Article Per Year (5 Year)
p-Index From 2021 - 2026
0.947
P-Index
This Author published in this journals
All Journal Akademika Reforma: Jurnal Pendidikan dan Pembelajaran Journal of Education and Religious Studies Journal of Sharia Tourism and Hospitality
Ulil Albab
Universitas Islam Lamongan
Religion Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Implementasi Metode Pembelajaran Sorogan Dan Bandongan Dalam Pengajaran Mata Pelajaran Pendidikan Agama Islam Di Sd Nu Banat Banin Lamongan Ulil Albab; M. Ulul Albab; Novitasari Novitasari; Ja’far Shodiq; Adinda Talia Salsabilah
Akademika Vol 16, No 2 (2022): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v16i2.1134

Abstract

Sorogan and Bandongan learning methods that characterize learning methods in Islamic boarding schools are applied in formal institutions, especially at the Elementary School level. SD NU Banat Banin Lamongan has implemented the boarding school learning system in teaching and learning activities on Islamic Education subjects in the classroom. The results showed that the background of the implementation of the Sorogan and Bandongan learning methods in teaching of Islamic Religious Education subjects at SD NU Banat Banin Lamongan was to put more emphasis on student understanding, in addition, the application of the Sorogan and Bandongan learning methods was also very simple, so that all children students are expected to be able to understand the material quickly. In the process of implementation, it is carried out in three stages. The first is the preparation stage. The teacher always checks the readiness of his students. The second is the implementation phase. For the Sorogan method, students who get their turn to read, are told to go forward and sit facing the teacher, then read the reading text prepared in the last week. For the Bandongan method, the teacher reads and translates the reading text contained in the textbook. And the third stage is the closing stage. The teacher will give an explanation of the material that has been read and translated. Based on the results of the research, in implementing the Sorogan and Bandongan learning methods, it should be improved and improved in all activities and learning. 
Internalizing Islamic Moderation Values (Tawazun and Tasamuh) in Character Education: A Case Study of an Indonesian Elementary School Ulil Albab; Wahyuni Ahadiyah; Mutiara Primadani
Reforma: Jurnal Pendidikan dan Pembelajaran Vol. 16 No. 1 (2026): Reforma: Jurnal Pendidikan dan Pembelajaran
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/reforma.v16i1.1379

Abstract

As global ideological polarization intensifies, integrating religious moderation into primary education has emerged as a critical imperative for cultivating harmonious pluralistic societies. While macro-institutional policies on moderate character formation are well-documented, empirical evidence detailing the micro-pedagogical actualization of these values within elementary classrooms remains critically scarce. This study investigates the operationalization of moderation principles through a qualitative case study approach, utilizing Thomas Lickona's tripartite moral framework. Triangulated data were collected from purposeful sampling of educators and grade VI students at an Indonesian madrasah, and subsequently processed through rigorous thematic analysis using NVivo software. The findings demonstrate a highly structured progression from cognitive instruction via historical reasoning, to affective cultivation through emotional validation, and finally behavioral habituation via collaborative peer interactions. However, the efficacy of this pedagogical architecture is occasionally compromised by socio-cognitive dissonance stemming from exclusionary domestic environments and a structural deficit in teachers' Pedagogical Content Knowledge (PCK). This study provides a replicable, micro-pedagogical blueprint for global character educators, asserting that sustainable moral development requires transitioning from abstract theological indoctrination to the creation of active, democratic classroom ecosystems supported by parental synergy.
Eksistensi Pembelajaran Al Qur’an Berbasis Ramah ANAK (Studi Kasus Penerapan Program Munaqashah Metode Ummi di TPQ Mafatihul Huda Mantup) Wahyuni Ahadiyah; Ulil Albab; Denia Venisa Putri
Akademika Vol 19 No 1 (2025): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v19i1.2498

Abstract

This thesis discusses the implementation of the Ummi Method Munaqashah Program as a form of children’s domain-based learning of the Qur’an at TPQ Mafatihul Huda Mantup Lamongan using qualitative research and a descriptive approach. The aim of this research is to determine the application of the Ummi method munaqashah program as a form of existence of child-friendly based Al Qur’an learning at TPQ Mafatihul Huda Mantup Lamongan and the supporting and inhibiting factors of implementing the Ummi method munaqashah program as a form of existence of friendly based Al Qur’an learning children at TPQ Mafatihul Huda Mantup Lamongan. To obtain data in this research, researchers used data collection techniques including: observation, interviews, and documentation. Then the analysis technique uses Miles and Huberman’s interactive model including data collection, data condensation, data presentation and drawing conclusions. The results of this research: 1) The implementation of the Ummi method munaqashah program is carried out once a year as a form of the existence of Al Qur’an learning and has brought many changes to the reading of TPQ Mafatihul Huda students for the better, this approach provides a fun and effective approach for students. Students in accordance with child-friendly based learning. The stages of the munaqashah process are: pra munaqashah, munaqashah tartil, munaqashah tahfidz, khotmil qur’an and Imtihan 2) Factors that support this munaqashah program are support from foundations, certified ustadz and ustadzah, the role of parents, guidance and additional time for preparations for munaqashah. The inhibiting factors are a lack of motivation to learn, the influence of gadgets, and children’s abilities that do not meet targets. However, there needs to be a joint effort to improve the quality of learning and support given to students between TPQ, parents and teachers as the most important supporting and inhibiting factors
Model Pengembangan Destinasi Wisata Religi Sunan Drajat Berbasis Wakaf Produktif Miftahal Anjar; Moh Ah Subhan ZA; Ulil Albab; Najwa Auro Waldhah
Journal of Sharia Tourism and Hospitality Vol. 4 No. 2 (2026): Journal of Sharia Tourism and Hospitality
Publisher : Department of Sharia Tourism, Faculty of Islamic Economics and Business UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70095/jetour.v4i2.133

