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Pengembangan Perilaku Riligiusitas Islam Sekolah Dasar Negeri Kalimo’ok 2 Sumenep Fawaid Zaini
Kariman: Jurnal Pendidikan dan Keislaman Vol. 8 No. 02 (2020): Pendidikan dan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Pengembangan perilaku relgiusitas Islam merupakan hal yang sangat urgen dalam membentuk siswa mempunyai kualitas keagamaan Islam yang kuat. Untuk mencapai kualitas keagamaan tersebut Sekolah Dasar Negeri Kalimo’ok II Sumenep Madura melakukan terobosan baru dengan program Jumat Islami. Kegiatan ini dilhami lemahnya amaliah keislaman yang mendukung terhadap visi dan misi sekolah, sehingga Titik tekan pengembangan perilaku keberagamaan Islam siswa di Sekolah Dasar Negeri Kalimo’ok 2 adalah pada ranah Aqidah, Fiqih dan Akhlak. Sekolah Dasar Negeri Kalimo’ok 2 Sumenep layak untuk dijadikan tempat penelitian dan menjadi sekolah rujukan dalam kaitannya dengan program pengembangan keberagamaan Islam khususnya bagi sekolah dasar yang notabenenya materi agama mempunyai jatah waktu yang sedikit dibandingkan dengan jumlah jam materi yang lain.

Manajemen Pengelolaan Santri Mahasiswa Sunardi, Sunardi; Munfarida, Isah; Mujahidin, Mujahidin; Zaini, Fawaidul
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 4 No. 3 (2024): Desember
Publisher : LP3M STIT Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v4i3.1831

This research aims to analyze the management of student students at the Al-Urwatul Wutsqo Islamic Boarding School Jombang, which integrates religious education and formal education in higher education. The approach used in this research is descriptive-qualitative, with data collection techniques through interviews, observation, and documentation. The research focus includes planning, organizing, implementing, and evaluating the management of student students. The research results show that the management of student students at the Al-Urwatul Wutsqo Islamic Boarding School is carried out systematically by applying the principles of Islamic boarding school-based education management. Apart from that, the synergy between the religious and academic curriculum has succeeded in creating a conducive learning environment, improving the quality of learning, and supporting students' character development. However, this research also found challenges in providing facilities and infrastructure and managing time between academic activities and Islamic boarding schools. It is hoped that the implications of this research can contribute to the development of educational management in Islamic boarding schools in a more effective and sustainable way.

PENGARUH BLENDED LEARNING TERHADAP KETERAMPILAN BERPIKIR TINGKAT TINGGI DAN SELF REGULATED LEARNING MAHASISWA INSTITUT KARIMAN WIRAYUDHA SUMENEP Zaini, Fawaid; Marwiyah, Marwiyah
Abuya: Jurnal Pendidikan Dasar Vol. 2 No. 1 (2024): Abuya: Jurnal Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/abuyaVol2iss1Y2024562

Penelitian ini bertujuan untuk mengkaji pengaruh penerapan model blended learning terhadap keterampilan berpikir tingkat tinggi (higher-order thinking skills) dan self-regulated learning mahasiswa dalam mata kuliah Analisis Kebijakan Pendidikan Islam di Institut Kariman Wirayudha Sumenep. Metode penelitian yang digunakan adalah eksperimen semu dengan desain Non-Equivalent Control Group Design. Subjek penelitian terdiri atas mahasiswa Semester 3 sebagai kelas kontrol dan Semester 5 sebagai kelas eksperimen. Hasil penelitian menunjukkan adanya perbedaan signifikan pada rata-rata nilai posttest antara kelas kontrol dan kelas eksperimen (p=0,000<0,05p = 0,000 < 0,05p=0,000<0,05), yang mengindikasikan pengaruh positif blended learning terhadap keterampilan berpikir tingkat tinggi. Selain itu, hasil angket self-regulated learning menunjukkan pengaruh signifikan (p=0,000<0,05p = 0,000 < 0,05p=0,000<0,05). Penerapan blended learning didukung oleh penggunaan teknologi pendidikan, seperti sistem manajemen pembelajaran (LMS) dan aplikasi interaktif, yang memberikan fleksibilitas dan meningkatkan keterlibatan mahasiswa dalam proses belajar. Data wawancara mengungkapkan bahwa mahasiswa merasakan manfaat berupa pembelajaran yang lebih adaptif, mandiri, dan terintegrasi dengan teknologi. Penelitian ini menyimpulkan bahwa blended learning berbasis teknologi efektif dalam meningkatkan hasil belajar dan layak diimplementasikan secara luas di perguruan tinggi.

