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All Journal At-Tarbawi: Jurnal Kajian Kependidikan Islam MIYAH: Jurnal Studi Islam JPNM : Jurnal Pustaka Nusantara Multidisiplin Kognisi: Jurnal Ilmu Keguruan EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Journal of Cultural Relativism (JCR)
Rahmat Hariyadi
Universitas Islam Negeri Salatiga
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Habituation and Connectionism of Islamic Education at Integrated Islamic Elementary Schools in Indonesia Muhammad Yusuf; Sani Fitri Nur Laela; Rahmat Hariyadi
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 7 No. 2 (2022)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v7i2.5309

Abstract

Penelitian ini bertujuan untuk mengetahui konsep pembelajaran PAI di SD; konsep teori belajar behaviorisme E.L. Thorndike; dan bagaimana implemantasi teori behaviorisme Torndike dalam pembelajaran PAI jenjang SD. Metodologi penelitian yang digunakan dalam penyusunan artikel ini adalah metode penelitian kualitatif. Sumber data diperoleh dengan cara mengumpulkan fakta-fakta yang ada di lapangan melalui teknik observasi dan wawancara. Adapun teknik analisis data yaitu dengan teknik trianggulasi yang meliputi tahap penyajian data, reduksi data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) Mata pelajaran PAI jenjang SD memiliki kurikulum tersendiri dengan muatan materi Al-Qur’an, akidah, ibadah, akhlaq, fiqih, dan SKI. 2) Teori belajar behaviorisme E.L. Thorndike sering dikenal dengan istilah koneksionisme, yaitu teori belajar yang menitik beratkan pada stimulus dan respon dalam proses pembelajaran. 3) Implementasi teori belajar behavioristik yang bisa diterapkan pada pembelajaran PAI SDIT Alam Al-Hikmah Magelang antara lain memberi motivasi, dorongan, soal-soal latihan, ataupun reward dan punishment saat pendidik/guru melakukan kegiatan belajar mengajar pada materi agama seperti tahfidz, dan shalat jenazah.
KEPEMIMPINAN KONTEKSTUAL KEPALA MADRASAH IBTIDAIYAH DAN SD ISLAM DI KOTA SALATIGA, JAWA TENGAH Rahmat Hariyadi
MIYAH : Jurnal Studi Islam Vol. 19 No. 01 (2023): JANUARI
Publisher : Institut Keislaman Abdullah Faqih Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33754/miyah.v19i01.642

Abstract

This paper aims to describe the contextual leadership of the Principals of Madrasah Ibtidaiyah (MI), and Islamic Elementary School which includes (1) Their understanding of the internal and external environment (2) Their understanding of the various strengths that exist in stakeholders, and the ability to capitalize on them for the success of their schools; (3) Their understanding of society's expectations, as well as their response to these expectations; and (4) Efforts by school principals to encourage high performance and innovation in teachers and school staff. This paper is based on the results of a qualitative descriptive study conducted at three schools: State Madrasah Ibtidaiyah, Private Madrasah Ibtidaiyah and Islamic Elementary School in Salatiga. Data were collected using multiple sources, including participant observation, interviews with a variety of people including the principal, other school leaders, teachers, school council/board members, parents and students, and documents study. Data analysis is done through: (1) data collection, (2) data reduction, (3) data display (data display), and (4) conclusion and verification. The result of study shows that (1) school principals have a good understanding of the internal and external conditions of the school they lead, (2) school principals can find the strengths that exist in stakeholders and are able to capitalize on them for school progress, (3) school principals absorb aspirations and com-munity expectations and trying to provide a satisfactory response, and (4) school principals encourage the perfor-mance of teachers by prioritizing a sense of responsibility and challenges to meet community expectations.
GENEALOGI KUASA DAN PENGETAHUAN: DEKONSTRUKSI PERAN MADRASAH SEBAGAI INSTRUMEN HEGEMONI IDEOLOGI NEGARA PADA MASA DINASTI ABBASIYAH Eko Ngabdul Shodikin; Sa’adi; Rahmat Hariyadi
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10078

