Articles
<![CDATA[Revitalization Of Socio-Cultural Values In Pesantren ]]>
<![CDATA[Nenden Munawaroh]]>;
<![CDATA[Ijudin Ijudin]]>;
<![CDATA[Hilda Ainissyifa]]>;
<![CDATA[Nurul Fatonah]]>
<![CDATA[ Edukasi Islami : Jurnal Pendidikan Islam Vol 11, No 02 (2022): Edukasi Islami: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al Hidayah ]]>
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DOI: 10.30868/ei.v11i02.4438
<![CDATA[This article aims to explain the importance of returning socio-cultural values of Islamic education in the learning process in pesantren, as a model of Islamic education that is humanist and inclusive, and upholds socio-cultural values. The method used in this article is to use a qualitative-analytical approach with a descriptive method. The results of the discussion show: (1) That the socio-cultural values of Islamic education in pesantren are very vital and their presence is needed to produce humanist and inclusive students, (2) Integration of socio-cultural values of Islamic education in the learning process in pesantren, by integrating religious values, culture, and diversity, (3) The integration gives birth to socio-cultural values, such as respecting differences in schools of thought in worship practices, assimilation between cultures and regional languages, tolerance and human rights, and social coherence between students]]>
<![CDATA[Revitalization Of Socio-Cultural Values In Pesantren ]]>
<![CDATA[Nenden Munawaroh]]>;
<![CDATA[Ijudin Ijudin]]>;
<![CDATA[Hilda Ainissyifa]]>;
<![CDATA[Nurul Fatonah]]>
<![CDATA[ Edukasi Islami: Jurnal Pendidikan Islam Vol. 11 No. 02 (2022): Edukasi Islami: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al Hidayah ]]>
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DOI: 10.30868/ei.v11i02.4438
<![CDATA[This article aims to explain the importance of returning socio-cultural values of Islamic education in the learning process in pesantren, as a model of Islamic education that is humanist and inclusive, and upholds socio-cultural values. The method used in this article is to use a qualitative-analytical approach with a descriptive method. The results of the discussion show: (1) That the socio-cultural values of Islamic education in pesantren are very vital and their presence is needed to produce humanist and inclusive students, (2) Integration of socio-cultural values of Islamic education in the learning process in pesantren, by integrating religious values, culture, and diversity, (3) The integration gives birth to socio-cultural values, such as respecting differences in schools of thought in worship practices, assimilation between cultures and regional languages, tolerance and human rights, and social coherence between students]]>
<![CDATA[Implementasi Metode Al-Miftah Berbasis Flipped Classroom dalam Pembelajaran Kitab Kuning ]]>
<![CDATA[Kholifah Al-Faruq Fathurrohman]]>;
<![CDATA[Ijudin Ijudin]]>;
<![CDATA[Nenden Munawaroh]]>
<![CDATA[ Jurnal Pendidikan : Riset dan Konseptual Vol 8 No 2 (2024): Volume 8, Nomor 2, 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar ]]>
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DOI: 10.28926/riset_konseptual.v8i2.995
<![CDATA[Kitab kuning merupakan istilah pada buku referensi yang menjelaskan kandungan hukum dan ajaran Islam dalam bahasa Arab dan biasa dikaji di pondok pesantren. Terdapat berbagai cara untuk mempelajari kitab kuning, salah satunya dengan metode al-miftah lil ulum. Penelitian ini bertujuan untuk mengkaji secara lebih mendalam mengenai penerapan metode al-miftah lil ulum di Pondok Pesantren Darul Muwahhidin Tarogong Kidul Garut dengan mengadopsi sistem modern yaitu melalui model flipped classroom. Metode yang digunakan dalam penelitian ini adalah deskriptif, kualitatif, dan survei. Data dikumpulkan dan diolah berdasarkan triangulasi: observasi, wawancara, dan dokumentasi. Hasil dari penelitian ini menunjukan bahwa metode al-miftah lil ulum yang diterapkan dengan model flipped classroom di Pondok Pesantren Darul Muwahhidin memberikan dampak yang signifikan terhadap peningkatan pemahaman santri dalam membaca kitab kuning. Dengan demikian, penelitian ini akan mendukung inovasi pembelajaran kitab kuning modern dengan teknologi informasi secara lebih efektif.]]>