Kepemimpinan Transformasional Berbasis Nilai Spiritual Dalam Peningkatan Religiusitas Pendidik Dan Peserta Didik Zaini, Fawaid
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 5 No. 2 (2025): Agustus
Publisher : LP3M STIT Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v5i2.2283

Leadership in education plays a crucial role in determining the direction, quality, and effectiveness of the learning process. This study examines transformational leadership based on spiritual values as a strategy to enhance the religiosity of educators and students at Madrasah Aliyah Negeri (MAN) Sumenep. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation. The findings reveal that transformational leadership at MAN Sumenep is implemented through four key dimensions: (1) Idealized Influence, where the head of the madrasah serves as a role model in religious practices; (2) Inspirational Motivation, which fosters religious enthusiasm through sermons and Islamic activities; (3) Intellectual Stimulation, involving regular evaluations to strengthen religious culture; and (4) Individualized Consideration, which focuses on the spiritual and moral development of students. This leadership approach is carried out through various programs, including congregational prayers, Quran recitation sessions, collective supplications before and after lessons, and the commemoration of Islamic holidays (PHBI). Additionally, a spiritual attendance system is implemented to monitor students' discipline in practicing religious obligations. The study concludes that transformational leadership based on spiritual values effectively fosters an educational environment that not only enhances academic quality but also strengthens students' religious character. This leadership model can serve as a reference for other educational institutions seeking to integrate spiritual values into their educational systems.

Kepemimpinan Transformasional Berbasis Nilai Spiritual Dalam Peningkatan Religiusitas Pendidik Dan Peserta Didik Fawaid Zaini
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 5 No. 2 (2025): Agustus
Publisher : LP3M IAI Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v5i2.2283

Leadership in education plays a crucial role in determining the direction, quality, and effectiveness of the learning process. This study examines transformational leadership based on spiritual values as a strategy to enhance the religiosity of educators and students at Madrasah Aliyah Negeri (MAN) Sumenep. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation. The findings reveal that transformational leadership at MAN Sumenep is implemented through four key dimensions: (1) Idealized Influence, where the head of the madrasah serves as a role model in religious practices; (2) Inspirational Motivation, which fosters religious enthusiasm through sermons and Islamic activities; (3) Intellectual Stimulation, involving regular evaluations to strengthen religious culture; and (4) Individualized Consideration, which focuses on the spiritual and moral development of students. This leadership approach is carried out through various programs, including congregational prayers, Quran recitation sessions, collective supplications before and after lessons, and the commemoration of Islamic holidays (PHBI). Additionally, a spiritual attendance system is implemented to monitor students' discipline in practicing religious obligations. The study concludes that transformational leadership based on spiritual values effectively fosters an educational environment that not only enhances academic quality but also strengthens students' religious character. This leadership model can serve as a reference for other educational institutions seeking to integrate spiritual values into their educational systems.

Actualizing Character Values in Akhlaq Learning: A Study of Moral Formation at Al-Amin Al-Khidary Pesantren, Rajun Pasongsongan, Madura, Indonesia Ainurrohman, Ainurrohman; Zaini, Fawaid
JSP: Jurnal Studi Pesantren Vol. 3 No. 2 (2024): September
Publisher : Magister’s Program in Islamic Education Postgraduate Program, Universitas Annuqayah Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59005/jsp.v3i2.572

Character education and akhlaq formation constitute foundational dimensions of Islamic moral pedagogy, yet their actualization within pesantren-based learning environments remains insufficiently examined in the existing literature. This study investigates the relationship between character values and akhlaq formation in the learning process at Al-Amin Al-Khidary Pesantren, Rajun Pasongsongan, Madura, Indonesia, with particular attention to how character education values are actualized through the Tarbiyatul Ta'lim Al-Islamiyah (TTI) instructional framework. A qualitative phenomenological approach was employed, with data collected through in-depth interviews, participant observation, and documentation. Data validity was ensured through triangulation, while analysis followed systematic stages of data reduction, data display, and conclusion drawing. The findings reveal that akhlaq learning at Al-Amin Al-Khidary is implemented through two complementary channels. Within the classroom, moral education is delivered through classical texts including Bidayatul Hidayah and At-Tafsir, providing students with a structured foundation in Islamic ethical principles. Beyond the classroom, akhlaq formation is reinforced through structured extracurricular activities encompassing Khutbatul Tholib, pilgrimage, Muhadloroh, Quranic recitation, Sholawat Nabi, and community devotion. Together, these channels create an integrated moral learning environment that extends character formation across all dimensions of santri life. These findings suggest that the TTI framework constitutes a distinctive pesantren-based model of character education with significant implications for Islamic moral pedagogy in Indonesia.

