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All Journal Didaktika: Jurnal Pemikiran Pendidikan Al-Ulum: Jurnal Pendidikan Islam Al-Munawwarah: Journal of Islamic Education
Ahmad, Fandy
Unipdu Jombang
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Menjadi Wasit yang Bijak: Aktualisasi Moderasi Beragama di Ranah Pendidikan Indonesia fandy ahmad
DIDAKTIKA Vol 29 No 1 (2023): Volume 29 Nomor 1 February 2023
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v29i1.5276

Abstract

Moderasi beragama dalam ranah pendidikan merupakan langkah yang diambil oleh pemerintah Indonesia dalam hal ini Kementerian Agama untuk menanamkan sikap kearifan dan toleransi dalam menghadapi perbedaan peserta didik serta meluruskan paham keagamaan yang berlebihan di lembaga pendidikan. Beberapa penelitian menunjukkan bahwa dalam proses aktualisasi masih terdapat beberapa permasalahan yang perlu dikaji ulang. Kajian ini bertujuan untuk mengkaji sejauh mana moderasi beragama telah teraktualisasi, memfokuskan pada upaya lembaga pendidikan dan peran guru dalam mengaktualisasikan moderasi beragama, kemudian mengkaji pendekatan konseptual di lembaga pendidikan untuk mengaktualisasikan moderasi beragama. Penelitian ini menggunakan pendekatan deskriptif-kualitatif dengan penelitian kepustakaan. Pembelajaran' Temuan penelitian menunjukkan bahwa moderasi beragama telah terealisasi dengan baik pada jenjang pendidikan dasar dan menengah karena rata-rata lembaga pendidikan dan guru memiliki sikap dan kesadaran akan pentingnya menanamkan nilai moderasi pada peserta didik. Namun pada tingkat tersier, data menunjukkan bahwa moderasi belum terwujud dengan baik karena adanya kecenderungan intoleransi terhadap agama lain dan kurangnya komitmen kebangsaan. Sementara itu, terdapat berbagai pendekatan konseptual yang diterapkan di lembaga pendidikan, seperti konsep kurikulum tersembunyi, konsep behavioristik Gagne dan Berliner, serta konsep Ahlussunnah wal Jamaah. lembaga pendidikan dan guru memiliki sikap dan kesadaran akan pentingnya menanamkan nilai moderasi beragama pada siswa. Namun pada tingkat tersier, data menunjukkan bahwa moderasi belum terwujud dengan baik karena adanya kecenderungan intoleransi terhadap agama lain dan kurangnya komitmen kebangsaan. Sementara itu, terdapat berbagai pendekatan konseptual yang diterapkan di lembaga pendidikan, seperti konsep kurikulum tersembunyi, konsep behavioristik Gagne dan Berliner, serta konsep Ahlussunnah wal Jamaah. lembaga pendidikan dan guru memiliki sikap dan kesadaran akan pentingnya menanamkan nilai moderasi beragama pada siswa. Namun pada tingkat tersier, data menunjukkan bahwa moderasi belum terwujud dengan baik karena adanya kecenderungan intoleransi terhadap agama lain dan kurangnya komitmen kebangsaan. Sementara itu, terdapat berbagai pendekatan konseptual yang diterapkan di lembaga pendidikan, seperti konsep kurikulum tersembunyi, konsep behavioristik Gagne dan Berliner, serta konsep Ahlussunnah wal Jamaah.
Penguatan Wawasan Pluralisme: Pendidikan Aswaja pada Mahasiswa di Universitas Pesantren Tinggi Darul Ulum Jombang Fandy Ahmad
DIDAKTIKA Vol 31 No 1 (2025): Volume 31 Nomor 1 February 2025
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v31i1.9365

Abstract

This research aims to explore the insight of pluralism in Aswaja education and reveal the process of Aswaja education for students at Darul Ulum Jombang Higher Islamic Boarding University. Using qualitative methods, data were collected through observation and interviews with leaders, lecturers, and students, then the data were analysed thematically. The findings related to the exploration of pluralism insights in Aswaja education, reveal that the education is delivered through Aswaja and Ke-Darul Ulum-an courses, there are 6 aspects of pluralism insights in learning materials, namely (1) Creating relationships that understand and respect each other, (2) Accepting differences and diverse opinions, (3) Resolving conflicts with dialogue and cooperation, (4) Avoiding unfair attitudes and discrimination, (5) Willing to learn new things and adjust, (6) Being inclusive and prioritising unity. Then related to the process of Aswaja education in students, it was revealed that Aswaja education became the basis of thought and practice for students to be pluralistic in dealing with societal differences. They have been taught to understand Islamic teachings with a balance of religious values and social conditions. Then they are also trained to always look at various points of view before making decisions so that a fair and welfare solution is born. Learning about the various madhhabs in Islam is a major aspect, by understanding the background of each madhhab, it will understand the reasons behind the differences. This not only strengthens students' insights but also trains them to critically analyse the diversity of Islam that exists today.
Pendidikan Karakter Mahasiswa Dengan Pembelajaran Kitab Bidayatul Hidayah di Universitas Pesantren Tinggi Darul 'Ulum Jombang Ahmad, Fandy
Al-Ulum: Jurnal Pendidikan Islam Vol 5, No 1 (2024)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v5i1.11392

Abstract

The purpose of this study is to explain the principles of character education included in the Bidayatul Hidayah book and to detail how the book is taught at the Universitas Pesantren Tinggi Darul 'Ulum Jombang. Descriptive qualitative research methodology is employed in this study. The study's findings demonstrate that the Bidayatul Hidayah book contains a good number of character education values. These values range from how to treat heart disease to proper behavior toward Allah and other people. The emphasis is on approaching Allah with piety and building positive relationships with other people. Therefore, using this book as a resource for character education is totally permissible. Then regarding the study of the Bidayatul Hidayah book at the Universitas Pesantren Tinggi Darul 'Ulum Jombang, it is the same as universities in general, such as making plans and objectives, evaluation tools and learning media, the only difference is the method used is bandongan the typical Islamic boarding school. The learning process seems conducive and the attitudes of the majority of students reflect the ethics described in the Bidayatul Hidayah book.
Liberating Discipline Pedagogy in Indonesian Character Education Ahmad, Fandy
Al-Munawwarah: Journal of Islamic Education Vol. 1 No. 2 (2025): November
Publisher : Islamic Religious Education Master Program Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almunawwarah.v1i2.3426

Abstract

Discipline in Indonesian education is often addressed through external control rather than internal growth. This study seeks to address this issue by exploring how Stephen R. Covey’s 7 Habits model can be adapted to reconceptualize discipline as a liberating process that fosters independence, moral responsibility, and collective well-being. The research aims to bridge the global discipline model with the character education paradigm in Indonesia. Using a qualitative library research design with purposive sampling of global and national literature (2016–2025), the data were analyzed through content analysis to identify thematic patterns connecting the 7 Habits, discipline, and local religious-cultural traditions. The findings show that the 7 Habits implement discipline through self-regulation, prioritization, collaboration, empathy, synergy, and holistic renewal, with positive yet context-dependent impacts on students’ discipline, leadership, and socio-emotional growth. In the Indonesian context, integration with values such as ikhlas (sincerity), mujahadah al-nafs (self-discipline), and ta’dhim al-mu’allim (respect for teachers) strengthens discipline as a value-based practice within school culture. This study concludes that aligning global disciplinary principles with local wisdom produces a contextual approach to character education and provides conceptual contributions to the development of value-based discipline models as well as practical implications for curriculum design and educational policy.
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