<![CDATA[Implementation of Integrated Curriculum in Improving Islamic Religious Education Learning Outcomes at Peacesantren Welas Asih Junior High School In Garut ]]>
<![CDATA[Sri Utari]]>;
<![CDATA[Nenden Munawaroh]]>;
<![CDATA[Iman Saifullah]]>;
<![CDATA[Ijudin]]>;
<![CDATA[Masripah]]>
<![CDATA[ al-Afkar, Journal For Islamic Studies Vol. 8 No. 2 (2025) ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.31943/afkarjournal.v8i2.2160
<![CDATA[The integrated curriculum is an interdisciplinary approach, combining various disciplines into one learning experience to create a holistic education. This curriculum has been applied since the establishment of the Islamic Boarding School to improve the quality of education to remain relevant to the needs of the community. This study uses qualitative research methods which include data collection through observation, interviews, and documentation. This study aims to determine the integrated curriculum system of Welas Asih Islamic Boarding School, how the application of curriculum integration in improving PAI learning outcomes at Welas Asih Islamic Boarding School and to find out the supporting and inhibiting factors in improving learning outcomes at Welas Asih Islamic Boarding School. The results of this study show that Welas Asih Islamic Boarding School integrates the curriculum by making a separate module book that contains various disciplines. The implementation of an integrated curriculum has a positive impact on improving the knowledge and skills of students. Supporting factors for the implementation of this curriculum include the competence of teachers who have met academic qualifications, training every three months to improve the competence of teachers and the involvement of parents through the ABWA community (father mother Welas Asih) which supports the learning process. However, obstacles such as the difficulty of some students in socializing and inadequate facilities such as a mosque that can accommodate all students.]]>
<![CDATA[WARISAN ANDALUSIA: JEJAK INTELEKTUAL ISLAM DALAM SEJARAH SPANYOL ]]>
<![CDATA[Marwah Maulana Sidik]]>;
<![CDATA[Akbar Al Firdaus]]>;
<![CDATA[M.Tajudin Zuhri]]>;
<![CDATA[Nenden Munawaroh]]>;
<![CDATA[Masripah]]>
<![CDATA[ AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 7 No. 3 (2025): Juli ]]>
Publisher : <![CDATA[LPPM STAI Muhammadiyah Probolinggo ]]>
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DOI: 10.46773/muaddib.v7i3.1814
<![CDATA[This study aims to examine the development of Islamic civilization and thought in Spain, particularly during the golden era of Al-Andalus (711–1492 CE). Employing a literature review approach, this research gathers and analyzes various historical and scholarly sources that discuss the contributions of Muslims in science, philosophy, art, and culture. The findings reveal that Al-Andalus served as an intellectual hub of the Islamic world, acting as a bridge of knowledge between the East and the West. Figures such as Ibn Rushd and Ibn Arabi demonstrated remarkable achievements in philosophy and mysticism, with their ideas also influencing intellectual developments in Europe. Furthermore, the harmonious interaction among Muslims, Christians, and Jews in Al-Andalus fostered a climate of tolerance that invigorated the exchange of knowledge and culture. This research underscores that the legacy of Islamic civilization in Spain holds significance not only for Islamic history but also for the advancement of global civilization.]]>
<![CDATA[DINAMIKA PERADABAN DAN PEMIKIRAN ISLAM PADA MASA DINASTI UMAYYAH DAN ABBASIYAH : SUATU KAJIAN HISTORIS-FILOSOFIS ]]>
<![CDATA[Nurjuman, Iman]]>;
<![CDATA[Ulan Sri Anggraeni]]>;
<![CDATA[Mochammad Irfan Fachrurozi]]>;
<![CDATA[Ismi Hasyudi]]>;
<![CDATA[Masripah]]>;
<![CDATA[M. Tajudin Zuhri]]>;
<![CDATA[Nenden Munawaroh]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i02.24995
