Article Per Year (5 Year)
p-Index From 2021 - 2026
2.693
P-Index
This Author published in this journals
All Journal JURNAL YAQZHAN: Analisis Filsafat, Agama dan Kemanusiaan MUWAZAH: Jurnal Kajian Gender Jurnal PAI Raden Fatah Tsaqafatuna: Jurnal Ilmu Pendidikan Islam TASAMUH: Jurnal Studi Islam Jurnal Iman dan Spiritualitas IBDA': Jurnal Kajian Islam dan Budaya Masile: Jurnal Studi Ilmu Keislaman Mimbar Administrasi Mandiri Jurnal Penelitian International Journal of Educational Qualitative Quantitative Research Permata : Jurnal Pendidikan Agama Islam Masile:Jurnal Studi Ilmu Keislaman Muwazah: Jurnal Kajian Gender Al-Tarbawi Al-Haditsah Indonesian Journal of Language and Communication Studies Indonesian Journal of Language, Space, and Visual Arts Indonesian Journal of Linguistics and Educational Studies Indonesian Journal of Applied Community Research
Maliki, Noval
Institut Studi Islam Fahmina Cirebon
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 25 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 25 Documents
Search

 1   2   3 
PENDIDIKAN HUMANISTIK ALA ALI SYARI’ATI Noval Maliki
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 3 No. 1 (2018)
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v3i1.2847

Abstract

ABSTRAKArtikel ini mencoba membedah pemikiran Ali Syariati dalam ranah pendidikan, hal yang selama ini sedikit dilakukan mengingat ia lebih dikenal sebagai ideolog politik dan pemikir keagamaan. Gagasan humanistik dalam Islam, bagi Syariati, dapat dilacak dalam konsepsi mengenai manusia itu sendiri. Ia merumuskan tiga dimensi manusia yang ada dan ketiganya merefleksikan kualitas yang berbeda pula, ketiganya secara berurutan adalah; Basyar, Insan, dan Rasusyan Fikr.   Basyar adalah makhluk tertentu yang terdiri dari karakteristik fisiologis, biologis, psikologis yang dimiliki oleh setiap manusia tanpa memandang ras, agama dan warna kulit atau bangsa, tanpa memandang agama tertentu, atau tidak beragama sekalipun. Insan adalah makhluk yang mempunyai karakteristik tertentu yang dapat mencapai tingkat kemanusiaan (insaniyyat) lebih dari sekedar makhluk hidup dengan naluri instingtif yang bersifat alamiah. Sedangkan rausyan fikr digunakan untuk menunjuk pada orang yang melakukan perjuangan tertentu. Dari ketiga konsep mengenai manusia inilah kemudian konsepsi pendidikan dirumuskan.   Kata Kunci: Ali Syariati, Pedidikan, Humanistik, Basyar, Insan, Rausyan Fikr.
Gendered selves in platformed spaces: Identity, affect, and community talk in Indonesian social media Noval Maliki
Indonesian Journal of Language and Communication Studies Vol. 1 No. 3 (2026): Digital citizenship, identity, and public discourse in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijlc.v1i3.1010

Abstract

Background: Indonesian social media has become a contested communicative arena where gendered identity is performed, evaluated, protected, and disciplined through visibility, affect, and community interaction. Objective: This study examines how gendered selves are constructed in Indonesian platformed spaces by analysing the relationship among identity performance, affective community talk, and platform governance. Method: This study applies qualitative-dominant digital discourse analysis to a purposive public corpus of 22 verified items, including institutional statements, media articles, scholarly studies, advocacy materials, and platform policy documents, with 18 identity-bearing items coded for identity, affect, and visibility configurations. Results: The findings show that gendered selves are most frequently articulated through legal-rights subjecthood, risked gendered selfhood, and marginalised identity labelling. Affective community talk is organised through solidarity, protective care, hostility, critique, moral anxiety, and institutional urgency, indicating that emotion functions as a mechanism of recognition and boundary-making. Platform visibility operates ambivalently, enabling campaign affordance and counterpublic formation while also intensifying exposure, harassment, and governance uncertainty. Implication: This study demonstrates that gendered digital identity in Indonesia should be understood as performative, affective, and infrastructural rather than merely expressive or individual. Novelty: This study advances communication scholarship by integrating gender performativity, affective publics, community talk, and platform governance into one Indonesian social media framework
Sacred words in secular spaces: calligraphy, ornament, and the negotiation of religious visibility in Indonesia Noval Maliki
Indonesian Journal of Language, Space, and Visual Arts Vol. 1 No. 3 (2026): Vernacular spaces, visual cultures, and everyday semiotics in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijls.v1i3.1019

