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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Edukasia Islamika Pendas : Jurnah Ilmiah Pendidikan Dasar TA'LIM : Jurnal Studi Pendidikan Islam RAUDHAH At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Journal of Contemporary Islam and Muslim Societies JURNAL PENDIDIKAN TAMBUSAI MUWAZAH: Jurnal Kajian Gender JPGI (Jurnal Penelitian Guru Indonesia) JURNAL RAUDHAH Renjana Pendidikan Dasar Jumat Pendidikan: Jurnal Pengabdian Masyarakat Metta : Jurnal Ilmu Multidisiplin ACADEMIA: Jurnal Inovasi Riset Akademik Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Jurnal Pengabdian Kepada Masyarakat (JPKM) Langit Biru Jurnal Pendidikan dan Pembelajaran Journal of General Education and Humanities Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka Al-Muyassar: Journal of Arabic Education JGK (Jurnal Guru Kita) Jurnal Pendidikan Terapan HIKMATUNA: Journal for Integrative Islamic Studies QOSIM: Jurnal Pendidikan, Sosial & Humaniora Dawuh: Islamic Communication Journal Academicus ALMUSTOFA: Journal of Islamic Studies and Research Service JIMEK QAYID: Jurnal Pendidikan Islam Jurnal Pendidikan dan Sastra Inggris Muwazah: Jurnal Kajian Gender Academia Open
Muhlisin Muhlisin
Universitas Islam Negeri K.H. Abdurrahman Wahid, Pekalongan, Indonesia
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Model Analisis Kebijakan Heuristik, Evaluatif, dan Kritis dalam Pengembangan Kurikulum Pendidikan Agama Islam Nirmala Hidayati; Hermiati Hermiati; Muhlisin Muhlisin; Muchamad Fauyan
Metta : Jurnal Ilmu Multidisiplin Vol. 6 No. 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/metta.v6i1.5191

Abstract

Educational policy analysis in PAI is crucial in the era of globalization to ensure the substance of policies in addressing problems and minimizing the negative impacts of their implementation, while simultaneously ensuring the benefit of stakeholders. This study aims to systematically examine the substance of Islamic education policies by combining Heuristic, Evaluative, and Critical policy analysis frameworks, thereby obtaining recommendations for improving PAI policies that are fairer, more inclusive, and contextual. This study uses a library research method that emphasizes the collection and analysis of data in the form of relevant literature and documents. The results of the analysis indicate that PAI curriculum policies require a comprehensive analytical approach to address educational challenges in the global and digital era. The heuristic model plays a role in uncovering policy issues stemming from the social realities of students and formulating adaptive and contextual policy alternatives. The evaluative model shows that the implementation of PAI policies has a positive impact on improving the quality of learning and strengthening religious values, although their effectiveness is still influenced by the readiness of resources and institutional support. Meanwhile, the critical analysis confirms that PAI policies are inseparable from power relations and the potential for ideological bias. This confirms that the combined model of policy analysis provides a holistic understanding, where Islamic Religious Education policies need to be continued with adjustments to strengthen teacher training and digital infrastructure, and must be reformed to be more include, equitable, and socially transformative by eliminating existing biases, so as to be able to produce a generation of Muslims who are religious, digitally proficient, critical, and highly socially conscious.
DIFFERENTIATED LEARNING MODEL IN ISLAMIC RELIGIOUS EDUCATION TO REALIZE INCLUSIVE LEARNING AT LES ASIFA TUTORING INSTITUTION Nabilla Sifa; Muhlisin Muhlisin; Rahmi Anekasari
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.11810