Abstract

Abstrak Wisata religi Sunan Drajat di Kabupaten Lamongan memiliki potensi strategis untuk dikembangkan sebagai destinasi yang tidak hanya berorientasi pada kegiatan ziarah, tetapi juga pada pemberdayaan ekonomi masyarakat melalui instrumen wakaf produktif. Tingginya jumlah kunjungan peziarah menjadi peluang bagi pengembangan aktivitas ekonomi lokal, namun diperlukan tata kelola aset, kelembagaan, dan pembiayaan yang terencana agar manfaatnya dapat berkelanjutan. Penelitian ini bertujuan merumuskan model pengembangan destinasi wisata religi Sunan Drajat berbasis wakaf produktif yang mengintegrasikan pengelolaan aset, pengembangan destinasi, kolaborasi pemangku kepentingan, dan pemberdayaan ekonomi masyarakat. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data direncanakan diperoleh melalui wawancara, observasi, dan dokumentasi yang melibatkan pengelola destinasi, nazhir, pelaku usaha mikro, kecil, dan menengah (UMKM), tokoh masyarakat, serta pemerintah daerah. Analisis dilakukan melalui model interaktif Miles, Huberman, dan Saldaña, analisis SWOT, serta pemetaan pemangku kepentingan. Kerangka pengembangan yang dirumuskan mencakup inventarisasi dan verifikasi legalitas aset wakaf, penguatan profesionalitas nazhir, pengembangan unit usaha yang sesuai dengan kebutuhan peziarah, peningkatan kualitas destinasi berdasarkan komponen attraction, accessibility, amenity, dan ancillary (4A), serta pengalokasian hasil usaha untuk pemeliharaan aset dan program sosial-keagamaan. Implementasi model memerlukan kolaborasi antara nazhir, pengelola destinasi, pemerintah daerah, masyarakat, pelaku UMKM, akademisi, dunia usaha, dan media. Dalam perspektif maqashid syariah, pendekatan ini diarahkan untuk menjaga nilai keagamaan sekaligus mengoptimalkan manfaat aset bagi kemaslahatan masyarakat. Model yang diusulkan diharapkan menjadi kerangka pengembangan wisata religi yang berkelanjutan dan inklusif, tetapi validitasnya masih perlu diuji melalui verifikasi data lapangan dan analisis kelayakan usaha.
Glocalization in Multicultural Islamic Education Through Syi'ir Ngudi Susilo as Social Capital in the New Industrial Era Muhammad Asrori; Wahyuni Ahadiyah; Ulil Albab
Journal of Education and Religious Studies Vol. 6 No. 01 (2026): Education, Religious, and Tradition
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.v6n1t2604

Abstract

Indonesian education faces challenges of globalization, radicalism, and the shallowing of local identity. Multicultural Islamic education offers a solution by integrating tolerance, moderation, and cultural values. This study explores how Syi’ir Ngudi Susilo, a Javanese religious poem, can serve as social capital for multicultural Islamic education through glocalization. The Research employed a qualitative design combining library Research and fieldwork. The Research used critical discourse analysis based on Norman Fairclough’s approach, while ethnographic methods were applied to observe teaching practices in Lamongan, Gresik, and Bojonegoro. Findings reveal that Ngudi Susilo promotes moral discipline, respect for parents and teachers, and cultural pride. Its rhythmic and mnemonic style enhances student engagement and retention. Field data confirm its integration in extracurricular and religious learning, strengthening tolerance and multicultural awareness. Ngudi Susilo represents an effective glocalized educational model, fostering cultural identity while promoting moderation and inclusivity in Islamic education. Overall, this Research seeks to enhance education by exploring the theme of glocalization as a response to technological advancements, incorporating local wisdom found in Syiir Ngudi Susilo.
Co-Authors Adinda Talia Salsabilah Denia Venisa Putri Ja’far Shodiq M. Ulul Albab Miftahal Anjar Moh Ah Subhan ZA Muhammad Asrori Mutiara Primadani Najwa Auro Waldhah Novitasari Novitasari Wahyuni Ahadiyah