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All Journal Perspektif Ilmu Pendidikan Studi Arab Darajat: Jurnal Pendidikan Agama Islam Al-Hasanah : Jurnal Pendidikan Agama Islam Jurnal Impresi Indonesia Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Islamic Education and Innovation (JIEI) Borneo Journal of Islamic Education Tadibia Islamika: Journal of Holistic Islamic Education TAUJIH: Jurnal Pendidikan Islam GEMBIRA (Pengabdian Kepada Masyarakat) Jurnal Ilmiah Multidisiplin Ilmu Al-Qalam: Jurnal Kajian Islam Dan Pendidikan TARBIYAH: Jurnal Pendidikan dan Pembelajaran Jurnal Studi Pendidikan Dasar Prosiding Seminar Nasional Ilmu Komputer, Sosial Sains, Teknik Dan Multi-disiplin Ilmu GAJIE; Global Journal of Islamic Education Advances In Education Journal
Bagas Mukti Nasrowi
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
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PEMIKIRAN ESSENSIALISME DALAM PENDIDIKAN ISLAM Khoiriyah, Istianatul; Bagas Mukti Nasrowi; Muhammad Hufron
Al-Hasanah : Jurnal Pendidikan Agama Islam Vol 10 No 01 (2025): Al-Hasanah : Jurnal Pendidikan Agama Islam
Publisher : STAI Pelabuhan Ratu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51729/10011559

Abstract

The value crisis in contemporary education has become a crucial issue characterized by the weakening of moral orientation, the erosion of teacher authority, and the dominance of flexible approaches that ignore the basic principles of education. Departing from this phenomenon, this research aims to examine the thought of essentialism in Islamic education as a conceptual alternative that emphasizes traditional values, discipline, and a clear curriculum structure. This research uses a qualitative method with a library research approach, which is conducted through an in-depth review of relevant primary and secondary literature. The results show that essentialism in Islamic education emphasizes three main findings: the importance of education grounded in traditional and permanent values; the central role of the teacher as a moral and scientific authority; and curriculum and learning methods that focus on mastering core material and forming discipline. The study concludes that essentialism can provide a more stable, structured and valuable direction for education in the face of the challenges of modernity. Therefore, it is suggested that this essentialist approach be considered in the formulation of Islamic education policy and further developed through empirical research in the realm of practice. Keywords: Essentialism; philosophy; Islamic education
PEMIKIRAN PENDIDIKAN ISLAM KH. ABDURRAHMAN WAHID TENTANG MODERASI ISLAM Nasrowi, Bagas Mukti
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v1i1.7

Abstract

Abstract: This scientific study describes the strategic steps to moderate Islamic education by de-radicalizing and de-idealizing. One prominent figure who is concerned and concerned with expressing moderate Islam is KH. Abdurrahman Wahid. His ideas and ideas deserve to be interpreted in the perspective of Islamic education. The focus of the problem was emphasized on Gus Dur's thoughts on Islamic education, and then formulated in a model of deradicalization through education. The method used is a literature study with content analysis. The results of the study found that Gus Dur's thinking had implications for Islamic education which in its implementation was characterized by Neo-Modernist, liberation-based, multicultural-based Islamic Education, inclusive Islamic Education, and Humanist Islamic Education. The five approaches have supported the central structure of Islamic education rahmatan lil 'alamin which underlies the model of de-radicalization and de-ideology of Islamic education. Abstrak: Kajian ilmiah ini menjelaskan tentang langkah strategis moderasi pendidikan Islam dengan melakukan deradikalisasi dan deideologisasi. Salah satu tokoh yang inten dan concern dalam mengeksprsikan Islam yang moderat ialah KH. Abdurrahman Wahid. Ide dan gagasan beliau patut untuk diinterpretasikan dalam perspektif pendidikan Islam. Fokus permasalahan ditekankan pada pemikiran Gus Dur mengenai pendidikan Islam, untuk kemudian dirumuskan dalam suatu model deradikalisasi melalui pendidikan. Metode yang digunakan adalah studi kepustakaan dengan analisis isi (content analysis). Hasil penelitian menemukan bahwa pemikiran Gus Dur berimplikasi terhadap pendidikan Islam yang pada implementasinya bercorak Pendidikan Islam berbasis Neo-Modernis, berbasis pembebasan, berbasis multikultural, Pendidikan Islam yang inklusif, serta Pendidikan Islam humanis. Kelima pendekatan tersebut telah menopang struktur sentral pendidikan Islam rahmatan lil ’alamin yang mendasari model deradikalisasi dan deideologisasi pendidikan Islam.
Takhassus Tahfidz Program in Formal Institutions: Implementation, Obstacles, and Solutions Raikhan; Nasrowi, Bagas Mukti
Tadibia Islamika: Journal of Holistic Islamic Education Vol 2 No 1 (2022): Tadibia Islamika: Journal of Holistic Islamic Education, May 2022
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v2i1.5606

