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All Journal Nadwa : Jurnal Pendidikan Islam Al-fahim : Jurnal Manajemen Pendidikan Islam Al-Madaris Jurnal Pendidikan dan Studi Keislaman Islam Transformatif : Journal of Islamic Studies Quranic Edu
Purnomo
Universitas Islam Negeri Salatiga
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Manajemen Pendapatan untuk Kestabilan Finansial Sekolah Purnomo; Putri Irma Solikhah
Al-fahim : Jurnal Manajemen Pendidikan Islam Vol. 5 No. 1 (2023): AL-FAHIM : Jurnal Manajemen Pendidikan Islam
Publisher : STAI Terpadu Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54396/alfahim.v5i1.539

Abstract

The purpose of this research is to describe the problem of revenue management at SMAIT Nur Hidayah and its alternative solutions. This study used a qualitative field approach. The primary data is in the form of observations and in-depth interviews with school principals and finance staff. Secondary data is in the form of education bill documents. Data analysis uses the Miles and Huberman technique, namely through the stages of presenting data, reducing data, and creating meaning. The results of this study indicate: income management problems at SMAIT Nur Hidayah are caused by the absence of a variety of payment systems that make it easy for users and the absence of strict sanctions for users who do not fulfill their obligations in paying bills. Alternative solutions to this problem are 1) holding a system of paying off arrears in stages, 2) holding a payment package system (bundling) with certain profit offers, 3) developing and maximizing digital services (fintech), 4) building a system to anticipate negligence, 5) imposition of strict sanctions for violators of rules/agreement.
Dual Hegemony in Islamic Education: A Critical Discourse Analysis of Gender Representations in Indonesian Islamic Textbooks Kiki Ayu Hermawati; Agam Muhammad Rizki; Syifa Ulhusni; Purnomo; Wilhanul Haq; Mohammad Bachrul Falah
Nadwa: Jurnal Pendidikan Islam Vol. 20 No. 1 (2026): Articles in Progress
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

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

Abstract

Islamic textbooks frequently function as vehicles for patriarchal ideology, embedding gender bias within religious pedagogy. This study examines gender representation in the Grade X, XI, and XII Akidah Akhlak textbooks under Indonesia's Merdeka Curriculum, analyzing how visual and narrative content construct asymmetrical religious authority. Using qualitative multimodal critical discourse analysis informed by Kress and van Leeuwen's visual grammar and Halliday's notion of narrative agency, the study codes all gender-identifiable illustrations (N=86) and narrative protagonists (N=52) across the three textbooks. Visually, males appear exclusively in 52.3% of images and females in 19.8%, while 27.9% depict both genders together, an exclusive male-to-female ratio of 2.6:1. Narratively, men are the central figure in 78.8% of stories compared with 21.2% for women, a ratio of 3.7:1; men are predominantly framed as religious authorities and historical agents, while women's narratives divide between exemplars of piety and figures associated with temptation, slander, or social vulnerability. These findings indicate a consistent, though not uniformly extreme, gender asymmetry across visual and textual modes, underscoring the need for more balanced representation in Islamic instructional materials.
Analisis Komperatif Implementasi Kurikulum Pendidikan Agama Islam di Sekolah Islam dan Sekolah Umum Umi Khalimatul Dzikriah; Alfi Rohmatul Azizah; Listyawati Nur Rohmah; Sulis Sulastri; Purnomo
QuranicEdu: Journal of Islamic Education Vol. 6 No. 1 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i1.1971

Abstract

This study aims to analyze the differences in the implementation of the Islamic Religious Education (PAI) curriculum between Islamic schools or madrasahs and general schools, with a primary focus on the learning ecosystem and the quality of assessment in shaping students’ religious competencies. Researchers employ a literature review approach by referring to the analytical model proposed by Creswell. Data were collected through a review of various academic sources, particularly from Google Scholar, using relevant keywords such as PAI curriculum, learning processes, school religious culture, and authentic assessment. The selected articles were then screened based on their relevance, credibility, and recency, and analyzed using thematic analysis techniques. The findings reveal three main points. First, the differences in PAI curriculum implementation do not lie in the curriculum documents, but rather in the learning ecosystem, where madrasahs tend to have a stronger religious culture through habituation, while general schools are more formal and limited to instructional hours. Second, assessment practices in madrasahs are more comprehensive, covering cognitive, affective, and psychomotor domains, whereas general schools still predominantly rely on written tests. Third, both types of institutions are essentially complementary; therefore, general schools need to strengthen authentic assessment and religious habituation, while madrasahs need to develop more adaptive and critical pedagogical approaches. This study highlights the importance of enhancing teachers’ capacity, improving affective and psychomotor assessment instruments, and creating a balanced PAI learning ecosystem that integrates religious values with critical thinking skills.
Religious Education for Muslim Minorities from the Perspective of Taha Jabir al-Alwani Rizzal Rizqi Apriana; Muhamad Wahyu Fatkur Rohman; Purnomo; Muhammad Faiz Naufal
Islam Transformatif : Journal of Islamic Studies Vol. 9 No. 2 (2025): July-December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/islamtransformatif.v9i2.10113