Abstract

The struggle between educational institutions and political power structures is a historical phenomenon that demands a critical reading of the power-knowledge relationship within the classical Islamic civilizational tradition. This research aims to deconstruct the role of the madrasah as an instrument of state ideological hegemony during the Abbasid Dynasty. Utilizing a qualitative-historical design with a Foucauldian genealogical approach, this study uncovers how the madrasah was operated as a discursive apparatus to produce a "regime of truth". Data were sourced from a corpus of primary texts, including classical Arabic manuscripts, waqfiyah documents, and prosopographical analysis of scholarly biographies. The research findings indicate that: (1) the institutionalization of the madrasah, particularly the Nizamiyah network, functioned as a technology of power to consolidate Sunni orthodoxy and eliminate alternative narratives; (2) the system of waqf patronage and the bureaucratization of the ijazah created a structural dependence of the ulema on the state, thereby limiting intellectual autonomy ; and (3) there were dynamics of resistance from alternative institutions, such as Sufi ribats, which offered spiritual autonomy outside of state hegemonic control. This research concludes that the madrasah was not merely a neutral institution for knowledge transmission, but rather a technology of governmentality that regulated religious subjects to align with the state’s political agenda. The implications of this study offer a critical framework for the analysis of the politics of knowledge within contemporary Islamic educational institutions. ABSTRAK Pergumulan antara institusi pendidikan dan struktur kekuasaan politik merupakan fenomena historis yang menuntut pembacaan kritis terhadap relasi kuasa-pengetahuan dalam tradisi peradaban Islam klasik. Penelitian ini bertujuan untuk mendekonstruksi peran madrasah sebagai instrumen hegemoni ideologi negara pada masa Dinasti Abbasiyah. Dengan menggunakan desain kualitatif-historis dan pendekatan genealogi Foucauldian, studi ini membongkar bagaimana madrasah dioperasikan sebagai aparatus diskursif untuk memproduksi "rezim kebenaran". Data bersumber dari korpus teks primer seperti manuskrip Arab klasik, dokumen waqfiyah, serta analisis prosopografis terhadap biografi ulama. Temuan penelitian menunjukkan bahwa: (1) institusionalisasi madrasah, khususnya jaringan Nizamiyah, berfungsi sebagai teknologi kekuasaan untuk mengonsolidasi ortodoksi Sunni dan mengeliminasi narasi alternatif; (2) sistem patronase wakaf dan birokratisasi ijazah menciptakan ketergantungan struktural ulama terhadap negara yang membatasi otonomi intelektual; dan (3) terdapat dinamika resistensi dari institusi alternatif seperti ribat sufi yang menawarkan otonomi spiritual di luar kontrol hegemonik negara. Penelitian ini menyimpulkan bahwa madrasah bukan sekadar lembaga transmisi pengetahuan netral, melainkan teknologi governmentality yang mengatur subjek religius agar selaras dengan agenda politik negara. Implikasi studi ini menawarkan kerangka kritis bagi analisis politik pengetahuan dalam institusi pendidikan Islam kontemporer.
Pengembangan Desain Pembelajaran dan Implementasinya: Antara Idealita dan Realita pada Guru PAI SMP di Kabupaten Semarang Ayu Rizkia Silviana; Asri Nurdiana; Rahmat Hariyadi
Journal of Cultural Relativism (JCR) Vol. 2 No. 1 (2025): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v2i1.872

Abstract

This study aims to analyze the implementation of learning design applied by Islamic Religious Education (PAI) teachers at the Junior High School (SMP) level. The focus of this study is to determine (1) How is the process of preparing learning design by PAI teachers in Semarang Regency, (2) How is the implementation of learning design in the learning process in the classroom, (3) Is there a gap between the design and implementation of learning, (4) the factors causing the gap, and (5) the impacts arising from the gap on the quality of PAI learning. The research method uses a mix of methods through qualitative and survey instruments. Data were collected by distributing closed questionnaires to 34 PAI teachers in several randomly selected areas. The results of the data analysis showed that the implementation of learning design by PAI teachers was in the "quite good" category, with an average score of 73.5%. The planning aspect obtained the highest score, while the learning evaluation aspect showed the lowest score. These findings indicate the need for improvements in learning evaluation and strengthening professional training to support the effectiveness of PAI learning design in junior high schools.
Perkembangan Lembaga Pendidikan Pesantren di Nusantara Pada Masa Pra Kemerdekaan M. Idris Muhtarom; Sa'adi; Rahmat Hariyadi
JPNM Jurnal Pustaka Nusantara Multidisiplin Vol. 4 No. 3 (2026): July : Jurnal Pustaka Nusantara Multidisiplin (ACCEPTED)
Publisher : SM Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pesantren merupakan salah satu lembaga pendidikan Islam tertua di Nusantara yang memiliki peran penting dalam pembentukan karakter, pengembangan ilmu pengetahuan, dan penyebaran ajaran Islam. Artikel ini membahas perkembangan pesantren pada masa pra kemerdekaan, menyoroti fungsi sosial, pendidikan, dan keagamaan yang dijalankan oleh lembaga ini. Penelitian ini menelusuri sistem pendidikan tradisional yang menekankan pengajaran kitab kuning, metode pengajaran kiai, serta struktur kurikulum yang bersifat fleksibel namun mendalam. Selain itu, artikel ini mengkaji peran pesantren sebagai pusat dakwah dan tempat pembentukan moral serta karakter masyarakat Muslim, serta bagaimana pesantren berfungsi sebagai alternatif pendidikan bagi masyarakat pribumi pada masa kolonial Belanda. Melalui pendekatan studi literatur sejarah dan analisis historis, penelitian ini mengumpulkan data dari dokumen sejarah, arsip kolonial, dan literatur akademik yang relevan untuk menelusuri dinamika perkembangan pesantren. Hasil penelitian menunjukkan bahwa pesantren bukan hanya sebagai lembaga pendidikan, tetapi juga sebagai sarana pelestarian budaya dan identitas keagamaan, serta menjadi agen penting dalam menghadapi tantangan kolonialisme. Dengan memahami sejarah dan perkembangan pesantren, artikel ini memberikan perspektif tentang kontribusi lembaga pendidikan Islam tradisional terhadap pembentukan masyarakat Muslim Nusantara dan relevansinya dalam konteks pendidikan Islam kontemporer.
The Meaning of Instructional Supervision for Islamic Religious Education Teachers in Public Elementary Schools Alwi Ilqam Ma'arif; Rahmat Hariyadi
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.378

