Article Per Year (5 Year)
p-Index From 2021 - 2026
1.152
P-Index
This Author published in this journals
All Journal Jurnal Al-Tadzkiyyah al-Afkar, Journal For Islamic Studies FORUM PAEDAGOGIK Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) TADIB: Jurnal Pendidikan Agama Islam Proceeding Of International Conference On Education, Society And Humanity
Riyan Nuryadin
IAI Persis Garut
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
THE ROLE OF SOCIOCULTURAL THEORY IN THE LEARNING PROCESS AT ISLAMIC EDUCATIONAL INSTITUTIONS Nuryadin, Riyan; Awaliyah, Siti Aini Latifah; Warto, Priawon Cendra; Mirwan4, Mirwan4; Ruswandi, Uus
FORUM PAEDAGOGIK Vol 16, No 1 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i1.13293

Abstract

The learning process in Islamic educational institutions faces many challenges. In the midst of the development of the times and social changes, Pesantren as a form of Islamic educational institution, is required to remain relevant in meeting the learning needs of students, without leaving the roots of strong Islamic traditions. Sociocultural theory can be the foundation for understanding and developing learning approaches that are in accordance with the characteristics of Islamic education today. This study aims to analyze the main concepts of sociocultural theory in Islamic education practice and examine the role of sociocultural theory in the learning process at the Islamic Union Islamic Boarding School No. 19 Bentar Garut. This research was carried out with a Case Study approach, with several stages, namely: Literature Review, Field Observation, In-depth Interview, and Data Analysis. The results of the study show that the main concepts of sociocultural theory in Islamic educational practice include the theory of Proximal Development Zones (PDZ), Mediated Learning, Community Roles, and Language and Culture as a tool for developing understanding. Sociocultural theory plays an important role in Islamic educational institutions, especially in the Persatuan Islam Islamic Boarding School No. 19 Bentar Garut, West Java. The key role of sociocultural theory in learning in Islamic boarding schools is illustrated in the process of social interaction, the use of cultural tools, the formation of identity through the community, Islamic education as a social process, and learning that is relevant to the real life of students in their daily lives.
DEVELOPMENT OF CHARISMATIC KIAI LEADERSHIP IN ISLAMIC BOARDING SCHOOLS FACING THE CHALLENGES OF MODERNIZATION Case Study in Al-Islamiyyah Islamic Boarding School Cikalong Wetan West Bandung Ambya, Rachanda; Nuryadin, Riyan; Purnama, Wawan; Sugiana, Yusuf; Arifin, Bambang Samsul
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 2, No 2 (2024): Third International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Islamic boarding schools as traditional Islamic educational institutions have a strategic role in shaping the character of the young generation through the instillation of religious values, with the kiai as a central figure who plays a role as an educator and charismatic spiritual leader who influences the lives of students and the surrounding community. However, during the development of the era and the influence of modernization, the role of charismatic kiai faces new challenges that require adjustments in relevant leadership methods. This study aims to understand the characteristics of charismatic kiai leadership in Islamic boarding schools, identify factors that support the development of this leadership, and explore the strategies implemented by kiai in facing the challenges of modernizing Islamic boarding schools. The research method uses a qualitative approach with a case study method at the Al-Islamiyah Islamic Boarding School, West Bandung Regency. Data were collected through direct observation, documentation studies, and in-depth interviews with kiai, staff, and students. The results of the study show that the characteristics of charismatic kiai leadership include exemplary behavior, simplicity, devotion to worship, humility, caring, wisdom, and persuasion. Factors that support the development of this leadership include collaboration and active involvement, open communication, development of professionalism, and adaptation to technology. The implementation of these findings includes strategies implemented by the kiai, namely the involvement of all parties in decision-making, integration of traditional values with modernity, encouraging innovation and critical thinking, strengthening networks and cooperation, and emphasizing morals and character. In conclusion, charismatic kiai leadership plays a crucial role in leading Islamic boarding schools to remain relevant and advanced in the modern era without abandoning the identity and fundamental values of the Islamic boarding school. This study fills the gap in previous literature that has not studied much about the development of charismatic kiai leadership in the  
Systematic Literature Review: Strategi Pembelajaran Bahasa Arab Ilmu Sharaf Berdasarkan Teori Pembelajaran Terpadu Nuryadin, Riyan; Irfan, Nurul; Layinah, Leni
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 4 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i4.738

Abstract

Siswa muslim dituntut agar mampu menguasai Bahasa Arab, khususnya Ilmu Sharaf. Namun demikian, strategi pembelajaran yang ada umumnya belum ideal. Pembelajaran masih mengandalkan metode konvensional seperti ceramah dan hafalan. Interaksi dengan siswa sangat minim. Ketersediaan guru, kurikulum, sumber belajar dan strategi pembelajaran berkualitas masih sangat terbatas. Penelitian ini bertujuan untuk mengetahui strategi pembelajaran Bahasa Arab Ilmu Sharaf berdasarkan teori Pembelajaran Terpadu. Penelitian ini menggunakan metode kualitatif dengan cara Systematic Literature Review. Teknik pengumpulan data fokus pada identifikasi sumber data, penentuan kriteria inklusi dan eksklusi, pencarian dan seleksi, serta ekstraksi data. Teknik analisis data dilakukan dengan Langkah systematization, thematic analysis, sintesis naratif, dan kritikalitas. Hasil penelitian menunjukan terdapat 6 strategi pembelajaran Bahasa Arab berdasarkan teori Pembelajaran Terpadu, yaitu: integrasi mata pelajaran, hubungan antar konsep, penerapan dalam konteks nyata, pengembangan kemampuan berfikir kritis, kolaborasi guru, dan pengembangan keterampilan seumur hidup. Hasil ini diharapkan dapat dikembangkan dalam pembelajaran Bahasa Arab Ilmu Sharaf secara praktis dan sistematis.
Policy Implementation of the Merdeka Curriculum in an Islamic Junior High School: A Mixed-Methods Study at SMP At-Taqwa 10 Bekasi Riyan Nuryadin; Mirwan; Faer Rifaie, Muhammad Mukrim; Hamdani, Mohammad Rusli; Zaqiah, Qiqi Yuliati
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.29866

