epistemology, spirituality, and the concept of freedom. This study proposes the Liberation-Transcendence Model, which integrates conscientization with tafakkur, praxis with the unity of knowledge and action, liberation with humanization and transcendence, and dialogue with halaqah. This model offers a conceptual framework for developing Islamic Religious Education that is critical, contextual, transformative, and transcendentally oriented.
Co-Authors Ahyat Habibi Aini, Tuti Qurrotul Ali Imron Ali Imron Amri, Irbab Aulia Astutik, Indi Ersila Devy Rinjani Faisal Mubarak Fina Saadah Firdaus , Aisy Hanif Fitria Martanti, Fitria Ghoni, Aris Abdul Herningtyasari, Gadis Hesti Puspitasari M Himawati, Ulya Imam Khoirul Ulummudin Inayah Inayah Inayah Inayah Lailatul Qomariyah, Lailatul Linda Indiyarti Putri Martanti, Fitria Maskur Mujib Abdur Rohman Nada, Ana Quthratun Nisa’, Asmi Adibah Khoirun Nur Cholid, Nur NURUL AZIZAH Rifqi Ainul Aprilianto Robbani, Hamzah Robiatul Adawiyah Sakrany, Man Sari Hernawati Shobirin, Ma’as Taslim Syahlan, Ma'as Shobirin, Taufiqurrahman Taufiqurrahman Ubbadul Adzkiya’ Ulumuddin, Imam Khoirul Umi Shohifaturifqi Umi Sumbulah Ummu Jauharin Farda Uril Bahruddin, Uril Wiasih Yakin, El Yossi Lukman Ubaidillah Zeid B. Smeer