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Akhyak

Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Author-ID : 7950449

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Social Sciences Transportation Other

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A PLURIDISCIPLINARY APPROACH TO SCIENTIFIC INTEGRATION AND ITS APPLICATION TO CONTEMPORARY ISLAMIC EDUCATION Hanif Satria Budi, M.; Naim, Ngainun; Akhyak
International Journal of Multidisciplinary Reseach Vol. 1 No. 5 (2025): Desember
Publisher : International Journal of Multidisciplinary Reseach

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

The development of science and technology has brought significant impacts on Islamic education. One of these impacts is the challenge to reshape scientific paradigms to become more open, integrated, and interdisciplinary. This article aims to examine the essence and contribution of the pluridisciplinary approach within the process of knowledge integration and its application in Islamic education. The study employs a library research method by reviewing a range of relevant academic sources, including books, scholarly articles, conference proceedings, and institutional documents. The analysis was conducted through systematic stages, encompassing source collection, literature classification, content examination, and the formulation of a conceptual synthesis. The findings indicate that the pluridisciplinary approach plays an essential role in dismantling the divide between religious and general sciences. Through this approach, various disciplines—such as theology, sociology, psychology, and educational management—can interact on an equal footing to construct a comprehensive understanding of the realities of Islamic education. Its implementation can be observed in integrative curriculum development, collaborative cross-disciplinary learning, multidisciplinary research, and educational management that is responsive to globalization and digital technology advancement. The article concludes that the pluridisciplinary approach is not merely an analytical method but also serves as a philosophical foundation for developing an Islamic education system that combines spiritual, intellectual, and social values. This approach reaffirms the principle of the unity of knowledge in Islam, which holds that all knowledge originates from God and must be utilized for the benefit of humanity. Consequently, Islamic education can progress toward a holistic, humanistic system aligned with the demands of contemporary times.

Academic Supervision Strategy Based On Prophetic Values: Innovation Of Improving Teacher Professionalism Yuli Umro'atin; Prim Masrokan Mutohar; Ahmad Tanzeh; Akhyak
International Journal of Education Management and Religion Vol. 3 No. 1 (2026): January 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i1.608

This study aims to discover and develop a new theory of academic supervision techniques and approach based on prophetic value in improving teacher professionalism at MA Darul Huda Mayak Tonatan Ponorogo and MA Al-Mawaddah Coper Jetis Ponorogo. This study used a qualitative research multisite case study design. Data was obtained through in-depth interviews, participant observation, and document studies. This study in two Islamic Senior Hight Schools (MA Darul Huda and MA Al-Mawaddah). Results: Individual techniques, characterized by trustworthiness, discipline, openness, and responsibility, include: classroom visits, class observations, and individual meetings, group techniques are carried out with good communication, respect for privacy, and mutual motivation, include: teacher working group meetings, subject teacher deliberation meetings, training, and problem-solving groups. Academic Supervision Approach Based on Prophetic Values are Spiritual Approach, Supervisor provides guidance through religious activities, such as mujāhadah, dzikrul ghafilin, listening the Qur’an, and worship in months of Rajab and Ramadhan. Exemplary Approach is sets a good example for teachers, always quotes verses from the Qur'an during guidance, encourages teachers to always quote Qur'anic, and instills honesty. Administrative Approach with Prophetic Value, that Supervisor team check teachers' learning administration, with ta’hil maddah activity involving correcting learning materials, especially for new teachers, and reviewing preparations for oral exams in Arabic. Humanistic Problem-Solving Approach, that supervisor gives teachers the opportunity to discuss their problems in teaching and provides the best solutions by prioritizing openness and mutual respect. The study contributes a model of prophetic-based academic supervision integrating Islamic spiritual values with modern supervision techniques.

The influence of video-based media multiplication boards in improving mathematics learning outcomes for MI plus grade II students Al-Istighotsah Tulungagung Falah, Lina; Setyowati, Eni; H. Akhyak
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 7 No 2 (2022): Jurnal pendidkan dasar nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v7i2.16145

Berdasarkan hasil wawancara yang dilakukan peneliti di MI Plus Al-Istighotsah Tulungagung, diketahui bahwa proses pembelajaran secara daring belum menggunakan media pembelajaran, hanya meminta peserta didik untuk membaca, mengamati dan mengerjakan tugas. Sehingga kurang memahami materi perkalian yang dipelajari. Penelitian ini bertujuan untuk menjelaskan pengaruh media Papan Perkalian berbasis video dalam meningkatkan hasil belajar matematika peserta didik kelas II MI Plus Al-Istighotsah Tulungagung. Penelitian ini merupakan penelitian eksperimen semu dengan pendekatan kuantitatif. Teknik pengumpulan data menggunakan tes. Berdasarkan analisis data dapat dilihat perbedaan yang signifikan antara pembelajaran yang mendapat perlakukan khsuus (Menggunakan media papan perkalian berbasis video) dengan pembelajaran yang tidak mendapat perlakuan khusus. Ini terlihat dari hasil analisis pada uji t-test yang memperoleh nilai thitung yaitu 2,087, sedangkan nilai ttabel yaitu 1,697 pada taraf signifikasi 5% dengan db = N-2 = 56-2 = 54. Berdasarkan hasil thitung dengan ttabel dapat disimpulkan bahwa thitung >ttabel yaitu 2,087 >1,697 dengan sig. (2-tiled) yaitu 0,042 < 0,05. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa terdapat pengaruh media papan perkalian berbasis video dalam meningkatkan hasil belajar matematika peserta didik kelas II MI Plus Al – Istighotsah Tulungagung.