Abstract

Curriculum reform policies often assume that schools are able to translate national directives into coherent classroom practice, yet empirical evidence shows that implementation is frequently uneven and shaped by local institutional contexts. This study examines how the Merdeka Curriculum is enacted as a public education policy in an Islamic junior high school, addressing the limited policy-focused literature on curriculum enactment in value-based school settings. Using a sequential explanatory mixed-methods design, the study analyzes teachers’ perceptions and practices to capture both broad implementation patterns and their contextual explanations at the school level. The findings reveal a selective and asymmetrical pattern of policy enactment. Components aligned with institutional values, such as religious school culture, leadership support, and character education, are enacted more strongly, while pedagogically demanding elements, particularly differentiated instruction, remain a persistent implementation bottleneck. The enactment of Pancasila Student Profile Projects (P5) emerges as a key mechanism of policy mediation, as national policy objectives are translated into religious routines and social-service activities that resonate with the school’s Islamic identity. However, the study also finds that authentic assessment practices, although positively perceived, are constrained by uneven rubric quality and limited documentation of learning evidence. The study concludes that religious school culture can function as an enabling infrastructure for curriculum policy enactment, but without sustained pedagogical support, especially in differentiation and assessment literacy, policy autonomy risks producing symbolic rather than substantive implementation.
Implementative Strategy for Developing Moral and Social Responsibility Awareness of Muslim Scientists from the Perspective of Philosophy of Science Riyan Nuryadin; Mohammad Sabarudin; Erni Haryanti
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.2128

Abstract

Muslim scholars play a central role in the development of knowledge that is beneficial and aligned with Islamic ethics, which emphasize moral and social responsibility in every scientific endeavor. However, awareness of these responsibilities still requires reinforcement so that scientific activities are not merely oriented toward academic achievement but also generate tangible social benefits. This study aims to identify implementable strategies for fostering moral and social responsibility among Muslim scholars from the perspective of the philosophy of science. The research employs a literature-based qualitative approach using critical descriptive analysis of key concepts in Islamic philosophy of science, scholarly ethics, character education, Islamic utilitarianism (maslahah), empathy, and Islamic hermeneutics. The main contribution of this study lies in the formulation of an integrative conceptual framework that connects Islamic philosophy of science with practical strategies for cultivating ethically responsible and socially committed Muslim scholars. The findings indicate that the integration of Islamic values, the strengthening of character education, and the development of empathy play a significant role in shaping scholars’ moral awareness and social responsibility. The implications of this study provide a conceptual and practical reference for Islamic educational institutions and scientific communities in developing an Islamic scientific culture oriented toward knowledge as an act of worship and as a means to enhance social welfare.
Ulul Albab Leadership and the Challenges of the Commodification of Education: A Philosophical Review Salman Fathurohman; Riyan Nuryadin; Agi Kurniawan; Ridwan Awaludin
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 2 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i2.103

Abstract

The phenomenon of the commodification of education has shifted the orientation of education from the formation of holistic human beings toward an economic instrument governed by market logic, efficiency, and profitability. This shift has contributed to a crisis of moral and intellectual leadership within educational institutions, where leaders tend to prioritize technocratic management over humanistic and ethical values. This article examines the commodification of education from a philosophical perspective and proposes the concept of Ulul Albab leadership as an alternative paradigm. Ulul Albab integrates three dimensions: dhikr (transcendental consciousness), fikr (critical rationality), and ‘amal (ethical–social responsibility), enabling educational leadership to be normative, reflective, and transformative in nature. This paradigm serves as an ethical critique of the dominance of market logic while simultaneously providing a philosophical framework for developing educational policies, organizational cultures, and practices that are inclusive, equitable, and oriented toward holistic human development. This study employs a qualitative approach based on a literature review of philosophical works and Islamic educational thought. The findings indicate that Ulul Albab leadership is not only normatively relevant but also carries practical implications for the management of contemporary educational institutions in the era of globalization and digitalization.
Co-Authors Agi Kurniawan Ambya, Rachanda Arifin, Bambang Samsul Awaliyah, Siti Aini Latifah Erni Haryanti Faer Rifaie, Muhammad Mukrim Hamdani, Mohammad Rusli Irfan, Nurul Layinah, Leni Mirwan Mirwan4, Mirwan4 Mohammad Sabarudin Qiqi Yuliati Zaqiah, Qiqi Yuliati Ridwan Awaludin Ruswandi, Uus Salman Fathurohman Sugiana, Yusuf Warto, Priawon Cendra Wawan Purnama