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All Journal Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Islamic Journal of Teaching and Learning
Azizah Hanum
Universitas Islam Negeri Sumatera Utara, Indonesia
Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pendidikan Akhlak Dalam Kitab Bugyah Al-??lib Karya Syaikh ‘Abdull?h Al-Harar? Khairuddin Khairuddin; Azizah Hanum; Junaidi Arsyad
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 5 No. 5 (2024): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Agustus - September 2024)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v5i5.2600

Abstract

This study aims to analyse the biography of Shaykh 'Abdull?h Al-Harar? and the characteristics of Bugyah Al-??lib, to analyse the concept of Shaykh 'Abdull?h Al-Harar? regarding moral education and its division contained in Bugyah Al-??lib, and analysing the relevance of moral education in the book Bugyah Al-??lib by Shaykh 'Abdull?h Al-Harar? with moral education today. This research uses the library research method. Data analysis in this study was carried out using data analysis techniques with content analysis, namely: studying, examining and analysing the book Bugyah Al-??lib by Shaykh 'Abdull?h Al-Harar? recording the material in the form of a summary, looking for other references and collecting things related to the research, matching with relevant books, analysing the reading sources more deeply and drawing conclusions from the results of the research. The results of this study tell us that there are many moral education materials that must be owned by all humans, especially for a teacher and student of Islamic Education. All of these materials are contained in the book Bugyah Al-??lib by Shaykh 'Abdull?h Al-Harar?. The material consists of praiseworthy morals which are poured in the chapter on the obligations of the heart, disgraceful morals in the chapter on the sins of the heart, and 7 sins of the limbs consisting of the sin of the stomach, the sin of the eyes, the sin of the tongue, the sin of the ears, the sin of the hands, the sin of the farji, the sin of the feet, and the sin of the body. The purpose of Shaykh 'Abdull?h Al-Harar? writing this book is so that all people can easily learn religious knowledge, which is Fardlu 'Ain for every mukallaf. So that Islamic religious knowledge can be distributed easily and accepted by various groups of society, especially Islamic education.
Inclusive Classroom Management in Creating Fair and Safe Learning Environments Elsya Nadia; Nadia Fitri Dayatillah; Azizah Hanum
Islamic Journal of Teaching and Learning Vol. 2 No. 2 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/g3ex2r08

Abstract

Inclusive education seeks to provide equal learning opportunities for students with diverse physical, intellectual, emotional, and social conditions. However, inclusion requires classroom management that ensures not only access to learning but also fair participation, emotional safety, and positive interpersonal relationships. This study aims to analyze inclusive classroom management through three dimensions: fair and non-discriminatory management, the development of safe and respectful classroom climates, and constructive conflict resolution. This study employed a qualitative approach using a library research design. Data were collected through documentation of books, scientific journal articles, and educational publications published within the last ten years and analyzed using descriptive content analysis by identifying, grouping, comparing, and synthesizing relevant findings. The results indicate that differentiated instruction, curriculum adaptation, student-centered learning, reflective teaching, and technology integration support equitable participation and reduce learning barriers. Positive teacher-student relationships, collaborative learning, emotional support, tolerance, anti-bullying practices, and accessible classroom environments contribute to students’ participation, confidence, and psychological well-being. Furthermore, mediation, restorative practices, social-emotional learning, and collaborative communication strengthen interpersonal relationships and support constructive conflict resolution. The findings imply that inclusive classroom management requires teachers to integrate pedagogical, emotional, social, and conflict-management competencies. Educational institutions should therefore provide continuous professional development to strengthen teachers’ capacity to create fair, safe, supportive, and inclusive learning environments.
Co-Authors Elsya Nadia Junaidi Arsyad Khairuddin Khairuddin Nadia Fitri Dayatillah