Abstract

Background: Sacred words increasingly appear beyond explicitly religious architecture in Indonesia, where Arabic calligraphy and Islamic ornament circulate across homes, textiles, heritage sites, commercial interiors, and digital design environments. Objective: This study examines how sacred script negotiates religious visibility in secular and semi-secular Indonesian spaces through spatial placement, material translation, and social framing. Method: This study employs qualitative multimodal corpus analysis of 31 verified public, scholarly, and contextual items, coded through spatial visibility analysis, ornament-material semiotic coding, and a religious visibility negotiation matrix. Results: Sacred architectural settings remain important anchors of devotional meaning, but calligraphy also moves into domestic, textile, commercial, heritage, and hybrid cultural spaces. Its material transformation shows that sacred words become socially mobile when translated into architectural surfaces, batik motifs, framed décor, craft objects, and digital-commercial graphics. Its visibility is negotiated through devotional anchoring, heritage-cultural legitimation, aesthetic domestication, commercial commodification, intercultural mediation, and ambiguous public display. Implication: These findings indicate that religious visibility in Indonesia is produced through design-mediated accommodation rather than simple opposition between sacred and secular space. Novelty: This study contributes a multimodal account of calligraphy as negotiated visual infrastructure that connects Islamic aesthetics, linguistic landscapes, material culture, and secular-facing public space.
Feedback as dialogue: teacher response, student revision, and the interactional life of writing instruction in indonesian classrooms Noval Maliki
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 3 (2026): Classroom discourse, student voice, and pedagogical justice in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i3.1053

Abstract

Background: Writing feedback in Indonesian classrooms is often treated as correction, although its pedagogical value depends on how teachers, students, and texts interact across successive responses and revisions. Objective: This study examined how teacher feedback was formulated, how students engaged with it, and how interactional trajectories were reflected in revision and student agency. Method: A focused qualitative corpus design analysed twenty-three verified public documents, including thirteen Indonesian empirical studies, seven analytical sources, and three official contextual documents, through interactional sequence analysis, revision-uptake analysis, and an agency–authority matrix. Results: Teacher response ranged from directive correction to dialogic elaboration, with reciprocity depending on clarification, contingent follow-up, and opportunities for student contribution. Revision uptake varied from surface correction and direct adoption to meaning-preserving reformulation, substantive revision, and reasoned non-adoption, although many sources lacked fully matched drafts. Student participation was often bounded by teacher-framed structures, while stronger agency appeared when learners could explain intentions, propose alternatives, and influence subsequent feedback. Implication: Feedback design should prioritize reciprocal response pathways, traceable revision cycles, and multilingual spaces that make student reasoning consequential. Novelty: This study integrates teacher moves, revision evidence, and authority relations within a feedback–response–revision episode framework across diverse Indonesian educational settings and varied institutional contexts.
Learning where children live: community-based literacy hubs and educational recovery in underserved Indonesian villages Noval Maliki
Indonesian Journal of Applied Community Research Vol. 1 No. 3 (2026): Community health, education, and social inclusion in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijac.v1i3.1058

Abstract

Background: Tapak Gedung Village faced limited documented access to sustained supplementary literacy services, while Tebat Karai District contained 15,163 residents across 14 villages and urban wards, making neighborhood-based provision socially relevant. Objective: This community engagement program aimed to strengthen reading practice, engagement, and local learning governance among 60 children aged 7–12 years. Method: A participatory planning–implementation–monitoring-evaluation design combined baseline and endline literacy tests, caregiver surveys, attendance sheets, portfolio rubrics, observation checklists, focus groups, and institutional-readiness indicators. Results: Planning produced three coordination meetings, a mapped cohort of 60 children, four stakeholder groups, five instrument sets, and a sixteen-week implementation schedule. Implementation organized three literacy hubs, 32 sessions per child, 96 hub-session records, mentoring by 12 facilitators, and a planned corpus of 240 core literacy products. Monitoring-evaluation established benchmarks of 75% mean attendance, 70% adequate dosage and product completion, 20% literacy-score improvement, 15% engagement improvement, one validation forum, and one twelve-month continuation plan, although these thresholds were not treated as confirmed final effects. Novelty: This program lies in integrating distributed neighborhood hubs, culturally situated mentoring, child-level measurement, participatory interpretation, and institutional readiness within a data-grounded model of educational recovery and community ownership that links learning evidence with durable, locally governed post-program continuity mechanisms.
Co-Authors Abubakar, H Syarif Abubakar, Syarif Afiq Fikri Almas Auliya , Hilyatul Auliya, Hilyatul Ayub Wahyudin Aziz, Yasmeena Badawi Murai FAJAR MAN Fitriah Fitriah Fitriah Fitriah Fitriah Fitriyani, Yani H Syarif Abubakar Hakim , Lukman Haq, Syamsul Hilyatul Auliya Hilyatul Auliya Idah Faridah Laily, Idah Faridah Imam Ali Khoiri Imam Ali Khoiri Ivan Riyadi Jatim Desiyanto Karyono Karyono Karyono Khoiri, Imam Ali Lone, Rameez Ahmad Lukman Hakim Mahin Ainun Naim Mohammad Fahmi Abdul Hamid Mowafg Abrahem Masuwd Murai , Badawi Najahan Musyafak Nirvana Adelia Trisna Nurkhanif, Muhammad Nurul Hasanah Nurul Hasanah Poovadichalil, Muhammed Nishad Maliyakkal Raharjo Raharjo Ro’up, Abdul Setiawan, Dadan Wulan Kurnia Sari