Abstract

The focus of adaptive teaching models has so far been dominated by formal school environments, while empirical analysis of their implementation in non-formal tutoring institutions remains very limited. This issue highlights the importance of reconstructing out-of-school pedagogical governance to equitably address the diversity of children's characteristics. This study aims to explore the implementation of a differentiated learning model in Islamic Religious Education (IS) to achieve inclusive student learning. The research steps were carried out using a descriptive qualitative approach through a structured phenomenological design. The actual data collection procedure was collected in-depth from five tutors and thirty-five students at the Les Asifa Tutoring Institute through field observations, interviews, and written documentation, which were then analyzed using thematic methods. The research findings indicate that the differentiation strategy successfully operated through flexible class classification based on student learning readiness, including small-group intervention classes, intensive classes, and advanced classes. This synergy proved effective in increasing emotional participation, intrinsic motivation, and self-confidence in children without any social discrimination. The main conclusion confirms that this teaching model successfully realized an inclusive ecosystem through substantive modifications to the content, process, and product aspects that were adaptive to individual needs. Tutoring practitioners are recommended to draft teaching modules based on mapping students' initial abilities on a regular basis to ensure the continued quality of contemporary educational processes. ABSTRAK Fokus model pengajaran adaptif sejauh ini masih didominasi oleh lingkungan sekolah formal, sedangkan analisis empiris mengenai penerapannya di lembaga bimbingan belajar non-formal masih sangat terbatas. Masalah tersebut memicu pentingnya rekonstruksi tata kelola pedagogis luar sekolah guna merespons keberagaman karakteristik anak secara adil. Penelitian ini bertujuan mengeksplorasi implementasi model pembelajaran diferensiasi dalam mata pelajaran Pendidikan Agama Islam untuk mewujudkan inklusivitas belajar siswa. Langkah-langkah penelitian dijalankan menggunakan pendekatan kualitatif deskriptif melalui desain fenomenologi yang terstruktur. Prosedur pengumpulan data aktual dihimpun secara mendalam dari lima tutor dan tiga puluh lima siswa di Lembaga Bimbingan Belajar Les Asifa melalui teknik observasi lapangan, wawancara, serta dokumentasi tertulis, yang selanjutnya dianalisis menggunakan metode tematik. Temuan penelitian menunjukkan bahwa strategi diferensiasi berhasil dioperasikan melalui pengklasifikasian kelas yang fleksibel berdasarkan kesiapan belajar siswa, meliputi kelas intervensi kelompok kecil, kelas intensif, hingga kelas unggulan. Sinergi ini terbukti efektif meningkatkan partisipasi emosional, motivasi intrinsik, serta rasa percaya diri anak tanpa adanya diskriminasi sosial. Simpulan utama menegaskan bahwa model pengajaran ini sukses merealisasikan ekosistem inklusif melalui modifikasi substansif pada aspek isi, proses, dan produk yang adaptif terhadap kebutuhan individu. Praktisi bimbingan belajar direkomendasikan menyusun draf modul ajar berbasis pemetaan kemampuan awal murid secara berkala demi menjamin keberlanjutan mutu proses edukasi kontemporer.    
IMPLEMENTASI NILAI-NILAI PENDIDIKAN ISLAM DAN KEWIRAUSAHAAN DI SEKOLAH DASAR JAWA TENGAH TINJAUAN HISTORIS DAN ANALISIS EMPIRIS Rizki Diana; Muhlisin Muhlisin; Bambang Sri Hartono
TA'LIM : Jurnal Studi Pendidikan Islam Vol. 9 No. 1 (2026): January
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/talim.v9i1.11227

Abstract

This study examines the implementation of Islamic educational values integrated with entrepreneurship (edupreneurship) in elementary schools in Central Java, considering the importance of preparing a generation that is not only morally virtuous but also possesses an entrepreneurial spirit from an early age. The research objectives are to analyze historical patterns of Islamic value-based edupreneurship development, identify implementation strategies, and evaluate program effectiveness on character formation and entrepreneurial competencies of elementary students. The study employs a mixed-methods approach with an embedded concurrent design. Research subjects include 240 students in grades 4-6, 24 teachers, and 12 principals from 12 Islamic elementary schools in Semarang, Surakarta, and Pekalongan selected through purposive sampling. Research instruments consist of entrepreneurial competency questionnaires, observation guides, and in-depth interview guides. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic analysis and data triangulation techniques. Results indicate that Islamic value-based edupreneurship implementation in Central Java elementary schools has developed since the 2010s through curriculum integration, market day programs, and student cooperatives. Dominant Islamic values implemented include honesty (amanah), hard work (itqan), and responsibility (mas'uliyah). There were significant increases in student creativity (78.5%), independence (72.3%), and entrepreneurial awareness (65.8%). This study recommends strengthening parent-school collaboration, developing edupreneurship modules based on local wisdom, and supportive policies from local governments for program sustainability.
Cultural Hegemony in the Grade XII Islamic Religious Education Textbook Under the Merdeka Curriculum: A Critical Discourse Analysis Thoyibah Thoyibah; Muhlisin Muhlisin; Slamet Untung; Muhammad Jaeni; Moh. Muslih
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1340