<![CDATA[This study aims to analyze the dynamics of Islamic civilization and thought during the Umayyad and Abbasid dynasties through a historical-philosophical lens. The Umayyad Dynasty is noted for its political and administrative achievements that significantly expanded Islamic territories. In contrast, the Abbasid Dynasty is recognized as a hub of scientific, philosophical, and cultural development, ushering in the golden age of Islamic intellectualism. This research employs a qualitative method with a literature review approach, drawing upon academic sources published within the last five years. Findings reveal that both dynasties played crucial roles in establishing the foundation of a holistic Islamic civilization. The Umayyads emphasized political and military expansion, while the Abbasids significantly contributed to scientific and cultural advancements. The study concludes that the development of Islamic thought cannot be separated from the historical and political contexts of the time, and was further enriched by interactions with other civilizations such as the Greeks and Persians. These findings are expected to contribute to the development of contemporary Islamic civilization studies.]]>
<![CDATA[PERKEMBANGAN PEMIKIRAN DAN PERADABAN DALAM ISLAM ]]>
<![CDATA[Bunyamin, Ubun]]>;
<![CDATA[Widi Fuzi Widayanti Ikrima]]>;
<![CDATA[Permana Sidik]]>;
<![CDATA[Nurlaila Fitri]]>;
<![CDATA[Masripah]]>;
<![CDATA[M. Tajudin Zuhri]]>;
<![CDATA[Nenden Munawaroh]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i02.26698
<![CDATA[Since the era of the Arab nation before Islam until today, the journey of Islamic thought and civilization has experienced various dynamics, both progress and decline. The development of Islamic thought has influenced the growth of Islamic civilization in various parts of the world, and vice versa. This shows how close the relationship is between Islamic ideas and civilization. This research method uses literature. Literature research involves collecting information and data from various sources found in libraries, including books, periodicals, notes, historical records, and more. The results of this study show that the development of Islamic thought and civilization has a reciprocal relationship, where developing thought drives the progress of civilization, while advanced civilization helps to fertilize Islamic thought. Understanding this journey is key to ensuring the contribution of Muslims to the modern world.]]>
<![CDATA[Efektivitas Pemanfaatan Media Artificial Intelligence pada Pembelajaran Pendidikan Agama Islam di MAN 1 Garut: Pemdahuluan, metode penelitian, hasil dan pembahasan, kesimpulan dan referensi ]]>
<![CDATA[Muhamad Lutfi Alfayumi]]>;
<![CDATA[Asep Tutun Usman]]>;
<![CDATA[Nenden Munawaroh]]>;
<![CDATA[Masripah]]>
<![CDATA[ TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Vol. 8 No. 2 (2025): Tarlim : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/tarlim.v8i2.3157
<![CDATA[Penelitian ini bertujuan untuk menganalisis efektivitas pemanfaatan media artificial intelligence (AI) dalam pembelajaran Pendidikan Agama Islam di MAN 1 Garut. Pemanfaatan AI dalam pembelajaran PAI dinilai dapat membantu mewujudkan proses pembelajaran yang lebih terarah, terukur, dan relevan dengan kebutuhan peserta didik, serta mendorong personalisasi dan inovasi dalam penyampaian materi keagamaan. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi, yang memfokuskan pada pengalaman subjektif guru pada mata pelajaran rumpun PAI dan peserta didik dalam memanfaatkan AI pada proses pembelajaran. Hasil penelitian menunjukan bahwa Sebagian guru dan siswa telah memanfaatkan AI dalam mendukung proses pembelajaran, namun implementasinya belum optimal dikarenakan beberapa guru dan peserta didik masih belum memahami sepenuhnya akan teknologi, infrastruktur yang belum merata, serta minimnya kebijakan dan regulasi yang mengatur pemanfaatan AI dalam lingkungan pendidikan. Selain itu, tantangan lain yang dihadapi dalam penerapannya yakni adanya potensi ketergantungan siswa terhadap teknologi dan kurangnya pengawasan dalam pemanfaatan AI yang berpotensi menurunkan kemandirian belajar siswa. Oleh karena itu, diperlukan strategi perencanaan yang sistematis, pendampingan yang intensif oleh guru, serta dukungan kebijakan baik dari pihak sekolah dan pemerintah agar AI dapat dimanfaatkan secara bijak dan efektif dalam pembelajaran PAI. Penelitian ini diharapkan memberikan kontribusi dalam pengembangan inovasi pembelajaran PAI berbasis teknologi di era digital. ]]>