Abstract

This research aims to describe the implementation of Takhassus Tahfidz program at the Formal Institution in Lamongan regency, the obstacles experienced during the implementation of the Tahfidz class, and the solutions offered from the obstacles experienced during the implementation of Tahfidz program. This research used a qualitative descriptive approach with case study research design. Data collection method used were observation, interview, and documentation. The data were validated through triangulation techniques. For data analysis technique, the researchers used qualitative analysis through the steps of data reduction, data presentation, and conclusion drawing or verification. The results of this study show that (1) the implementation of the Takhassus Tahfidz program at the formal institution in Lamongan regency is carried out with three stages of learning programs, planning (materials, media, methods: Bi Nadzhor, Talaqqi, and Taqrir, and time allocation); implementation (introduction, core: ziyadah and murojaah, and closing); then Evaluation (2) the obstacles faced during the implementation of the Takhassus Tahfidz program are environmental conditions, time management, personal matters, students’ motivation (low intention to memorize), the level of intelligence, and the student organization, (3) the solutions offered to overcome obstacles that occur during the implementation of the Takhassus Tahfidz program are by providing additional time; motivating the Tahfidz teachers, facilitating students with a cozy place to memorize, guiding students to manage time well, and prohibiting students to join student organization
Idealism in Educational Philosophy: Reclaiming Values in an Age of Scientific Pragmatism Mubin, Hakun; Nasrowi, Bagas Mukti; Hufron, M
Tadibia Islamika: Journal of Holistic Islamic Education Vol 5 No 2 (2025): Tadibia Islamika: Journal of Holistic Islamic Education, November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v5i2.11723

Abstract

Education, as a means of shaping humanity through human resource development, demands a comprehensive outlook that encompasses the full spectrum of human existence and potential. Addressing contemporary educational challenges requires more than practical experience; it necessitates critical thinking, rigorous scientific analysis, and sustained scholarly research. Additionally, education must be firmly grounded in philosophical discourse and reflective inquiry. As the foundational discipline underlying all sciences, philosophy seeks to resolve both existing and emerging human challenges, particularly those concerning the metaphysical triad of God, humanity, and nature. However, with the ongoing evolution of society and the acceleration of technological change, many contemporary issues have surpassed the explanatory capacity of traditional philosophy alone, leading to the emergence of empirical science as a complementary approach to understanding reality. The term "philosophy" originates from the ancient Greek philosophia, signifying "love of wisdom"—a synthesis of philos (to love) and sophia (wisdom). In its essence, philosophy embodies humanity's enduring quest for truth, meaning, and ethical understanding. The systematic study of philosophy enables individuals to confront life's multifaceted challenges with deeper insight and analytical sophistication, particularly within the complex domain of education. In this context, philosophy provides a foundational framework for educational thought and practice, serving to align pedagogical approaches with the broader aspirations and values of society. This paper explores the significance and application of idealism within the philosophy of education, examining how idealist principles—alongside other philosophical schools such as essentialism and radicalism—inform educational concepts, objectives, curriculum design, and instructional methodologies. Through qualitative descriptive analysis grounded in library research and philosophical inquiry, this study demonstrates that idealism continues to play a pivotal role in shaping educational values, moral development, and the intellectual orientation of contemporary educational systems.
Peran Teknologi dalam Pembelajaran PAI: Analisis Efektivitas, Hambatan dan Solusi Meisaroh, Tia; Mukti Nasrowi, Bagas
TAUJIH: Jurnal Pendidikan Islam Vol 7 No 02 (2025): Taujih: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam IAIQI Al-Qur'an Al-Ittifaqiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53649/taujih.v7i02.1089

