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All Journal Paramita: Historical Studies Journal Wahana Akademika: Jurnal Studi Islam dan Sosial JURNAL PROFESI KEGURUAN The Journal of Educational Development AJIS : Academic Journal of Islamic Studies Risâlah, Jurnal Pendidikan dan Studi Islam Jurnal Pendidikan Islam DAR EL-ILMI : Jurnal Studi Keagamaan, Pendidikan dan Humaniora Pendas : Jurnah Ilmiah Pendidikan Dasar Islamic Management: Jurnal Manajemen Pendidikan Islam JURNAL EDUCATION AND DEVELOPMENT Islamic Review : Jurnal Riset dan Kajian Keislaman AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Wahana Akademika: Jurnal Studi Islam dan Sosial Jurnal Locus Penelitian dan Pengabdian Tadris: Jurnal Pendidikan Islam Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Wahana Islamika: Jurnal Studi Keislaman Jurnal Pendidikan Islam Transformasi Manageria: Journal of Islamic Education Management Wahana Islamika; Jurnal Studi Keislaman
Nur Cholid, Nur
Faculty of Islamic Religion, Wahid Hasyim University X/22 Menoreh Tengah Street, Sampangan, Semarang, Indonesia 50236
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Model Pendidikan Madrasah: Pilar Penting dalam Membentuk Generasi Berkarakter dan Berwawasan Luas Sibromalisi, Sibromalisi; Cholid, Nur; Hamzah, Ghufron
Indonesian Research Journal on Education Vol. 6 No. 1 (2026): Irje 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v6i1.3997

Abstract

Model pendidikan madrasah di Indonesia memiliki posisi strategis dalam sistem pendidikan nasional sebagai lembaga yang memadukan nilai-nilai Islam dengan ilmu pengetahuan modern. Berakar dari tradisi pendidikan pesantren dan surau, madrasah berperan penting dalam membentuk generasi Muslim yang beriman, berilmu, dan berakhlak mulia. Penelitian ini bertujuan untuk mengkaji karakteristik, implementasi, serta kontribusi model pendidikan madrasah terhadap pembentukan karakter dan wawasan peserta didik di era modern. Metode penelitian yang digunakan adalah kualitatif-deskriptif dengan pendekatan kepustakaan (library research) melalui telaah berbagai literatur klasik dan kontemporer tentang pendidikan Islam, seperti karya Al-Ghazali, Az-Zarnuji, Abdullah Nashih Ulwan, dan Azyumardi Azra. Analisis dilakukan terhadap tiga jenjang pendidikan madrasah Madrasah Ibtidaiyah, Madrasah Tsanawiyah, dan Madrasah Aliyah  sesuai tahap perkembangan peserta didik. Hasil kajian menunjukkan bahwa madrasah berhasil mengintegrasikan pendidikan agama dan ilmu umum melalui kurikulum yang menekankan pembentukan akidah, akhlak, dan intelektualitas peserta didik. Madrasah tidak hanya berperan sebagai lembaga transfer ilmu, tetapi juga agen pembinaan karakter dan transformasi sosial, yang melahirkan generasi berwawasan global dan berlandaskan nilai moderasi beragama (wasathiyah Islamiyyah). Dalam menghadapi tantangan era digital, madrasah perlu terus berinovasi melalui integrasi teknologi pembelajaran, peningkatan kompetensi guru, serta revitalisasi nilai-nilai pesantren agar tetap relevan dan berdaya saing. Dengan demikian, model pendidikan madrasah merupakan pilar penting pembangunan peradaban Islam Nusantara yang mampu mencetak generasi ulul albab generasi yang beriman, berakhlak, dan siap berkontribusi dalam masyarakat global yang multikultural.
PERAN KEPALA SEKOLAH DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM Zaeni, Rezi Ahmad; Mustofa, Khabib; Cholid, Nur; Saputra, Ibnu Alwan
Wahana Islamika Jurnal Studi Keislaman Vol. 11 No. 1 (2025): Wahana Islamika: Jurnal Studi Keislaman
Publisher : Institut Agama Islam Syubbanul Wathon Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61136/qhc1sf08