Abstract

Purpose: This study examines cultural hegemony in the Grade XII Islamic Religious Education (PAI) textbook under the Merdeka Curriculum from the perspectives of multicultural education and critical theory. It focuses on the role of textbooks in shaping religious knowledge and cultural representation in Indonesia’s multicultural context. Methods: A qualitative design using Norman Fairclough’s three-dimensional Critical Discourse Analysis was applied to one officially published Grade XII PAI textbook. The analysis covered textual narratives, visual representations, illustrations, and learning activities through the dimensions of text, discursive practice, and social practice. Findings: The textbook predominantly presents religious knowledge through centralized and normative narratives, while local Islamic traditions, interpretive plurality, and socio-cultural diversity receive limited representation. The discourse privileges standardized religious perspectives and reinforces dominant religious narratives. Conclusion: The textbook reflects cultural hegemony by privileging dominant religious interpretations and limiting multicultural perspectives. This indicates the need for more plural theological views, stronger representation of local Islamic traditions, and more inclusive textbook discourse. The findings are limited to the analyzed Grade XII textbook. Research Implications: Curriculum developers, textbook authors, educators, and policymakers should integrate multicultural education principles more fully into Islamic Religious Education materials to support inclusive and culturally responsive learning. Originality: This study integrates Fairclough’s Critical Discourse Analysis, Gramsci’s theory of cultural hegemony, and multicultural education to examine ideological representation in an official PAI textbook and propose a framework for more inclusive learning materials.
RESISTING AND RE-APPROPRIATING ENGLISH IN PESANTREN: Islamic Identity As A Compass Muhammad Jauhari Sofi; Muhlisin Muhlisin; Dewi Puspitasari
Journal of Contemporary Islam and Muslim Societies Vol 10, No 1 (2026)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/jcims.v10i1.28906

Abstract

English learning in Indonesia is often framed as a neutral response to globalization, yet its ideological dimensions become especially visible in religious educational contexts. Drawing on a postcolonial and critical applied linguistics lens, this study examines how English learning in pesantren has been represented in existing EFL research with particular attention to student resistance and re-appropriation. Adopting a narrative review approach, the study synthesizes 28 scholarly sources comprising peer-reviewed journal articles, conference proceedings, and book chapters on EFL practices in pesantren. The findings show that resistance to English is shaped by ideological, curricular, interactional, and structural factors; it signals efforts to govern the language’s moral and cultural significance rather than a simple rejection of language learning. At the same time, English is actively re-appropriated through the localization of teaching materials, its use for Islamic purposes such as da‘wah, and hybrid multilingual strategies involving English, Arabic, and Indonesian. These processes accentuate forms of learner and teacher agency and challenge Western-centered models of English education. The study further emphasizes the need for context-sensitive pedagogies and highlights pesantren as an important site of postcolonial linguistic negotiation and epistemic agency.
Intersectional Identity and Symbolic Marginalization of Ethnic Minority Women in Islamic Education Zakiya Very Ayu Suryatina; Muhlisin Muhlisin; Muhammad Jaeni; Asnalia Rokhmah
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.14979