<![CDATA[Implementasi Model Pembelajaran Higher Order Thinking Skills (HOTS) dalam Pendidikan Agama Islam Berbasis Neurosains ]]>
<![CDATA[Shelsya Azzahra Indriani]]>;
<![CDATA[Ijudin]]>;
<![CDATA[Nenden Munawaroh]]>
<![CDATA[ Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 5 (2024): RESLAJ: Religion Education Social Laa Roiba Journal ]]>
Publisher : <![CDATA[Intitut Agama Islam Nasional Laa Roiba Bogor ]]>
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DOI: 10.47467/reslaj.v6i5.2250
<![CDATA[Islamic Religious Education currently requires a more interesting and innovative learning approach because competency in Islamic Religious Education subjects is currently still limited to low-level thinking skills, while in the 21st century, students are expected to be able to develop high-level thinking skills. This research aims to develop neuroscience-based Higher Order Thinking Skills in Islamic religious education, including: 1) Understanding how the HOTS learning model in neuroscience-based PAI subjects is implemented in class XII SMAS Asshiddiqiyah. 2) Identify factors that support the implementation of the HOTS learning model in neuroscience-based PAI subjects for class XII SMAS Asshiddiqiyah students. 3) Identifying the obstacles that arise during the implementation of the HOTS learning model in neuroscience-based PAI subjects in class XII SMAS Asshiddiqiyah. 4) Evaluate the effectiveness of the HOTS learning model in neuroscience-based PAI subjects in class XII SMAS Asshiddiqiyah. The approach used in this research is to use a qualitative descriptive approach. The subjects in this research included Islamic Religious Education subject teachers and class XII students at SMAS Asshiddiqiyah. Data collection techniques used in this research include interviews, observation and documentation. The results of this research show that Neuroscience-based Higher Order Thinking Skills in Islamic Religious Education can be developed by utilizing cognitive abilities, such as analysis, evaluation and creativity, which are applied in education. This research contributes to the development of Islamic ideas and concepts in Islamic Religious Education at the high school level.]]>
<![CDATA[GAYA KEPEMIMPINAN KYAI DI PONDOK PESANTREN AL-QUR’AN AL-FALAH 2 NAGREG ]]>
<![CDATA[Hasyudi, Ismi]]>;
<![CDATA[Eep Saepuloh]]>;
<![CDATA[Rismawati]]>;
<![CDATA[M. Tajudin Zuhri]]>;
<![CDATA[Nenden Munawaroh]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i01.22591
<![CDATA[This study examines the leadership style of KH. Cecep Abdullah Syahid at Pondok Pesantren Al-Qur’an Al-falah 2 Nagreg, which integrates Islamic principles with a paternalistic and transformative approach. The research aims to analyze the role of Kyai's leadership in fostering pesantren culture, enhancing student discipline, and maintaining pesantren relevance in the modern era. This qualitative study employs in-depth interviews, observations, and documentation.The findings reveal that the Kyai's exemplary behavior serves as a foundation for effective leadership, building strong emotional connections with students. Decision-making based on syura fosters collective responsibility, while the pesantren's culture reflects Islamic values such as discipline, cooperation, and dedication. Additionally, the Kyai successfully addresses modernization challenges by integrating technology into the learning process without compromising traditional values.This study concludes that KH. Cecep Abdullah Syahid's leadership style not only creates an ideal Islamic educational environment but is also relevant for other Islamic educational institutions in navigating the challenges of the modern era.]]>