Abstract

Instructional supervision is expected to function as professional support rather than merely as administrative control, particularly for Islamic Religious Education (IRE) teachers whose classroom responsibilities combine pedagogical demands with the contextual integration of Islamic values. This study explores how IRE teachers in public elementary schools understand and experience instructional supervision, how supervision is implemented, and which conditions shape its perceived usefulness. A qualitative descriptive case-study design was employed in three public elementary schools in Banyubiru District, Semarang Regency, Indonesia: SDN Banyubiru 01, SDN Banyubiru 03, and SDN Banyubiru 04. Seven informants were selected purposively, comprising three principals, one IRE supervisor, and three IRE teachers. Data were generated through observation, interviews, and document study. Credibility was strengthened through source and method triangulation, member checking, and peer debriefing. Analysis followed data reduction, data display, and conclusion drawing. The findings show that supervision was implemented as a sequence of planning, classroom observation, individual feedback, group supervision, and follow-up. Teachers interpreted effective supervision as a space for reflection, practical problem solving, professional learning, and improvement of instructional planning and classroom practice. Its value was strongest when supervision was scheduled, dialogic, participatory, solution-oriented, and responsive to the local teaching context. Conversely, supervision was perceived as less meaningful when it became document-centered or formalistic. Time constraints and limited integration of technology also emerged as challenges. The study indicates that developmental, collaborative, and context-sensitive supervision is particularly relevant for strengthening IRE teachers' professional practice in elementary schools.
Peer Supervision as Collaborative Professional Learning for Islamic Religious Education Teachers Ika Ayu Rohmiyanti; Rahmat Hariyadi
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.395

Abstract

Teacher professional development is most likely to influence practice when it is embedded in teachers’ daily work, collaborative, reflective, and supported by actionable feedback. Peer supervision is one school-based mechanism that can combine these characteristics, yet its enactment in Islamic Religious Education (Pendidikan Agama Islam/PAI) remains underexplored. This study examines how peer supervision was implemented to support PAI teachers’ professional learning at SMPIT Nurul Islam Tengaran, Semarang Regency, Indonesia; the conditions perceived to shape its effectiveness; and its reported contributions to teaching practice. A qualitative case-study design was employed. The source study used purposive sampling, classroom observation, interviews, and document analysis, with evidence reported from the principal, vice principal for curriculum, a PAI teacher serving as peer supervisor, and a supervised PAI teacher. Data were reduced, organized around the research questions, displayed thematically, and interpreted through source and technique triangulation. Findings show that peer supervision had been institutionalized as a once-per-semester cycle involving supervisor-team formation, pre-observation conferencing, lesson preparation, classroom observation, and post-observation feedback. Its developmental value was associated with collegial relationships, negotiated scheduling, leadership encouragement, visible school-wide participation, and follow-up training. Reported outcomes included greater awareness of instructional strengths and weaknesses, more disciplined preparation of teaching modules, increased reflection, and experimentation with active-learning strategies. However, perceptions of impact were not uniform: the supervised teacher viewed changes in teaching quality more cautiously than the supervising teacher, suggesting that the strongest evidence concerns reflective learning and instructional discipline rather than proven causal improvement. The study positions peer supervision as a promising form of collaborative professional learning when it is framed as developmental rather than punitive and linked to sustained follow-up.
Co-Authors Alwi Ilqam Ma'arif Asri Nurdiana Ayu Rizkia Silviana Badrus Zaman Eko Ngabdul Shodikin Ika Ayu Rohmiyanti Imam Subqi M. Idris Muhtarom Muhammad Yusuf Sa'adi Sani Fitri Nur Laela Sa’adi Sutrisno Sutrisno