Abstract

General Background: Multicultural Islamic education is expected to accommodate social diversity, justice, and recognition of students’ multiple identities. Specific Background: Female students from ethnic minority groups may encounter unequal learning experiences arising from intersections among gender, ethnicity, religion, and social position within multicultural schools. Knowledge Gap: Previous studies commonly examine gender, ethnicity, and Islamic education separately, while Indonesian multicultural education research remains concentrated on policy and curriculum rather than the subjective experiences of ethnic minority female students. Aims: This qualitative case study examined how intersecting identities shape learning experiences and how multicultural schools in Pekalongan Regency implement inclusive practices, using participatory observation, in-depth interviews, recording, and focus group discussions with 18 informants. Results: The findings revealed symbolic exclusion in learning, majority-culture dominance within the hidden curriculum, and identity stereotypes affecting student participation. Students negotiated these conditions through social adaptation and strengthened religiosity as social capital, while an ambivalence remained between normative multicultural values and pedagogical practice. Novelty: Applying an intersectionality perspective demonstrates how gender, ethnicity, religiosity, and educational settings collectively generate symbolic power relations and identity negotiation in a local Indonesian context. Implications: The findings support intersectional pedagogical transformation, inclusive curriculum development, teacher professional development, and social justice-oriented educational policy. Highlights: Learning settings contained exclusion, majority-culture dominance, and identity stereotypes. Female students negotiated identity through social adaptation and strengthened religiosity. Normative multicultural values remained ambivalent against everyday pedagogical practices. Keywords: Intersectionality, Islamic Education, Ethnic Minority, Multicultural Schools.
Ecotheological Discourses in Arabic Reading Textbooks of Indonesian Madrasahs: Implications for Sustainability-Oriented Language Education Faliqul Isbah; M. Fairuz Rosyid; Muhammad Hifdzy; Muhlisin Muhlisin; Nafidz Nurhanan; Husni Kholiluddin
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/kyst7115

Abstract

Environmental degradation has intensified global attention toward the integration of sustainability values into education, including language education. While Islamic environmental ethics have been widely explored in theological studies, little attention has been paid to how ecotheological values are represented within Arabic language learning materials. This study investigates the representation of ecotheological discourse in the qirā’ah (reading) texts of Indonesian Madrasah Aliyah Arabic textbooks published by the Ministry of Religious Affairs and examines their implications for sustainability-oriented language education. Employing a qualitative library research design, the study analyzes the textbooks for Grades X, XI, and XII using Norman Fairclough's Critical Discourse Analysis, complemented by an ecotheological framework derived from Qur'anic concepts of khilāfah, amānah, mīzān, iṣlāḥ, and the prohibition of fasād. The findings reveal that ecotheological values are consistently embedded throughout the reading texts, predominantly through implicit narratives emphasizing environmental stewardship, cleanliness, productive resource management, social responsibility, ecological balance, and appreciation of God's creation. These discourses position Arabic language learning not merely as linguistic instruction but as a pedagogical medium for cultivating ecological awareness, ethical responsibility, and spiritual reflection. The study further argues that Arabic language education possesses significant potential to contribute to Sustainability-Oriented Language Education by integrating linguistic competence with ecological and religious values. This research expands the discourse on Islamic environmental education by demonstrating how language textbooks function as instruments for transmitting sustainability ethics and provides conceptual guidance for curriculum developers, textbook authors, and educators seeking to embed ecotheological perspectives into Arabic language instruction.
Model Penguatan Jiwa Wirausaha Ramah Lingkungan Berbasis Bank Sampah Sekolah di MI Salafiyah Simbang Kulon 02 Lailatul Zulfa; Muhlisin Muhlisin; Bambang Sri Hartono; Roikhatul Jannah
Jurnal Ilmu Manajemen, Ekonomi dan Kewirausahaan Vol. 6 No. 1 (2026): Maret: Jurnal Ilmu Manajemen, Ekonomi dan Kewirausahaan (JIMEK)
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jimek.v6i1.8761

