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Education And Training Model Strengthening Religious Moderation (Case Study At Medan Religious Training Center) Siti Hawa Lubis; Purnomo Purnomo; Anan Nisoh; Muliatul Maghfiroh; Anri Naldi
Edukasi Islami : Jurnal Pendidikan Islam Vol 12, No 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i04.5368

The challenges of religious moderation are the strengthening of exclusive religious views, attitudes, and behaviors, the high rate of religiously motivated violence, intolerance, the development of religious spirit that is not in harmony with the love of nation and state. The aim is to analyze how the education and training model strengthens religious moderation at the Medan Religious Training Center. This research method is qualitative with a case study approach. The results of the study found an educational model through four pillars of learning, learning to know, learning to do, learning to be, learning to live together. The education and training model for strengthening religious moderation in 2014-2019 is a substance model that finds a lot of debate and rejection, so that since 2019 until now the methodological model for combating religious moderation as a solution to solve the problems that occur. It was concluded that strengthening religious moderation in Indonesia is a challenge to the maturity of a multicultural nation. The education and training model must be updet to the times so that the challenges of religious moderation can be solved such as the methodology training model as a solution to solve problems in the aspect of religious moderation.

Daarut Tauhiid's Curriculum Strategy in Shaping Islamic Student Character in the Era of Globalization Islamiyah Nur Hidayati; Farida Inayati Tsania; Purnomo Purnomo; Helda Amelia
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7913

In the era of globalization, Islamic education faces the dual challenge of preserving religious values while integrating 21st-century competencies. Daarut Tauhiid offers a unique curriculum designed to address this tension through a value-based educational model rooted in Islamic teachings. This study employed a descriptive qualitative approach to explore how the Daarut Tauhiid Distinctive Curriculum shapes students’ Islamic character. Data were collected through observations, interviews, and document analysis at Daarut Tauhiid Islamic Boarding School in Bandung, Indonesia. The curriculum is built on four core pillars: ma'rifatullah (God-consciousness), leadership, entrepreneurship, and environmental awareness. These are reinforced by 25 daily cultural values and the Mujahadah 7 Cinta (Seven Loves Devotion) program, which instills love for knowledge, the Qur’an, fasting, charity, mosques, remembrance, and night prayer. This framework fosters the development of “BAKU” (baik dan kuat—good and strong) character traits such as sincerity, honesty, and resilience. The integration of the Merdeka Curriculum further enhances students’ critical thinking, collaboration, and adaptability. Findings indicate that the Daarut Tauhiid Distinctive Curriculum successfully merges spiritual, academic, and social dimensions, producing students who are both academically competent and spiritually grounded. This curriculum serves as a viable model for Islamic educational institutions seeking to align tradition with the demands of globalization, offering a contextual, character-based solution for the formation of resilient, values-driven individuals.

Developing Students' Spiritual Intelligence Through Religious Practices at Muhammadiyah Plus Junior High School In Salatiga Ulfa Dwi Lestari; Purnomo Purnomo
Intiqad: Jurnal Agama dan Pendidikan Islam Vol 18, No 1 (2026)
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/intiqad.v17i2.28744

The development of students' spiritual intelligence is an important requirement in education to face the challenges of modernity and overcome the decline in the moral character of students. In response to this, this study aims to analyze the religious habit formation program at Muhammadiyah Plus Junior High School in Salatiga and examine it from the perspective of spiritual intelligence development. This study uses a qualitative approach with a case study type, using interview, observation, and documentation. Data analysis in this study was conducted using the Miles Huberman and Saldana analysis model, which includes data collection, data condensation, data display, and conclusion drawing. The research results obtained in developing spiritual intelligence are in the form of religious habituation through daily, weekly and semester habituation programs. This process is reinforced by teacher role models, school culture habits, and the involvement of all stakeholders. The impact of this program is seen in the improvement of students' religious-social attitudes, such as responsibility, independence, discipline, and social concern.

The Sapa Seger Program as a Habit-Forming Strategy for Fostering Religious Character Among Students at SMP Muhammadiyah Plus Salatiga Aas Lutfiana; Novita Dwi Setyowati; Purnomo Purnomo
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13332

This study aims to examine the implementation of the Sapa Seger Program (Sabtu Pagi Semangat Gembira: Saturday Morning Enthusiasm and Joy) as a habituation strategy in shaping students' religious character at SMP Muhammadiyah Plus Salatiga. This research employs a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation. The results indicate that the Sapa Seger program is implemented in a structured and consistent manner, enabling the development of values such as faith, discipline, responsibility, and social awareness among students. The impact of the program is reflected in the improvement of religious practices, discipline, polite behavior, and students’ social awareness. Therefore, the Sapa Seger program is effective as a habituation strategy in shaping students' religious character and has implications as a model for strengthening character education in schools.

