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Kultur dan Sikap Kiai terhadap Politik Praktis: Studi di Pesantren Al-Hamidy dan Al-Amien Madura Ridho, Ali; Damanhuri, Damanhuri; Luciana, Luciana; Rahman, Mufiqur
Jurnal Review Politik Vol. 12 No. 2 (2022): December
Publisher : Fakultas Ushuluddin dan Filsafat UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrp.2022.12.2.229-242

Each kiai has a different leadership style in influencing the political culture of the pesantren. This study is to describe the politics of education in the Al-Hamidy and Al-Amien Prenduan Islamic boarding schools, regarding affiliation to mass organizations and political parties. This research shows that the culture of political education at Al-Hamidy or Banyuanyar Timur and Al-Amien Islamic Boarding Schools is carried out by the two pesantren through the kiai as a passive political figure. While the Al-Amien students behaved more passively. Santri DMI Al-Hamidy Banyuanyar in a practical political context follows kiai politics on the basis of ta'diman to teachers even though in this context there is no coercion from the kiai (dhalem) side Setiap kiai memiliki gaya kepemimpinan yang berbeda dalam mempengaruhi terhadap kultur politik pesantren. Kajian ini untuk mendiskripsikan politik pendidikan di pesantren Al-Hamidy dan Al-Amien Prenduan, tentang afiliasi pada ormas dan partai politik. Penelitian ini menunjukkan bahwa kultur pendidikan politik Pesantren Al-Hamidy atau Banyuanyar Timur dan Al-Amien, dilakukan oleh kedua pesantren tersebut melalui kiai sebagai figurnya sebagai politik pasif, hal ini berakibat pada santri banyuaanyar Timur relatif lebih aktif karena mengikuti pilihan kiai. Sementara santri Al-Amien bersikap lebih pasif. Santri DMI al-Hamidy Banyuanyar dalam kontek politik praktis mengikuti politik kiai dengan dasar ta’diman kepada guru walaupun dalam konteks ini tidak ada paksaaan dari pihak kiai (dhalem).

Nahdlatul Ulama's Cultural Strategy Against Wahhabism and Radicalism and Its Impact on Islamic Education Rahman, Mufiqur; Mo’tasim; Fahruddin, Ahmad Hanif; Masrufah; Rasuki
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.216

This study explores the strategic role of Nahdlatul Ulama (NU) in suppressing Wahhabism and radicalism in Sumenep Regency through cultural and religious moderation initiatives. As Indonesia's largest Islamic organisation, NU serves as a vital civil society actor in preserving the country's pluralistic religious landscape, particularly in rural and archipelagic areas. Using a qualitative case study approach, data were collected through interviews, focus group discussions, observations, and document analysis involving NU leaders, educators, and government officials. The primary data consisted of field findings from participants, while secondary data included institutional documents, reports, and literature relevant to NU programs. Data were analysed using thematic analysis through interactive cycles of reduction, data display, and conclusion drawing. The findings reveal that NU Sumenep exercises agency by mapping radical-affiliated institutions, labelling mosques, launching ideological training for cadres (PKPNU), and promoting religious moderation through media and higher education networks. These initiatives represent a contextualised model of grassroots resistance to exclusivist ideologies. NU's agency, grounded in the Ahlussunnah wal Jama’ah tradition and aligned with national policy frameworks, contributes to ideological resilience and reinforces a moderate Islam that is inclusive, tolerant, and nationally committed. Furthermore, these efforts significantly influence Islamic education in Sumenep by strengthening curricula of religious moderation, shaping institutional identity in Islamic schools and pesantren, and providing preventive frameworks that reduce the penetration of Wahhabi-oriented teachings within educational environments.

