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All Journal Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesian Journal of Multidisciplinary Scientific Studies JOP An-Nahdloh: Journal of Education and Islamic Studies Edumaspul: Jurnal Pendidikan Journal of Pedagogi Al-Munawwarah : Jurnal Pendidikan Islam International Journal of Educational Narratives
Ni'matuz Zuhroh
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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IMPLEMENTASI PESERTA DIDIK DALAM PENDIDIKAN ISLAM MELALUI PROGRAM SHOLAT BERJAMAAH DI SMP NEGERI 2 JETIS Fatia Ainur Rosyida; Ni’matuz Zuhroh
Journal of Pedagogi Vol. 1 No. 1 (2024): Journal of Pedagogi-February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/jgszb234

Abstract

The development of science, technology and information can be seen very quickly as time goes by, so that it has an impact on the behavior of many students which is not in accordance with a religious character. One form of solution is to implement a congregational prayer program in educational institutions. This research aims to determine the importance of Islamic education, students' implementation of Islamic education through the congregational prayer program, factors inhibiting the implementation of congregational prayers. This research method uses a descriptive qualitative approach which was carried out at SMP Negeri 2 Jetis Ponorogo. This research analysis has three stages, namely sorting data that has been obtained from the field, collecting data and drawing conclusions. The results of the research are (1) Islamic education is very important for students as a provision for quality life now and in the future, (2) Implementation of the congregational prayer program consists of dhuha prayers, midday prayers and asr prayers. The congregational prayer program is also participated in by all school stakeholders so that they are able to provide a positive example or uswatun khasanah for students. (3) Factors inhibiting the implementation of congregational prayers include lack of self-awareness of students, the influence of bad character from friends, lack of affirmation from parents.
Transformasi Dualisme Pendidikan dan Politik Legitimasi Pengetahuan Islam di Indonesia dari Kolonial hingga Reformasi Muhammad Bahtiar Harsaputra; Ni’matuz Zuhroh; Moh. Padil
Indonesian Journal of Multidisciplinary Scientific Studies Vol 4 No 4 (2026): Edisi Juni-Juli 2026
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat (LPPM) STAI Raudhatul Akmal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33151/ijomss.v4i4.922

Abstract

Penelitian ini berangkat dari persoalan dualisme pendidikan di Indonesia yang melahirkan ketimpangan legitimasi antara pengetahuan Islam dan pengetahuan modern sejak era kolonial hingga reformasi. Tujuan penelitian ini adalah menganalisis transformasi dualisme pendidikan serta politik legitimasi pengetahuan Islam dalam sistem pendidikan Indonesia menggunakan perspektif Pierre Bourdieu. Penelitian menggunakan pendekatan kualitatif dengan desain studi kepustakaan (library research) melalui pendekatan historis-sosiologis. Data diperoleh dari berbagai literatur akademik yang relevan dan dianalisis melalui reduksi data, kategorisasi temuan, interpretasi teoritis, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dualisme pendidikan merupakan konstruksi historis yang menempatkan pendidikan modern sebagai pemegang legitimasi simbolik dominan, sementara pendidikan Islam mengalami subordinasi epistemologis. Pada era reformasi, pengakuan formal terhadap madrasah, transformasi IAIN menjadi UIN, dan integrasi ilmu memperkuat posisi kelembagaan pendidikan Islam. Namun, legitimasi keilmuan masih didominasi paradigma pendidikan modern sehingga dualisme epistemologis belum sepenuhnya teratasi. Penelitian menyimpulkan bahwa transformasi pendidikan Islam telah meningkatkan legitimasi kelembagaan, tetapi belum mengubah secara fundamental struktur kekuasaan pengetahuan yang diwariskan sejak masa kolonial. Implikasi penelitian ini menegaskan pentingnya penguatan integrasi epistemologi Islam dan ilmu modern dalam kebijakan pendidikan nasional. Keterbatasan penelitian terletak pada penggunaan data kepustakaan sehingga belum menggambarkan praktik negosiasi legitimasi pengetahuan Islam pada level empiris dan institusional secara langsung.
Social Studies Education, Digital Inequality, and Socio-Economic Justice: Narratives from Senior High Schools in Ternate City Ni'matuz Zuhroh; Aniek Rahmaniah; Mujtahid Mujtahid; Samsul Susilawati; Ulfi Andrian Sari; Sri Nur Rahmi
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3499

Abstract

Background. Digital transformation presents both opportunities and challenges for education in Indonesia, particularly in Eastern Indonesia, including Ternate City. This region faces a persistent digital divide characterized by limited access to digital devices, uneven internet connectivity, and low digital literacy among teachers and students, which negatively affects learning quality, student engagement, and the development of 21st-century competencies such as critical thinking, collaboration, and digital literacy. Purpose. This qualitative study aimed to explore how Social Studies education can contribute to reducing socio-economic inequality and strengthening social inclusion in the context of digital transformation in education. Method. This study employed a qualitative approach, including observations, in-depth interviews, and surveys, to examine the implementation of social studies learning in senior high schools in Ternate City. Results. Findings reveal that social studies education continues to face significant obstacles, including unequal access to digital tools, limited connectivity, and insufficient integration of local content. However, IPS learning has potential to bridge digital and socioeconomic gaps through contextualized content, project-based learning, digital literacy enhancement, and fostering social awareness and economic justice. Effective implementation relies on equitable digital infrastructure, teacher competence in digital pedagogy, and policies responsive to social vulnerabilities. Conclusion. Integrating local wisdom and digital technology enables students to develop analytical, communication, and problem-solving skills while understanding their community’s socio-economic realities.
Co-Authors Aniek Rahmaniah Fatia Ainur Rosyida Ira Wirdatus Solichah Moh. Padil Mohammad Padil Muhammad Bahtiar Harsaputra Mujtahid Mujtahid Mutiara Erisqi Rama Gesta Nanda Muhammad Hisan Rifka Aulia Samsul Susilawati Sri Nur Rahmi Stevi Wulandari Tasya Nor Intan Pratiwi Ulfi Andrian Sari