Abstract

This research aims to analyze the role of technology in Islamic Religious Education (PAI) learning and identify obstacles and solutions that can be implemented to enhance its effectiveness. The method used is a literature study, gathering data from various academic sources, including journals, articles, and research reports related to the use of technology in education. The study found that technology has significant potential to improve the quality of PAI learning through multimedia-based learning applications, e-learning platforms like Google Classroom or Moodle, and instructional videos accessible via YouTube or similar platforms. Additionally, augmented reality (AR) and virtual reality (VR) technologies can provide immersive learning experiences, such as Hajj simulations or Islamic history visualizations. However, the implementation of technology in PAI learning faces several, both physical and non-physical. Physical barriers include unequal access to ICT infrastructure, especially in remote areas, while non-physical barriers encompass educators' low technological proficiency, lack of confidence, and resistance to change. To address these challenges, this study recommends strategic solutions such as collaboration between educators and educational instit challenges utions, government funding for technological resources, continuous teacher training, and fostering harmonious relationships among educators, students, and parents. With these measures, the integration of technology into PAI learning is expected to support the achievement of Islamic education goals more optimally.
Pemanfaatan Media Pembelajaran Berbasis Canva Terhadap Konsentrasi Belajar Siswa Di Sekolah Dasar Shinta Alvy Rizqiyana; Bagas Mukti Nasrowi
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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

Abstract

The role of teachers in education is crucial, as a nation's progress depends on their influence. The nation's future generations need quality education through a robust education system and competent teachers. The purpose of this study is to measure the impact of Canva on student concentration and to provide recommendations for appropriate digital media implementation for teachers to make the learning process more effective, engaging, and able to improve the quality of student attention and overall learning outcomes. This study utilized a library research method with a qualitative approach. Data analysis techniques employed were data analysis. Canva can be used as an alternative medium during digital learning that is relevant to supporting the improvement of elementary school students' concentration, particularly in science and science learning.
Dampak Penggunaan Gadget Terhadap Konsentrasi dan Hasil Belajar Siswa Sekolah Dasar Isnaeni Mutiara; Bagas Mukti Nasrowi
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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

Abstract

Nowadays, digital technology is advancing so quickly that gadgets have become a normal part of everyday life, even for young children in elementary school. According to data from the Indonesian Internet Service Providers Association, internet usage among kids aged 5 to 12 years has been steadily rising. The core issue is that when children use gadgets too often without anyone watching over them, their ability to concentrate may suffer and their school performance may drop. The goal of this study is to examine how gadget use affects both the concentration and academic results of elementary school students. This research uses a library study approach with qualitative methods. Information was gathered by reviewing various academic sources such as journals and books. The data were then analyzed using qualitative content analysis, which involves reducing the data, presenting it, and drawing conclusions. The findings indicate that gadget use has two different sides. On the positive side, gadgets make it easier for students to access digital learning materials. On the negative side, using gadgets excessively without supervision tends to lower concentration and reduce learning outcomes because students spend less time on effective studying. The consequences include falling grades and becoming dependent on gadgets. In conclusion, gadgets are not automatically harmful. It all depends on how they are used and how much guidance children receive from their parents and teachers.
Integrating Digital Media into Islamic Education: Exploring Youtube as a Da’wah Platform for Santri Bagas Mukti Nasrowi; Mifta Ayu Fadillah
Global Journal of Islamic Education Vol. 2 No. 2 (2026): Global Journal of Islamic Education (GAJIE)
Publisher : Magister Programme Of Islamic Education Departement at Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v2i2.5052

Abstract

This study aims to analyze the utilization of YouTube as a medium for digital da'wah and learning from the perspective of Islamic education at Pondok Pesantren Ayo Ngaji, Pekalongan Regency. This research employs a qualitative approach with an ethnographic design, involving students (santri) who are actively engaged in managing the YouTube channel @KedaiBincang as the research subjects. Data were collected through participatory observation, in-depth interviews, and documentation. The data analysis followed the stages of data condensation, data display, and conclusion drawing. The findings reveal that YouTube is utilized as a digital da'wah medium that aligns with the concept of wasā’il al-da‘wah and is capable of transforming traditional da'wah methods into digital formats. The santri act as content creators who produce and disseminate Islamic values through various forms of content, such as da'wah videos, podcasts, and live streaming. Furthermore, YouTube also functions as a learning medium that promotes a student-centered approach and enhances the santri’s digital literacy, including skills in video editing, communication, and content management. Therefore, the use of YouTube not only expands the reach of da'wah but also strengthens the quality of Islamic education that is adaptive to technological developments in the digital era.
Rekonstruksi Epistemologis Strategi, Pendekatan, Metode, Teknik, dan Model Pembelajaran PAI dalam Bingkai Moderasi Beragama di Era Algoritmik Siti Chumaerotur Rofiatur Risqoh; M. Umar Hasan; Bagas Mukti Nasrowi; Nur Khasanah
Jurnal Impresi Indonesia Vol. 5 No. 6 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i6.7795