Abstract

This study aims to explore the role of the principal in developing the Islamic Religious Education (PAI) curriculum in schools. The main focus of this study is to understand how the principal leads and manages the development of a curriculum that is in accordance with the needs of effective religious education for students. The method used in this study is qualitative research with a library research approach, which prioritizes data collection through literature studies, journals, books, and documents that are relevant to the topic being studied. This approach was chosen to gain a deep understanding of the role of the principal in developing the PAI curriculum and the challenges faced in its implementation. The results of the study show that the principal has a very important role in designing, implementing, and evaluating the PAI curriculum. The principal functions as a leader who directs the curriculum development team, facilitates training for PAI teachers, and ensures that the curriculum implemented can meet applicable education standards and is relevant to current developments. In addition, the principal also has the responsibility to create an environment that supports quality religious learning and inspires students. The challenges faced include limited resources, lack of training for PAI teachers, and limited access to more modern and contextual curriculum references.
PEMIKIRAN IMAM SYAFI’I DALAM PENDIDIKAN ISLAM DAN URGENSINYA PADA MASA KINI Mustofa, Khabib; Falakhina , Arum Nela; Cholid, Nur; Zaeni, Rezi Ahamad; Saputra, Alwan Ibnu
Wahana Islamika Jurnal Studi Keislaman Vol. 11 No. 1 (2025): Wahana Islamika: Jurnal Studi Keislaman
Publisher : Institut Agama Islam Syubbanul Wathon Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61136/qxxg7a23

Abstract

In this article, Imam Syafi'i's thoughts on Islamic education and how it is relevant in the current era. Although Imam Shafi'i is known as an expert in jurisprudence, he also made major contributions in the field of education. As reflected in his poetry which prioritizes ethics for those seeking knowledge, he emphasizes the importance of adab (ethics) and akhlak (morals) in the educational curriculum. In this article, Imam Syafi'i's thoughts on education and its relevance for modern education are explored through literature study and content analysis. Research shows that Imam Syafi'i's views on education, especially those related to his emphasis on manners and morals, are still relevant and can make an important contribution to the development of Islamic education that is comprehensive and focuses on building student character. This article also reveals the urgency of Imam Syafi'i's thoughts in Islamic education today. In the modern era full of challenges, Imam Syafi'i's emphasis on manners and morals has become increasingly relevant. Holistic Islamic education, which not only focuses on cognitive aspects but also character development, can be a solution to overcome various social and moral problems faced by society today. Thus, this study does not only provide an academic contribution in understanding Imam Syafi'i's thoughts about education, but also offers views that are relevant and applicable for the development of Islamic education in the present and future.
KETEGANGAN ANTARA STANDAR KURIKULUM NASIONAL DAN TRADISI PESANTREN DALAM PENDIDIKAN ISLAM FORMAL DI INDONESIA Sibromalisi; Cholid, Nur; Hamzah, Ghufron
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.v10i04.39228

Abstract

Integrasi pesantren ke dalam sistem pendidikan Islam formal di Indonesia membawa implikasi signifikan terhadap pengelolaan kurikulum pendidikan. Penerapan standar kurikulum nasional yang menekankan standardisasi kompetensi dan akuntabilitas pendidikan berinteraksi secara kompleks dengan tradisi pesantren yang berakar pada transmisi keilmuan Islam, pembentukan adab, dan otoritas kiai. Penelitian ini bertujuan untuk mengkaji secara kritis bentuk ketegangan antara standar kurikulum nasional dan tradisi pesantren, faktor konseptual serta kebijakan yang melatarbelakanginya, dan dampak ketegangan tersebut terhadap praktik pendidikan pesantren. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi pustaka melalui analisis sistematis terhadap literatur ilmiah, dokumen kebijakan pendidikan, dan hasil penelitian terdahulu yang relevan. Data dianalisis menggunakan teknik analisis isi dan analisis tematik untuk mengidentifikasi pola ketegangan kurikulum dan implikasinya. Hasil kajian menunjukkan bahwa ketegangan kurikulum bersifat multidimensional, mencakup struktur dan muatan kurikulum, metode pembelajaran, sistem evaluasi, serta tata kelola kelembagaan pesantren. Ketegangan tersebut berdampak pada pergeseran orientasi pembelajaran, marginalisasi peran kitab kuning, perubahan relasi pedagogis, dan meningkatnya beban institusional pesantren. Penelitian ini menegaskan bahwa ketegangan kurikulum merupakan konsekuensi dari perbedaan paradigma pendidikan dan relasi kuasa antara negara dan pesantren. Penelitian ini berkontribusi pada penguatan kajian pendidikan Islam dengan menempatkan pesantren sebagai aktor aktif dalam negosiasi kebijakan kurikulum, serta menekankan pentingnya pendekatan kurikulum yang fleksibel dan kontekstual untuk menjaga keberlanjutan tradisi keilmuan pesantren dalam pendidikan Islam formal.
Pengaruh Pembelajaran PAI Berbasis Moderasi Digital terhadap Sikap Kritis Narasi Keagamaan Ekstrem Makmun, Agus; Cholid, Nur; Syaifudin, Muh.
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40411

