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All Journal Journal of Educational Management Research Proceeding of International Conference on Humanity Education and Society EMPIRISMA: JURNAL PEMIKIRAN DAN KEBUDAYAAN ISLAM
Moh. Irmawan Jauhari
Universitas Islam Tribakti Lirboyo Kediri, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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STRENGTHENING THE MULTICULTURAL CHARACTER BASED ON THE VALUES OF ISLAMIC BOARDING SCHOOLS Miftahus Salam; Moh. Irmawan Jauhari
International Conference on Humanity Education and Society (ICHES) Vol. 2 No. 1 (2023): Second International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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Abstract

This study aims to describe and analyze multicultural values ​​in Islamic boarding schools and the kiai's strategy in strengthening multicultural values. The approach in this research is qualitative and the type is phenomenology. The data analysis technique uses the Spradley model where the entire research process consists of: descriptive observation, domain analysis, focused observation, taxonomic analysis, selected observations, component analysis, and ends with theme analysis. The process can be simplified into four stages, namely domain, taxonomy, component, and theme analysis. The results of the study stated that first, the multicultural values ​​that exist in Islamic boarding schools are able to become the foundation of multicultural character because they have long been around and have been applied by residents inside and outside the pesantren. The strategy carried out by the kiai is by exemplary and continuous and systemic habituation. Where exemplary is given by kiai and ustadz, while continuous and systemic habituation is applied in daily life in Islamic boarding schools.
Habitus Moderasi Beragama di Desa Besowo Kabupaten Kediri: Perspektif Fenomenologi Moh. Irmawan Jauhari; A. Jauhar Fuad; Muhammad Akmal Auli; Istiqomah
Empirisma: Jurnal Pemikiran dan Kebudayaan Islam Vol. 33 No. 2 (2024): Empirisma: Jurnal Pemikiran dan Kebudayaan Islam
Publisher : Prodi Studi Agama-agama Fakultas Ushuluddin dan Dakwah IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/empirisma.v33i2.2186

Abstract

This article aims to analyze the local value of moderate attitudes and the habituation process of moderate attitudes based on social space in Besowo Kepung Kediri. This research uses a qualitative approach with a phenomenological type to explore data related to the habitus model at the research location. Data was obtained through observations and interviews in the field as well as supporting documentation. Where data sources through informants were taken from some Besowo residents who were considered knowledgeable and competent to answer research questions including community leaders, religious leaders and village government. The analysis was carried out in three simultaneous stages, namely, condensation, verification and data presentation. The research results state: 1) Local values ​​of moderate attitudes that exist at the research location include tolerance, compassion, willingness to accept other people's religions, gentleness in religious activities, and justice. These local values ​​are applied well so that the community has a high awareness of the importance of caring for diversity so that cultural immunity emerges. 2) The process of habituation to a moderate attitude receives a response and support from religious leaders, stakeholders, and the village government. Everyone is active in habituating moderate attitudes to direct society to adopt cultural values ​​that support moderate attitudes. Habituation is strengthened by the behavior of religious communities who support each other with policy makers to create conduciveness.
Transforming Islamic Moral Education: Applying Problem-Based Learning to Address Youth Socioreligious Issues Siti Ma'rifah; Moh. Irmawan Jauhari; Ahmad Khoirul Mustamir Mustamir; Fadhil Akbar; Aji Wahyudin
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2783

Abstract

This study examines how Problem-Based Learning (PBL) in Islamic Religious Education (IRE) addresses adolescents’ socioreligious challenges. Indonesian Muslim students navigate digital misconduct, peer problems, and cultural tensions requiring moral judgment. Conventional text-centered instruction may provide normative knowledge without developing ethical reasoning, social responsibility, or religious resilience. A qualitative case study was conducted at a pesantren-based high school in East Java, Indonesia. Data were collected through interviews, classroom observations, focus groups, and document analysis, thematically analyzed through condensation, display, and verification. First, PBL shifted students from memorizing religious texts toward contextual digital ethical reasoning. Students applied tabayyun and responsible speech to hoaxes, cyberbullying, online gambling, and social-media behavior. Second, PBL broadened piety from ritual observance toward empathy, inclusion, peer support, and environmental responsibility. Students interpreted ukhuwah Islamiyah as an obligation for care. Third, PBL created a safe space for discussing identity, popular culture, and relationships. Facilitated dialogue helped students resolve religious dissonance without abandoning Islamic principles. The study contributes a contextual-dialogic model integrating ethical reasoning, social piety, and religious resilience. Practically, it supports case-based curricula, facilitative teacher development, and student support.
Constructing Character: The Implementation of Constructivist Learning in Islamic Moral Education Afida Fitrotul Mu'afah; Moh. Irmawan Jauhari; Ahmad Khoirul Mustamir; Fadhil Akbar; Aji Wahyudin
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2852

Abstract

This study aimed to examine how constructivist learning was planned, implemented, and evaluated in Akidah Akhlak instruction and how it contributed to students’ character formation. Moral education remains dominated by memorization, creating a gap between religious knowledge and conduct. Constructivist pedagogy offers contextual, dialogic, and reflective learning for developing moral reasoning and value internalization. A qualitative single-case study was conducted at Madrasah in east Java. Data were collected through nonparticipant observations, semi-structured interviews, and document analysis, then analyzed using condensation, display, and verification. Findings showed that moral dilemmas activated prior knowledge and increased participation. Collaborative discussion enabled students to compare perspectives and justify moral choices. Teacher scaffolding deepened reasoning, although direct explanation occasionally reappeared. Reflection connected classroom concepts with personal commitments, but its depth varied. Institutional policies and learning documents supported value-oriented instruction. However, uneven planning, broad assessment indicators, limited professional development, and partial coordination constrained consistency. Theoretically, the study advances an integrated model linking experience, dialogue, scaffolding, reflection, and institutional support. Practically, it highlights the need for structured facilitation, authentic assessment, and cross-context reinforcement to sustain character development.
Co-Authors A. Jauhar Fuad Afida Fitrotul Mu'afah Ahmad Khoirul Mustamir Ahmad Khoirul Mustamir Mustamir Aji Wahyudin Fadhil Akbar Istiqomah Miftahus Salam Muhammad Akmal Auli Siti Ma'rifah