Abstract

Abstract This study examines the challenges and strategic responses of Islamic religious education among Muslim minority communities in Western societies by focusing on the educational thought of Taha Jabir al-Alwani. Employing a qualitative library-based research approach, the study analyzes both primary and secondary sources related to al-Alwani’s writings on Islamic education and fiqh al-aqalliyyt. The findings reveal that al-Alwani advances a contextual, transformative, and integrative educational model grounded in five core principles: orientation toward maqṣid al-sharīʿah, epistemological renewal (tajdīd), the integration of religious and modern sciences, dialogical pedagogy, and a strong emphasis on ethical formation and social responsibility. Within this framework, Islamic education is conceived not merely as a mechanism for preserving religious identity, but as a means of enabling constructive engagement within pluralistic social settings. The novelty of this study lies in its articulation of the practical relevance of al-Alwani’s educational framework for Muslim minorities in Western contexts, an area that has received limited and unsystematic attention in previous studies. Overall, al-Alwani’s educational thought offers valuable insights for the development of adaptive and future-oriented Islamic education in responding to the challenges of modernity and diversity.   Abstrak Penelitian ini mengkaji tantangan dan strategi pendidikan agama Islam bagi komunitas muslim minoritas di negara-negara Barat dengan menitikberatkan pada pemikiran pendidikan Taha Jabir al-Alwani. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan, dengan menganalisis sumber primer dan sekunder yang berkaitan dengan karya-karya al-Alwani dalam bidang pendidikan Islam dan fiqh al-aqalliyyāt. Hasil penelitian menunjukkan bahwa al-Alwani menawarkan model pendidikan yang kontekstual, transformatif, dan integratif yang dibangun atas lima prinsip utama, yaitu orientasi pada maqṣid al-sharīʿah, pembaruan epistemologis (tajdīd), integrasi ilmu keislaman dan ilmu modern, pedagogi dialogis, serta penekanan pada pembentukan etika dan tanggung jawab sosial. Model ini memposisikan pendidikan Islam tidak hanya sebagai sarana pelestarian identitas keagamaan, tetapi juga sebagai kerangka untuk keterlibatan konstruktif dalam masyarakat yang plural. Kebaruan penelitian ini terletak pada perumusan relevansi praktis kerangka pendidikan al-Alwani bagi Muslim minoritas di konteks Barat, yang selama ini belum banyak dikaji secara sistematis. Secara keseluruhan, pemikiran pendidikan al-Alwani memberikan kontribusi penting bagi pengembangan pendidikan Islam yang adaptif dan berorientasi masa depan dalam merespons tantangan modernitas dan keberagaman.
Pendekatan Deep Learning dalam Pembelajaran Pendidikan Agama Islam Muhammad Nurul Ihsan Asmawi; Ahmad Luki Afifi; Purnomo
Al-Madaris Jurnal Pendidikan dan Studi Keislaman Vol. 6 No. 2 (2025): Education
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Agama Islam Jamiatut Tarbiyah Lhoksukon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47887/amd.v6i2.202

Abstract

This study examines the application of the deep learning approach in Islamic Religious Education (PAI) learning, with a focus on analyzing its implementation in the educational environment. This approach aims to improve the effectiveness of learning through more interactive and in-depth methods. Thus, this study seeks to provide insight into how the deep learning approach can be integrated to enrich the PAI learning process. This study uses a qualitative approach with data collection techniques through library studies and literature reviews. This method aims to explore information and in-depth understanding from various written sources that are relevant to the research topic. This study suggests the need for intensive training for teachers to optimize the application of the deep learning approach in Islamic Religious Education (PAI) learning. It is hoped that these findings can be a reference in developing PAI learning activities that are more interactive, innovative, and relevant to students' lives. Thus, the learning process can be more interesting and effective and can shape the character and skills needed by students in the 21st century.
Co-Authors Agam Muhammad Rizki Ahmad Luki Afifi Alfi Rohmatul Azizah Kiki Ayu Hermawati Listyawati Nur Rohmah Mohammad Bachrul Falah Muhamad Wahyu Fatkur Rohman Muhammad Faiz Naufal Muhammad Nurul Ihsan Asmawi Putri Irma Solikhah Rizzal Rizqi Apriana Sulis Sulastri Syifa Ulhusni Umi Khalimatul Dzikriah Wilhanul Haq