Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Communautaire: Journal of Community Service Jurnal Pendidikan Islam
Karman Karman
Universitas Islam Negeri Sunan Gunung Djati Bandung
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Hermeneutic Interpretation of Ta'lim Mutaallim By Al-Zarnuji In Shaping The Morals of Santri at Pesantren Maslani Maslani; Ratu Suntiah; Karman Karman; Nursaid Nursaid
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.206

Abstract

Islamic moral education has long been positioned as a normative and prescriptive process that emphasizes the doctrinal transmission of values. Such an approach tends to overlook the interpretive dimension and learners’ lived experiences in the process of internalizing moral values. Departing from these limitations, this article examines Ta‘lim al-Muta‘allim by al-Zarnuji as a form of lived moral pedagogy within the pesantren context, employing Paul Ricoeur’s hermeneutic theory of mimesis as the analytical framework. The purpose of this study is to understand how the moral teachings contained in Ta‘lim al-Muta‘allim are not merely taught as normative texts but are internalized, mediated, and dynamically interpreted by educational actors in the pesantren. This research adopts a qualitative case study design conducted at Pesantren Buntet, Indonesia. Data collection techniques include participant observation, in-depth interviews with kiai, ustaz, and santri, and textual analysis of Ta‘lim al-Muta‘allim. The data are analyzed through Ricoeur’s three-stage mimesis framework: prefiguration, configuration, and refiguration. The findings reveal that al-Zarnuji’s moral principles function as pre-reflective ethical horizons that shape the dispositions of santri (Mimesis I), are configured into coherent pedagogical narratives through the authority and exemplarity of the kiai (Mimesis II), and are actively refigured by learners in their responses to contemporary educational challenges (Mimesis III). The implications of this study underscore that Islamic moral education should be understood as a hermeneutic-narrative praxis that integrates textual authority, pedagogical mediation, and learner agency, thereby contributing to the development of character education discourse in the modern era.
Capacity Building for Inclusive Schools: Empowering Teachers and Parents in Child-Friendly Education hasbiyallah Hasbiyallah; Karman Karman; Heri Khoiruddin; Mahlil Nurul Ihsan
Communautaire: Journal of Community Service Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/communautaire.v5i1.2117

Abstract

This study aims to analyze the effectiveness of community empowerment initiatives in strengthening inclusive, child-friendly, and disability-responsive early childhood education environments. The research focuses on how structured teacher and parent training can improve pedagogical competence, increase awareness of children with diverse learning needs, and strengthen collaboration between school and home. A mixed-methods approach was used, combining quantitative assessments of participants' knowledge and attitudes with qualitative data from observations, reflections, and stakeholder feedback. The results indicate that targeted empowerment programs contributed to positive changes in teachers' ability to adapt learning strategies, parents' understanding of inclusive support at home, and the development of a more collaborative school culture. Participants showed improved awareness that inclusion is not limited to physical access but also requires emotional, instructional, and social support. This study implies that sustainable inclusive education requires continuous training, active parental participation, and institutional commitment to create responsive learning ecosystems where every child can participate meaningfully.
Co-Authors Hasbiyallah Hasbiyallah Khoiruddin, Heri Mahlil Nurul Ihsan Maslani Maslani Nursaid Nursaid Ratu Suntiah