Love Curriculum in Islamic education: Fostering Tolerance and Religious Moderation Fahruddin, Ahmad Hanif; Afandi, Afandi; Rahman, Mufiqur; Masrufah, Masrufah; Mo’tasim, Mo’tasim; Musthofa, Indhra
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2519

This study explores the implementation of the Love Curriculum, with a particular focus on its integration at Pesantren Al-Amien Prenduan. Using a qualitative approach with document analysis, field observations, and semi-structured interviews with teachers and students, the study investigates how the Love Curriculum’s nine core values empathy, compassion, tolerance, justice, respect, humanity, cooperation, responsibility, and creativity are practiced within pesantren education. The findings reveal that Al-Amien embeds these values not only in formal classroom learning but also in dormitory life, communal worship, and student organizations, creating an environment that nurtures students’ intellectual, moral, and spiritual growth. The novelty of this study lies in its examination of how pesantren education, traditionally rooted in Islamic values, adapts and operationalizes a state-issued curriculum to promote religious moderation, multiculturalism, and the Profil Pelajar Pancasila. Unlike previous studies that analyze tolerance education primarily in public schools, this research demonstrates that pesantrens can serve as unique models for integrating love-based pedagogy with religious and national identity. The study concludes that the Love Curriculum at Al-Amien contributes to countering intolerance, strengthening national commitment, and cultivating inclusive, socially responsible graduates thereby offering a replicable model for Indonesian and global Islamic education in the era of rapid social change.

A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Lubis, Ahmad Hafidz; Zurqoni, Zurqoni; Rahman, Mufiqur; Susmiyati, Sri; Marazi, Hamidullah; Afandi, Afandi
SYAMIL: Journal of Islamic Education Vol 13 No 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.

A Love-Based Curriculum: A Preventive Strategy Against Violence and Radicalism in Islamic Boarding Schools Lubis, Ahmad Hafidz; Zurqoni, Zurqoni; Rahman, Mufiqur; Susmiyati, Sri; Marazi, Hamidullah; Afandi, Afandi
SYAMIL: Journal of Islamic Education Vol 13 No 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11652

This study responds to the growing challenges of violence, hierarchical abuse, gender-based discrimination, and radicalism in pesantren, which underscore the need for alternative educational frameworks grounded in compassion, inclusivity, and justice. It examines the Love-Based Curriculum as a conceptual and practical approach to strengthening Islamic boarding school education in Indonesia. Using a descriptive qualitative library research method, the study analyzes a wide range of academic and policy literature, including classical Islamic thought, national educational philosophy, and contemporary perspectives, to explore how love-based values can prevent violence and reinforce religious moderation. The core novelty of this research lies in its synthesis of three key perspectives Al-Ghazali’s ethical pedagogy, Ki Hajar Dewantara’s humanistic educational philosophy, and Abdurrahman Wahid’s (Gus Dur’s) peace-oriented thought into an integrated framework of the Love-Based Curriculum. The findings indicate that compassion, inclusivity, and justice function as foundational principles for addressing hierarchical abuse, gender-based violence, radicalism, and intolerance in pesantren. Overall, the study highlights the Love-Based Curriculum as a preventive and transformative model that supports child-friendly education and promotes religious moderation amid the spread of exclusivist narratives in the digital era. It recommends institutional support from pesantren leaders and policymakers, as well as further research on practical models of implementation across diverse educational contexts.

THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN PAI LEARNING STRATEGIES IN THE DIGITAL AGE Masrufah, Masrufah; Rahman, Mufiqur; Sholihah, Ulfiyatus; Hasanah, Imraatul; Ismail, Ismail
Jurnal Konseling Pendidikan Islam Vol. 6 No. 3 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i3.1478

The rapid development of Artificial Intelligence (AI) has brought significant changes to the global educational landscape, particularly in learning design, the role of educators, and students’ learning experiences. This study aims to systematically analyze the role and implications of AI implementation in education by emphasizing the integration of pedagogical, technological, and philosophical dimensions, especially within the context of Islamic education. This research employs a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines, examining internationally reputable articles indexed in Scopus Q1 journals. The findings indicate that AI contributes to the development of adaptive, personalized, and data-driven learning through smart learning environments, intelligent tutoring systems, and learning analytics. However, the adoption of AI also raises ethical, epistemological, and pedagogical challenges, particularly concerning the potential reduction of teachers’ roles, algorithmic bias, and the commercialization of education. The integration of the Technological Pedagogical Content Knowledge (TPACK) framework with constructivist and transformative learning theories is essential to ensure that AI functions as a pedagogical support tool rather than a substitute for educators. The novelty of this study lies in its conceptual synthesis between AI in Education and the philosophy of Islamic education, which emphasizes a balance between technological rationality, spiritual dimensions, and character formation. This study concludes that value-based AI implementation can support a humanistic, ethical, and sustainable educational transformation while remaining relevant to the challenges of 21st-century education.

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