The Sapa Seger Program as a Habit-Forming Strategy for Fostering Religious Character Among Students at SMP Muhammadiyah Plus Salatiga Aas Lutfiana; Novita Dwi Setyowati; Purnomo Purnomo
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13332

This study aims to examine the implementation of the Sapa Seger Program (Sabtu Pagi Semangat Gembira: Saturday Morning Enthusiasm and Joy) as a habituation strategy in shaping students' religious character at SMP Muhammadiyah Plus Salatiga. This research employs a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation. The results indicate that the Sapa Seger program is implemented in a structured and consistent manner, enabling the development of values such as faith, discipline, responsibility, and social awareness among students. The impact of the program is reflected in the improvement of religious practices, discipline, polite behavior, and students’ social awareness. Therefore, the Sapa Seger program is effective as a habituation strategy in shaping students' religious character and has implications as a model for strengthening character education in schools.

Formation of Inclusive Attitudes in Students Through the Mindful Learning Approach to Islamic Religious Education Rona Sifaun Nada; Purnomo Purnomo
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3381

Efforts to shape students' inclusive attitudes tend to focus on structural approaches, such as multicultural integration and religious moderation policies. However, this study shows that Islamic Religious Education (IRE) learning approaches also play a role in shaping these attitudes. This study aims to analyze the application of Mindful Learning in Islamic Religious Education (IRE) learning, explain the process of developing students' inclusive attitudes, and describe its application in social interactions at SMP Negeri 10 Salatiga. This study used a qualitative approach with a case study and a single case embedded Yin design. Data were obtained through observation, interviews, and documentation involving Islamic Religious Education (IRE) teachers, Muslim students, and non-Muslim students. Data were analyzed using pattern matching, explanation building, and rival explanation examination techniques. The results show that Mindful Learning is implemented through adjustments to teaching modules, mauidhoh hasanah, personal approaches, uswah hasanah, perspective-taking activities, and dialogue spaces. This process shapes inclusive attitudes through Islamic Religious Education (IRE) learning, school policies, and students' daily interactions, which are evident in tolerance, mutual assistance, cooperation, and the ability to resolve conflicts independently. The novelty of this study lies in the role of Mindful Learning in teachers' responses to students' needs, the internalization of students' values, and the role of students as active actors in building an inclusive environment. Thus, Islamic Education learning that encourages awareness and reflection is one way to foster an inclusive attitude

Rekonstruksi Sistem Pendidikan Islam Masa Dinasti Abbasiyah dalam Perspektif Pendidikan Kontemporer Rika Purnamasari; Purnomo Purnomo; Muhamad Sidik Afandi
JURNAL PAI: Jurnal Kajian Pendidikan Agama Islam Vol. 4 No. 2 (2025)
Publisher : Prodi Pendidikan Agama Islam IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/pai.v4i2.3544

This research seeks to examine the Islamic education system during the Abbasid Dynasty and explore the applicability of its values to modern Islamic education. Utilizing a qualitative approach with a historical-critical perspective, the study relies on library research, examining secondary sources such as books on Islamic civilization, academic articles, and contemporary studies on Islamic education. The analysis was carried out descriptively and critically through processes of data reduction, thematic organization, and contextual interpretation. Results reveal that Abbasid education was marked by the integration of religious and rational knowledge, supported by strong educational institutions, a rich culture of literacy and scholarship, ethically grounded academic freedom, and a focus on moral and spiritual development. These values remain relevant in addressing present-day challenges in Islamic education, such as the divide between fields of knowledge, limited research culture, and issues of character development. The study offers a framework for reconstructing Abbasid educational principles that is integrative, context-sensitive, and practically applicable to contemporary educational settings.

Sejarah Peradaban Islam Masa Dinasti Umayyah (661-750 M) Zuairiyah Zuairiyah; Fathiyah Husna; Nisrina Nisrina; Rona Sifaun Nada; Yuli Setyawati; Purnomo Purnomo
Gemi: Jurnal Penelitian dan Pengabdian Vol. 5 No. 2 (2026): Gemi
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/gemi.v5i2.3081

The Umayyad Dynasty in Damascus marked the beginning of Islam’s shift from a democratic caliphate to a hereditary monarchy. This study aims to examine the history, civilizational advancements, and causes of the Umayyad Dynasty's decline in Damascus. The method used is library research, referring to historical texts, articles, and relevant academic sources. Findings reveal significant progress in politics, law, culture, economy, education, and religion during the dynasty’s rule. However, internal issues such as weak leadership, tribal fanaticism, and economic decline led to its fall. This research is crucial for understanding the dynamics of classical Islamic civilization and its relevance to the development of contemporary Islamic politics.

