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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 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
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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English Language Teaching in Islamic Primary Education under Cambodia’s MoEYS Curriculum Himawati, Ulya; Rinjani, Ersila Devy; Yakin, El; Husna, Muhammad Ahsanul
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15120

Abstract

This study examines English language teaching practices in Islamic primary education under Cambodia’s national curriculum, regulated by the Ministry of Education, Youth and Sport (MoEYS). Conducted in an Islamic primary school within a Muslim-minority context, the study addresses the gap between national curriculum policy and classroom practice. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews with school leaders and English teachers, and document analysis. The findings reveal that while English instruction generally aligns with national curriculum objectives, teachers actively adapt teaching materials, classroom strategies, and learning contexts to ensure cultural and religious appropriateness. Islamic values are implicitly integrated through teacher modeling and interaction patterns rather than through explicit religious instruction. From a policy implementation perspective, the findings demonstrate a clear gap between policy as intended and policy as implemented, with teachers functioning as key mediators who exercise professional discretion in enacting curriculum policy. This study contributes empirical insights into English language teaching in Islamic primary education within a secular national system. It highlights the importance of teacher agency in bridging policy demands and faith-based educational contexts.
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.
Co-Authors Ahyat Habibi Aini, Tuti Qurrotul Ali Imron Ali Imron Amri, Irbab Aulia Aprilianto, Rifqi Ainul 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 Kamila, Annisa Nabhan Lailatul Qomariyah, Lailatul Linda Indiyarti Putri Mujib Abdur Rohman Nada, Ana Quthratun Nisa’, Asmi Adibah Khoirun Nur Cholid, Nur NURUL AZIZAH Robbani, Hamzah Robiatul Adawiyah Sari Hernawati Shobirin, Ma’as Taufiqurrahman Taufiqurrahman Ubbadul Adzkiya’ Ulumuddin, Imam Khoirul Umi Shohifaturifqi Umi Sumbulah Ummu Jauharin Farda Uril Bahruddin, Uril Waemamu, Waesama-ae Yakin, El Yossi Lukman Ubaidillah Zeid B. Smeer