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All Journal Jurnal Ilmiah Profesi Pendidikan
Ulyan Nasri
Institut Agama Islam Hamzanwadi Nahdlatul WathanW Lombok Timur
Education

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Sufi Educational Narratives in Wasiat Renungan Masa by TGKH. Muhammad Zainuddin Abdul Madjid Lalu Gede Muhammad Zainuddin Atsani; Ulyan Nasri; Muzakkir Walad; Lalu Fauzi Haryadi; Hakkul Yakin
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 3 (2023): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i3.1571

Abstract

The findings of the research indicate that “Wasiat Renungan Masa” contains various narratives of Sufi education that impart spiritual values, ethics, and life concepts within the Sufi tradition. These narratives encompass teachings on the unity of God, the individual's relationship with God, the significance of divine love, submission, as well as spiritual practices that embrace simplicity and introspection. This research provides a deeper understanding of how the narratives of Sufi education within “Wasiat Renungan Masa” reflect and convey the values of Sufism as taught by TGKH. Muhammad Zainuddin Abdul Madjid. The implications of this research offer insights into how Sufi teachings can be applied in daily life and how these narratives can influence the spiritual growth and ethics of individuals.
The Integration of Islamic Educational Values in Ibn Arabi's Sufi Theory for Shaping Islamic Character Abdul Haris; Ulyan Nasri
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 3 (2024): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i3.3078

Abstract

The urgency of this study lies in the profound need to integrate Islamic educational values into Ibn Arabi's Sufi theory as a spiritual approach to shaping Islamic character. Ibn Arabi's Sufi theory offers a rich perspective on existential unity and spiritual purification, which is relevant for building character based on Islamic values. This study aims to analyze how Ibn Arabi's Sufi theory can be adapted and integrated into Islamic education concepts, particularly in shaping Islamic character that reflects noble morals. The research method employed is library research, with data collection conducted through a literature review of Ibn Arabi’s primary works and various references related to Islamic education. The data analysis technique is descriptive-analytical to explore the relevance of Ibn Arabi’s Sufi theory to Islamic educational values. The results indicate that key concepts in Ibn Arabi's theory, such as wahdat al-wujud, maqamat, and ahwal, provide a strong philosophical foundation for spiritual education. Integrating these values can create a holistic approach to Islamic education, emphasizing spiritual dimensions alongside cognitive and affective aspects.  In conclusion, Ibn Arabi's Sufi theory is relevant as a foundation for Islamic education that not only builds knowledge but also shapes Islamic character. The implications of this study can be used to design a more comprehensive Islamic education curriculum, emphasizing the spiritual development of students. 
The Revolution of Arabic Language Learning: Integration of Digital Technology in 21st Century Education Rosli Hady; Ulyan Nasri; Multazam Hajras; Muhammad Hasyim; Ali Jumaah Rahmatullah
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3444

Abstract

The integration of digital technology into Arabic language education has become increasingly relevant in the context of 21st-century learning, especially in addressing challenges such as low student interest and the perception that Arabic is a difficult subject. This study aims to explore the integration of digital technology in Arabic language learning within Islamic boarding schools. A mixed-methods approach was employed, combining quantitative data from surveys with 100 female students and 4 Arabic teachers from two institutions at Pondok Pesantren Syaikh Zainuddin NW Anjani, and qualitative data from semi-structured interviews and classroom observations. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. The results show that both students and teachers generally perceive technology positively in Arabic learning. It enhances motivation, expands access to resources, encourages collaborative learning, and allows for personalized instruction. Nevertheless, challenges include limited access to devices, inadequate quality of digital content, and insufficient digital competencies among teachers. In conclusion, the integration of digital technology holds great promise for improving Arabic language instruction, provided there is sufficient institutional investment in infrastructure and teacher training.
A Value-Oriented Method of Arabic Language Education: Interpreting “Labanan Khalishan” as a Medium for Enhancing Semantic Understanding and Moral Character Muhammad Ali Jum’ah Rahmatullah; Ulyan Nasri; Rosli Hady
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3665

Abstract

This article examines a value-oriented approach to Arabic language education through the interpretive lens of the Qur’anic phrase Labanan Khalishan (pure milk), found in Surah an-Nahl (16): 66. The phrase is explored not only for its linguistic richness but also for its moral and symbolic implications, making it a meaningful medium for reinforcing both semantic understanding and character development in Arabic language learning. Employing a qualitative method and thematic textual analysis, this study delves into classical tafsir sources, contemporary linguistic commentaries, and educational perspectives. The integration of Labanan Khalishan as a pedagogical model highlights the convergence of semantic clarity (dalalah ma’na) and ethical values (akhlaqiyyah) in the educational process. The findings demonstrate that Quranic expressions, when contextualized in Arabic language education, can serve as powerful instruments for cultivating not only language competence but also spiritual and moral sensibilities. The article concludes that teaching Arabic through value-laden Qur’anic content fosters a more holistic, reflective, and character-centered language learning experience.
Sufistic Eco-Theology–Based Arabic Language Education: An Environmental Spirituality Approach to Language Learning M. Taufiq Akbar; Ulyan Nasri; Multazam Hajras
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4468

Abstract

This study is motivated by the limited integration of spiritual values and ecological awareness in Arabic language education, which has predominantly emphasized linguistic competence while neglecting ethical and spiritual dimensions. In fact, the Arabic language is epistemologically connected to Islamic teachings, including Sufistic eco-theology that views nature as a manifestation of divine signs. This research aims to analyze and formulate a Sufistic eco-theological approach to Arabic language education as a means of fostering environmental spirituality within language learning. Employing a qualitative approach, this study applies library research and conceptual analysis of Sufistic literature, Islamic eco-theology, and language education theories. The research stages include examining the core concepts of Sufistic eco-theology, analyzing their relevance to Arabic language learning, and developing an integrative instructional framework. The findings reveal that integrating Sufistic eco-theological values into Arabic language education enriches instructional materials, strengthens students’ spiritual-affective dimensions, and cultivates ecological awareness grounded in Islamic values. The study concludes that a Sufistic eco-theological approach offers a viable alternative paradigm for developing holistic and transformative Arabic language education.
Co-Authors Abdul Haris Ali Jumaah Rahmatullah Hakkul Yakin Lalu Fauzi Haryadi Lalu Gede Muhammad Zainuddin Atsani M. Taufiq Akbar Muhammad Ali Jum’ah Rahmatullah Muhammad Hasyim Multazam Hajras Muzakkir Walad Rosli Hady