Abstract

The increasing exposure of students to extremist religious narratives through digital media poses serious challenges for Islamic Education (PAI). This study aims to examine the effect of digital moderation-based PAI learning on students’ critical attitudes toward extremist religious narratives. Employing a quasi-experimental design, the research involved two groups of senior secondary students: an experimental group receiving PAI instruction integrated with digital moderation principles and a control group experiencing conventional PAI learning. Data were collected using a validated critical attitude scale administered through pretest and posttest procedures. The collected data were analyzed using descriptive statistics, normality and homogeneity tests, independent samples t-tests, and normalized gain analysis. The results indicate a statistically significant difference between the experimental and control groups’ posttest scores (p < 0.05). Students who participated in digital moderation-based PAI learning demonstrated a higher level of critical attitudes, particularly in analyzing religious arguments, evaluating the credibility of digital sources, and rejecting absolutist and intolerant claims. Furthermore, the experimental group achieved a moderate to high improvement level, while the control group showed only low improvement. These findings suggest that integrating digital moderation into PAI learning effectively strengthens students’ critical attitudes toward extremist religious narratives. This study contributes to the development of Islamic education pedagogy by providing empirical evidence on the role of digital moderation in countering religious extremism within formal educational settings.
Peran Pendidikan Agama Islam dalam Membangun Sikap Toleran dan Damai di Kalangan Peserta Didik Hasan, Nur; Cholid, Nur; Hamzah, Ghufron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40575

Abstract

Indonesia’s multicultural society, characterized by religious, cultural, and ethnic diversity, presents both opportunities and challenges for social cohesion. In recent years, increasing tendencies toward intolerance and exclusivist religious attitudes among students have raised concerns regarding the effectiveness of religious education in fostering peaceful coexistence. This study aims to analyze the role of Islamic Religious Education (Pendidikan Agama Islam/PAI) in shaping tolerant attitudes among students within a multicultural social context. This research employs a qualitative descriptive approach to explore how PAI contributes to the formation of students’ tolerant and peaceful attitudes. Data were collected through classroom observations, in-depth interviews with Islamic education teachers and students, and analysis of instructional documents. The findings indicate that PAI plays a significant role in cultivating students’ tolerance when learning processes emphasize dialogical interaction, contextual understanding of religious teachings, and appreciation of diversity. Students who engage in reflective and inclusive PAI learning demonstrate greater openness toward differences and a stronger commitment to peaceful social relations. The study concludes that Islamic Religious Education, when implemented through contextual and dialogical pedagogical approaches, functions not merely as a medium for transmitting religious knowledge but as a transformative educational space for developing tolerant attitudes in multicultural societies. These findings underscore the importance of reorienting PAI learning toward inclusivity and social harmony to address contemporary challenges of diversity and pluralism.
Pengembangan Kurikulum PAI di Pesantren Al Huda Susukan: Analisis Desain Kurikulum, Kopetensi Guru, dan Evaluasi Pembelajaran Faizah, Nur Ulul; Cholid, Nur; Azizah, Nurul
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 4 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i4.5731