Abstract

Latar belakang penelitian ini didasarkan pada tantangan era digital yang ditandai dengan dominasi algoritma dalam membentuk pola pikir dan perilaku peserta didik, termasuk dalam memahami ajaran agama. Penelitian ini bertujuan untuk merekonstruksi secara epistemologis strategi, pendekatan, metode, teknik, dan model pembelajaran Pendidikan Agama Islam (PAI) dalam bingkai moderasi beragama di era algoritmik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) yang menganalisis berbagai literatur terkait pembelajaran PAI, moderasi beragama, dan perkembangan teknologi digital. Hasil penelitian menunjukkan bahwa diperlukan transformasi pembelajaran PAI dari yang bersifat konvensional menuju pembelajaran yang adaptif, kontekstual, dan berbasis teknologi. Rekonstruksi ini meliputi perubahan strategi menjadi student-centered, pendekatan yang lebih reflektif dan inklusif, metode yang interaktif dan berbasis digital, serta model pembelajaran blended learning. Dengan demikian, pembelajaran PAI diharapkan mampu menanamkan nilai-nilai moderasi beragama secara efektif di tengah tantangan era algoritmik.
Transformasi Pendidikan Sekolah Dasar di Era Digital: Tantangan dan Strategi Pembelajaran Abad ke-21 di SD Negeri 1 Kesesi: Transformation of Elementary School Education in the Digital Era: Challenges and Strategies for 21st-Century Learning at Kesesi 1 Public Elementary School Aulia Isdiyana; Bagas Mukti Nasrowi
TARBIYAH: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2026): TARBIYAH: Jurnal Pendidikan dan Pembelajaran
Publisher : Litera Academica Publishing

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

Abstract

The rapid development of digital technology has significantly transformed the educational landscape, particularly in elementary education, which is required to adapt to 21st-century learning demands. This study aims to analyze the transformation of elementary school education in the digital era, focusing on identifying challenges and exploring the implementation of 21st-century learning strategies. This research employed a qualitative descriptive approach, with data collected through in-depth interviews involving an elementary school teacher. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that digital-based learning has been implemented through the use of technology such as laptops, projectors, and instructional videos, although its application remains inconsistent. Learning activities have shifted toward student-centered approaches, emphasizing active participation through discussions, question-and-answer sessions, and educational games. However, several challenges persist, including limited infrastructure, unstable internet connectivity, and varying levels of students’ digital literacy. Despite these constraints, teachers demonstrate adaptive efforts by adjusting teaching strategies and improving their digital competencies. In conclusion, the transformation toward digital learning has been initiated but requires further optimization. This study contributes to the development of elementary education by highlighting the importance of technological integration, teacher readiness, and institutional support in enhancing effective and sustainable digital learning practices
Co-Authors Arditya Prayogi Aulia Isdiyana Desy Fitriyani Fasta Nadiatul Ilmi Fia Afiatul Maula Hufron, M Isnaeni Mutiara Khoiriyah, Istianatul Lilik Riandita M. Sholikhul Amal Rofiqi M. Umar Hasan M. Yogi Riyantama Isjoni Meisaroh, Tia Mifta Ayu Fadillah Mubin, Hakun Mufid, Akhmad Musyafa Muhammad Hufron Nur Khasanah Nur Khasanah Nurul Ilma Aulia Raikhan Raikhan Raikhan Ramadhina Qurrota Ayun Riki Nasrullah Rizki Latifatun Nisa Rusdiyantoro Rusdiyantoro Shinta Alvy Rizqiyana Shiva Amiliya Aidah Siti Chumaerotur Rofiatur Risqoh Tara Septiarani Yusnia Binti Kholifah Zamroni Zamroni