Al-Qiyādah Al-Maḥbūbah: A Love-Based Leadership Model for Improving the Performance of Islamic Educational Organisations in the Digital Age Fawaid Zaini; Zainul Mustafa; Isah Munfarida; Mar’atul Azizah
At Tadbir: Islamic Education Management Journal Vol. 4 No. 1 (2026): Adaptive Islamic Education Management
Publisher : At Tadbir: Journal of Islamic Education Management is published by the Islamic Education Management Study Programme, IAI al Urwatul Wutsqo, Jombang, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/attadbir.v4i1.3315

Digital transformation has introduced new challenges for Islamic educational organizations, particularly in balancing organizational effectiveness with the preservation of humanistic and spiritual values. This study aims to construct Al-Qiyādah Al-Maḥbūbah as a love-based leadership model for enhancing the performance of Islamic educational organizations in the digital era. The research employed a qualitative approach using library research and content analysis methods. The data sources consisted of scholarly literature on Islamic leadership, spiritual leadership, servant leadership, compassionate leadership, and digital leadership. Data were analyzed through an interactive model involving data condensation, data display, and conclusion drawing. The findings reveal that Al-Qiyādah Al-Maḥbūbah is built upon three main pillars: Mahabbah Leadership, Rahmah Organizational Culture, and Khidmah-Oriented Leadership. Its implementation in the digital era is supported by three strategic approaches, namely Digital Humanization Strategy, Collaborative Empowerment Strategy, and Digital Spiritual Engagement Strategy. The model contributes to improving work motivation, organizational commitment, employee loyalty, collaborative organizational culture, and the sustainable competitiveness of Islamic educational institutions. This study offers a novel conceptual framework of love-based leadership that integrates Islamic values, humanistic approaches, and digital transformation into a comprehensive leadership model.

TRANSFORMASI PERAN GURU DI ERA ARTIFICIAL INTELLIGENCE: DARI SUMBER PENGETAHUAN MENUJU FASILITATOR PEMBELAJARAN Qusairi Qusairi; Fawaid Zaini
Abuya: Jurnal Pendidikan Dasar Vol. 4 No. 1 (2026): Abuya: Jurnal Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/abuyaVol4iss1Y20261131

Perkembangan Artificial intelligence (AI) telah mendorong perubahan mendasar dalam paradigma pendidikan, khususnya terhadap posisi dan peran guru dalam proses pembelajaran. Penelitian ini bertujuan menganalisis transformasi peran guru di era AI, dari sumber utama pengetahuan menuju fasilitator pembelajaran yang adaptif, serta mengidentifikasi strategi kolaborasi yang relevan antara guru dan AI dalam konteks pendidikan modern. Penelitian menggunakan pendekatan kualitatif dengan jenis library research melalui teknik content analysis terhadap berbagai literatur yang relevan, meliputi jurnal ilmiah, buku akademik, dan laporan penelitian yang diterbitkan dalam rentang tahun 2020–2026. Hasil penelitian menunjukkan bahwa kehadiran AI telah memicu pergeseran epistemic authority dari guru kepada sistem Artificial Intelligence sebagai rujukan utama peserta didik, yang menuntut rekonstruksi otoritas pedagogik guru melalui empat peran baru: fasilitator, mentor, mediator, dan validator pengetahuan. Keberhasilan integrasi AI dalam pendidikan mensyaratkan kolaborasi seimbang antara kapabilitas AI dan kompetensi pedagogik guru, yang dapat diwujudkan melalui penguatan literasi AI, perancangan pembelajaran student centered berbantuan AI, serta internalisasi etika digital dalam proses pembelajaran. Penelitian ini menegaskan bahwa guru tidak tergantikan oleh AI karena dimensi humanistik pendidikan, pembentukan karakter, bimbingan emosional, dan penanaman nilai moral, hanya dapat diwujudkan melalui kehadiran dan keteladanan manusia.

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