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All Journal Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam Mozaic : Islam Nusantara Masile: Jurnal Studi Ilmu Keislaman EduMasa: Journal of Islamic Education Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat JOTTER Journal of Law and Social Politics TADIB: Jurnal Pendidikan Agama Islam Masile:Jurnal Studi Ilmu Keislaman Indonesian Journal of Islamic Education and Learning
Mukhlisin Mukhlisin
STAI Kuningan, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Humanistic Integration in Pesantren Education: Enhancing Moral and Social Character at Pondok Pesantren Lirboyo Mukhlisin Mukhlisin; Abdurrahman Atsa’lawi
TA'DIB: Jurnal Pendidikan Agama Islam Vol 4 No 1 (2026): In Press
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v4i1.99

Abstract

This study investigates the integration of humanistic values into Islamic education at Pondok Pesantren Lirboyo and analyzes its influence on students’ character formation. The research responds to the need for harmonizing classical pesantren traditions with contemporary humanistic pedagies that prioritize student-centered learning, critical inquiry, empathy, and holistic development. Employing a mixed-methods design, data were gathered through in-depth interviews with 15 teachers and 30 students, structured observations, document analysis, and statistical testing using ANOVA to measure differences in character outcomes across instructional models. Findings reveal that the deliberate incorporation of dialogue-based instruction, recognition of individual potential, and ethical modeling significantly strengthens students’ moral reasoning, social responsibility, and spiritual awareness. Learners exhibit enhanced interpersonal competence, stronger self-confidence, and greater ability to contextualize Islamic teachings within modern societal challenges. The pesantren demonstrates that adaptive pedagogical strategies and inclusive learning environments can sustain traditional scholarship while embracing humanistic principles. This study affirms that humanistic values reinforce rather than undermine Islamic educational foundations. It offers a replicable framework for pesantren reform, highlighting how institutions can modernize teaching practices without compromising theological authenticity, thereby cultivating compassionate, reflective, and socially responsive graduates.
Reconstructing Islamic Character Education through Tafsir Responsive: An Empirical Investigation Mukhlisin Mukhlisin; Abdul Hanan; Muhammad Permadi; Abdurrahman Atsa’lawi
Mozaic : Islam Nusantara Vol. 12 No. 1 (2026): Mozaic: Islam Nusantara
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Nahdatul Ulama Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47776/mozaic.v12i1.2043

Abstract

This study examines the escalating crisis in Islamic character education, reflected in moral deterioration, increasing radical tendencies, and the widening gap between traditional Qur’anic understanding and contemporary social realities. The study aims to reconstruct Islamic character education through the development of Responsive Tafsir as a contextual and integrative pedagogical model of Qur’anic interpretation. A qualitative descriptive case study approach was employed, with data collected over six months through in-depth interviews, participant observation, and document analysis at Pesantren Babakan Cirebon. The findings reveal that Responsive Tafsir is built upon three principal foundations: maqasid-based interpretation, contextual hermeneutics, and the Living Qur’an approach. These elements transform tafsir into a dynamic, practice-oriented educational pedagogy. Its implementation is reflected in thematic learning, dialogical interaction, contextual application, and collaborative interpretation, all of which encourage active student participation and deeper value internalization. Empirically, the model contributes to the development of key character dimensions, including religious moderation, social awareness, intellectual integrity, empathy, and moral autonomy. The study further demonstrates that Responsive Tafsir functions as an educational strategy to counter radicalism by cultivating students’ critical and contextual interpretive capacities. Conceptually, this study positions Responsive Tafsir not as a grand theory, but as a pedagogical model that bridges classical Islamic scholarship with contemporary educational needs. Therefore, Islamic educational institutions are encouraged to adopt this pedagogical approach by strengthening contextual interpretation practices and enhancing teachers’ competencies in responsive hermeneutics to support sustainable character development.
Student Engagement and Islamic History Understanding in Two Classes Using Different Instructional Media Mukhlisin Mukhlisin; Abdurrahman Atsa’lawi; Miftahly Nurrokhim
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.622

Abstract

This study examines the effectiveness of interactive screen-based instruction in enhancing student engagement and comprehension of Islamic Cultural History materials at MAN 2 Kuningan, West Java, Indonesia. Employing a quasi-experimental design with a non-equivalent control group pretest-posttest scheme, the study involved 64 eleventh-grade students divided equally into an experimental group receiving interactive screen-based instruction and a control group receiving conventional teaching methods across eight instructional sessions over six weeks. Student comprehension was measured using a validated 40-item multiple-choice test, while engagement was assessed through a 24-item instrument covering behavioral, cognitive, and emotional subscales. Data were analyzed using independent-samples t-tests, paired-samples t-tests, and analysis of covariance. Results demonstrate that the experimental group achieved significantly higher posttest comprehension scores and engagement levels across all subscales compared to the control group, with practically meaningful effect sizes observed throughout. These findings indicate that interactive screen technology, when purposefully integrated, functions as a transformative pedagogical environment that reduces extraneous cognitive load, activates multimodal learning channels, and sustains affective investment in historically complex subject matter. The study contributes original empirical evidence to the underexplored intersection of educational technology and Islamic humanities education, with implications for madrasah curriculum development, teacher professional development, and national digital transformation policy.
Character Building in the Era of Digital Disruption through the Pesantren Ecosystem: Evidence from Pesantren Miftahussa'adah Sindangbarang Mukhlisin Mukhlisin; Carlotte Kruss
Indonesian Journal of Islamic Education and Learning Vol. 2 No. 1 (2026): Volume 2 Number 1, August 2026
Publisher : CV. Intake Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68195/ijiel.v2i1.19

Abstract

Digital disruption presents a growing challenge to character education within Islamic boarding schools (pesantren), raising questions about how traditional institutions sustain moral formation amid rapid technological change. This study examines the character-building process within the pesantren ecosystem at Pesantren Miftahussa'adah Sindangbarang, focusing on the strategies, challenges, and outcomes emerging from its adaptation to digitalization. A qualitative case study approach was employed, utilizing in-depth interviews, participatory observation, and documentation study, with data analyzed through an interactive model and validated through triangulation. Findings reveal that character education operates as a holistic, culturally embedded ecosystem, in which values such as discipline, religious devotion, independence, solidarity, and honesty are continuously reinforced through daily communal practice rather than isolated curricular interventions. Digitalization is selectively integrated into administrative and supplementary instructional functions, while direct student technology access remains carefully restricted to preserve the institution's core religious and communal identity. This selective, boundary-conscious adaptation reflects a broader identity-preservation strategy observed across Indonesian pesantren. The study concludes that pesantren can successfully navigate digital disruption without compromising their foundational character education mission, though greater integration of structured digital literacy remains a promising avenue for strengthening santri's future readiness.
Co-Authors ., Uspitawati Abdul Hanan Abdurrahman Atsa’lawi Abdurrahman Atsa’lawi Abdurrahman Atsa’lawi Agus Rohmat Hidayat Ahmad Rifai Arif Rohman Hakim Carlotte Kruss Deden Purbaya Hadi, Dede Sofyan Malik Sofy Malik Sofy Miftahly Nurrokhim Muhammad Permadi Ozah Fauzah Rosdita Indah Yuniawati Sofy, Malik Uspitawati, Uspitawati Wati Wati