Peran Pembelajaran Reflektif dalam Mengelola Fenomena Fear of Missing Out (FoMO) Peserta Didik Yuli Setyawati; Purnomo Purnomo
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4874

Penelitian ini bertujuan mengidentifikasi pengalaman subjektif peserta didik terkait fomo, memahami makna fomo dalam kehidupan sehari-hari, serta menganalisis peran pembelajaran reflektif dalam membantu peserta didik mengelola kecenderungan fomo. Penelitian menggunakan pendekatan Interpretative Phenomenological Analysis (IPA) dengan enam informan peserta didik kelas XI SMA Negeri 1 Tengaran yang dipilih secara purposive sampling. Pengumpulan data dilakukan melalui wawancara semi terstruktur kepada enam peserta didik dan satu guru PAI, observasi terhadap proses pembelajaran PAI, serta dokumentasi berupa catatan lapangan. Keabsahan data dijaga melalui triangulasi sumber (peserta didik dan guru) serta triangulasi teknik (wawancara, observasi, dan dokumentasi), dengan analisis data dilakukan melalui tahapan IPA mulai dari membaca dan membaca ulang (reading and re-reading) hingga penyusunan Group Experiential Themes (GET). Hasil penelitian menunjukkan tiga temuan utama. Pertama, fomo dirasakan sebagian besar informan sebagai dorongan yang wajar dan menyenangkan, bukan kecemasan, sehingga lebih sulit disadari dan cenderung muncul saat pembelajaran membosankan. Kedua, fomo tidak berhenti sebagai perasaan tetapi mendorong tindakan nyata yang dilakukan oleh peserta didik, mulai dari meniru konten hingga keputusan belanja yang tidak direncanakan. Ketiga, pembelajaran reflektif terbukti menghasilkan perubahan nyata secara bertahap terhadap cara peserta didik bersikap di media sosial, dengan perubahan yang bersumber dari pemahaman diri peserta didik sendiri. Penelitian lanjutan disarankan untuk memperluas konteks pada mata pelajaran atau jenjang pendidikan lain guna mendalami kontribusi pembelajaran reflektif dalam membantu peserta didik mengelola kecenderungan fomo.

Penerapan Pendekatan Contextual Teaching and Learning untuk Memperpanjang Attention Span dalam Pembelajaran Pendidikan Agama Islam Wildan Fikri Ansyah; Ahmad Khoirus Sya’bani; Purnomo Purnomo
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.5121

Perkembangan teknologi digital dan meningkatnya penggunaan media sosial menyebabkan perhatian (attention span) peserta didik dalam pembelajaran semakin menurun, termasuk pada mata pelajaran Pendidikan Agama Islam (PAI). Kondisi ini berdampak pada rendahnya keterlibatan siswa dalam proses pembelajaran serta kurang optimalnya pemahaman dan internalisasi nilai-nilai keislaman. Penelitian ini bertujuan untuk mendeskripsikan attention span dalam pembelajaran PAI, penerapan pendekatan Contextual Teaching and Learning (CTL), perubahan attention span setelah penerapan CTL, serta aktivitas CTL yang mendukung perhatian siswa. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif kualitatif. Penelitian dilaksanakan di SMAN 1 Tengaran pada bulan Mei hingga Juni 2026 dengan informan guru PAI dan peserta didik yang dipilih secara purposive sampling. Data diperoleh melalui wawancara dan dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa penerapan CTL mampu memperpanjang attention span peserta didik melalui pembelajaran yang menghubungkan materi dengan pengalaman nyata. Pembelajaran menjadi lebih aktif, interaktif, dan bermakna, ditandai dengan meningkatnya keaktifan siswa dalam berdiskusi, bertanya, memberikan tanggapan, serta mempertahankan fokus hingga akhir pembelajaran. Berbagai aktivitas kontekstual seperti diskusi kelompok, bermain peran, presentasi, pemecahan masalah, dan refleksi pengalaman turut memperkuat keterlibatan siswa. Dengan demikian, pendekatan CTL berkontribusi dalam memperpanjang attention span sekaligus meningkatkan kualitas pembelajaran Pendidikan Agama Islam. Penelitian selanjutnya disarankan untuk menguji penerapan pendekatan CTL pada mata pelajaran lain atau jenjang pendidikan yang berbeda, serta menggunakan pendekatan kuantitatif atau mixed-methods guna mengukur secara lebih terukur pengaruh CTL terhadap peningkatan attention span peserta didik.

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