Abstract

This research is motivated by the gap between the theory and practice of entrepreneurship education in Islamic elementary schools, which is generally still theoretical and not yet integrated with environmental issues. In fact, the green edupreneurship approach emphasizes the importance of fostering an entrepreneurial spirit oriented towards social and ecological sustainability. This study aims to describe the implementation of the School Waste Bank program at MI Salafiyah Simbang Kulon 02 and analyze how these activities shape an environmentally friendly entrepreneurial spirit in students. The research method used is descriptive qualitative with triangulation techniques through observation, in-depth interviews, and documentation involving the principal, teachers, waste bank managers, and students in grades I–VI. Data analysis uses the Miles & Huberman interactive model which includes data reduction, presentation, and drawing conclusions. The results show that the School Waste Bank program is effective in fostering ecological awareness, responsibility, discipline, creativity, and independence in students through activities such as sorting and managing waste as an economic resource. These activities also strengthen project-based learning and contextual social collaboration, thereby forming green entrepreneurial character in students from an early age. Thus, this program becomes a sustainable learning model that integrates entrepreneurial values and environmental awareness.
Co-Authors Abdul Khobir Abdul Khobir Abdul Khobir Abdul Khobir Abidul Haq Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mufaakhir Aeni Shiva Sal-sabila Ahmad Ziyan Hanif Alya Riskiya Aprilia Kartika Muhtar Asnalia Rokhmah Athiqotul Maghfiroh Atikah, Nurul Bambang Sri Hartono Bambang Sri Hartono Bela Pasa Aditama Brillian Fikhra Andrian Dewi Puspitasari Dewi Sarah Diah Maharani Dina Aulia Noviyanti Dinda Rahmawati Dini Khasanati Dwi Siska Fahmi Maulana Faidatul Faseha Faizul Muna Faliqul Isbah Fatah Syukur Fatkhur Rokhman Fauyan, Muchamad Fella Sufah Qotrunnadya Firyala Meitsa Mona Fitra Faradila Hendri Hermawan Adinugraha Hermiati Hermiati Husni Kholiluddin Iftinan Iftinan Ima Rosila Inayatul Maisaroh Indah Rahmayani Indrawati B Lokuwaka Irsyad Kama Fahreza Kahfi Kiem Arseta Laelatul Nur Auliyah Lailatul Zulfa Leonardho Bimo Ardhian M Malik Almajdi M Rafi Saputra M Sugeng Sholehuddin M. Fairuz Rosyid M. Sugeng Solehudin Mafaza, Vina Moch. Sugeng Solehudin Moh. Muslih Mohammad Syaifuddin Muchamad Fauyan Muhammad Abdul Aziz Muhammad Abdur Rozaq Muhammad Akmal Pratama Muhammad Fajar Muhammad Hifdzy Muhammad Jaeni Muhammad Jauhari Sofi Muhammad Nurul_Fahmi Muhammad Zidan Kurniawan Nabila Asha Azzahra Nabila Syakira Nabilla Sifa Nadya Kamilia Nafidz Nurhanan Naf’a Rohmaniyya Naila Rizqiyana Najwa Nur Hanifah Nayla Ifadah Agusta Nesa Aprilia Nia Widyawati Nirmala Hidayati Nisaa’ Ussakinah Novianto Ade Wahyudi Nur Anisa Nur Azka Dhiayul Aulia Nur Azka Dhiya'ul Aulia Nur Fadhillah Amelia Nurul Awwaliyatus Saadah Nurul Hikmah Putri Nurul Adesta Putri Widhia Ningrum Qotrotun Nada Rahmi Anekasari Rahmi Anekasari Reva Dwi Ariendra Ria Ratna Ningtyas Rifki Riza Fanani Risalatul Muawanah Riska Alinda Riza Amelia Rizki Diana Rodianto Rodianto Roikhatul Jannah Rosiana Rosiana Rr. Maulia Nawangsih Ningrum Safira Tsaniyatur Rohaimi Sakhat Maulidah Sefira Putri Salsabila Septia Rosada Sholikhatun Sholikhatun Sholikhatun Silna Farodis Slamet Untung Sri Wulandari Syarif Hidayatullah Syarifah Anjani Syifa’ Nur Latifah Tatsbita Ramadhani Taufik Afandi Teguh Handoyo Thoyibah Thoyibah Thoyibah Thoyibah Yasirly Nayla Rahma Zakiya Very Ayu Suryatina