Abstract

Pengembangan kurikulum Pendidikan Agama Islam (PAI) di pesantren salaf menghadapi tantangan dalam mengintegrasikan tradisi keilmuan klasik dengan tuntutan pembelajaran yang sistematis dan terukur. Berbagai penelitian sebelumnya cenderung menyoroti kurikulum pesantren secara umum, sehingga masih adanya keterbatasan kajian yang secara spesifik dalam menganalisis keterkaitan antara desain kurikulum, kompetensi guru, dan sistem evaluasi pembelajaran dalam satu kesatuan model pendidikan pesantren. Sehingga penelitian bertujuan untuk menganalisis pengembangan desain kurikulum PAI, kompetensi guru, serta evaluasi pembelajaran yang diterapkan di Pondok Pesantren Al Huda, Kecamatan Susukan. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus komparatif. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kurikulum berbasis model salaf di Pondok Pesantren Al Huda ini mampu mengintegrasikan penguasaan kitab klasik, penguatan kompetensi keagamaan, serta pembentukan karakter santri secara terpadu. Implementasi pembelajaran disesuaikan dengan jenjang pendidikan Hasut, Sanawi, dan Aliyah, dengan sistem pengelompokan kelas A dan B. Evaluasi pembelajaran dilaksanakan secara berlapis melalui absensi, jurnal kelas, kartu hafalan, serta ujian tertulis dan lisan. Model kurikulum ini menekankan pemahaman, praktik, dan internalisasi nilai-nilai keislaman sehingga mendukung perkembangan santri secara holistik. Pengembangan kurikulum PAI di Pesantren Al-Huda Petak berhasil mengintegrasikan pendidikan salaf tradisional dengan pendidikan formal modern melalui model dual track yang menekankan hafalan kitab, kompetensi agama, dan pembentukan karakter.
Development of Islamic Education ‎Management Based on Cyber Pedagogy: Case ‎Study in Vocational High School Cholid, Nur; Linda Indiyarti Putri; Mahbub Wijaya, Mirza; Mohd. Tahseen Zaman
TADRIS: Jurnal Pendidikan Islam Vol 18 No 2 (2023)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v18i2.9870

Abstract

This study explores cyber pedagogy potential under Islamic education management in vocational school. This study intends to investigate how to support teachers' professional development and mindset enhancement; the implemention; and the way in overcoming obstacles of cyber pedagogy. This research adopts a qualitative field research design with a phenomenological approach. Meanwhile, this study was conducted at Muhammadiyah Kajen Vocational School. This research’s primary data collection methods were observation, documentation, and in-depth interviews, involving six key informants, including stakeholders and teaching staff. The findings reveal that All aspects of educational systems, such as technology proficiency, mindset, and learning design, should be supported by this curriculum. Meanwhile, four steps can be taken to implement cyber-based leaning. The first strategy involves mapping knowledge and skills to needs. Second, the school needs to evaluate students and keep an eye on their performance. Third on the list is developing training based on needs analysis, which is followed by continuous programme assessment and monitoring. In the meantime, this programme adds to certain issues. SMK Muhammadiyah Kajen is noteworthy for its ability to cultivate a digital mindset through the integration of human resources into a digital setting, resulting in a cutting edge, inventive, and contemporary learning environment.
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 A.A. Ketut Agung Cahyawan W Abdul Latif Adi Wibowo Ahmad Saefudin Ahmad Zaeni, Rezi Al-Huda, M. Saifuddin Ali Martin . Ali Romdhoni Ambarwati, Herni Astutik, Indi Astutik, Indi Che Noh, Noorsafuan Bin Endah Sri Hartatik Faizah, Nur Ulul Falakhina , Arum Nela Ghufron Hamzah Hasibuan, Ismail Marzuki HR , Mahmutarom HR, Mahmutarom Husna, Muhammad Ahsanul Ifada Retno Ekaningrum Jauhari, Roshifah Jauhari Khabib Mustofa Lailah, Soimah Lathifah, Nurul Linda Indiyarti Putri Makmun, Agus Masrukhi Masrukhi Mazaya, Nur Widad Mohd. Tahseen Zaman Mu'ani, Mu'ani Muani, Muani Mudzakkir Ali Muh. Syaifudin Muhammad Ahsanul Husna Muhammad Hafizh Nur Hasan NURUL AZIZAH Rasyid, Mahmutarom Halimun Rismana, Nana Rusdarti - Sa'idah, Sa'idah Saepurohman, Aep Saputra, Alwan Ibnu Saputra, Ibnu Alwan Sari Hernawati Sari, Mulia Shobirin, Ma'as Sibromalisi Sibromalisi, Sibromalisi Sugito, Ari Tri Sugito, Ari Tri Syifa'udin, Ma'ruf Ulumuddin, Imam Khoirul Wafa, Muhammad Amiruddin Wasino Wasino Wiasih Widia Astuti Wijaya, Mirza Mahbub Zaeni, Rezi Ahamad Zaeni, Rezi Ahmad