Integrating Islamic Values In The Development Of The Merdeka Campus Curriculum: Enhancing Student Independence In Islamic Higher Education Akhyak; Sahri; Agus Eko Sujianto; Binti Maunah; Agus Zaenul Fitri; Ahmad Tanzeh
International Journal of Education Management and Religion Vol. 3 No. 2 (2026): July 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i2.321

Islamic university students today face serious challenges in the form of low learning independence. Many of them still depend on their lecturers' guidance, lack initiative in exploring knowledge, and are not yet fully capable of managing their own learning independently. This study aims to examine how the development of the MBKM curriculum in PTKI can enhance students' learning independence and support the realization of impactful campuses. This research uses a qualitative approach with a case study design, conducted at Nahdlatul Ulama University Surabaya (UNUSA) and Yudharta University Pasuruan. Data collection techniques were carried out through in-depth interviews, observations, and documentation, with data analysis using data condensation, data presentation, conclusion drawing, and verification. The research results show that the development of the MBKM curriculum at both universities encourages students to learn actively, independently, and reflectively through programs such as internships, entrepreneurship, teaching on campus, and community service. Independent learning is reflected in students' ability to manage the learning process, make decisions, and take responsibility for their learning achievements. In addition, Islamic values also frame this process, resulting in learners who are not only academically excellent but also ethical and contribute significantly to society. Thus, the contextually developed MBKM curriculum has proven to be an important instrument in shaping independent students while also realizing an impactful campus.

The Role of the Principal as a Leader in Shaping Effective Schools: A Multi-case Study at MAN 1 Tulungagung and SMAN 1 Kedungwaru Kusmaduni, Fati’ah; Akhyak, Akhyak; Maunah, Binti
International Journal of Science, Technology & Management Vol. 7 No. 1 (2026): January 2026
Publisher : Publisher Cv. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46729/ijstm.v7i1.1412

This study aims to investigate the determinant role of the principal as a leader in reconstructing a quality culture towards an effective school. Employing a qualitative approach with a multi-case study design, the research was conducted at two sites with distinctive characteristics: MAN 1 Tulungagung (based on religious values) and SMAN 1 Kedungwaru (based on professional-secular standards). Data were collected through in-depth interviews, participant observation, and documentation studies, which were then analyzed using the interactive model by Miles, Huberman, and Saldana. The results reveal a substantive finding in the form of a "Hybrid-Integrative Leadership Model" that synergizes three strategic roles cyclically. First, as a Motivator, the principal builds teacher resilience through distinct approaches: Spiritual-Paternalistic Leadership (worship-value based) in the Madrasah and Instructional-Technocratic Leadership (meritocracy-based) in the public school. Second, as an Innovator, the principal acts as a system architect who institutionalizes change ideas into strategic documents and organizational culture. Third, as an Administrator, the principal serves as a strategic risk manager who dares to make calculated decisions for resource efficiency. The study concludes that school effectiveness does not arise from a single managerial adoption, but from the principal's ability to orchestrate humanist flexibility and systemic firmness adapted to local wisdom.

PARADIGMA INTEGRASI ILMU DALAM ARSITEKTUR PENGEMBANGAN PERGURUAN TINGGI ISLAM DI ERA TRANSFORMASI Suyoko; Ngainun Naim; Akhyak
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol. 6 No. 4 (2025): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

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Islamic higher education in the era of digital transformation faces significant challenges in formulating relevant and adaptive models of knowledge integration. With technological disruption and globalization, Islamic higher education institutions need to develop educational systems that not only uphold Islamic values but also accommodate the development of modern science. This study aims to explore various models of knowledge integration in the development of Islamic higher education institutions, focusing on four Islamic universities in Indonesia: UIN Jakarta, UIN Yogyakarta, UIN Malang, and UIN Surabaya. The method used in this study is a Systematic Literature Review (SLR), which analyzes the latest scientific articles from 2020 to 2025 regarding the integration of knowledge in Islamic higher education. The results show that each university develops a unique model, despite having the same goal of uniting religious and general knowledge. UIN Jakarta uses a dialogical approach, UIN Yogyakarta develops an interdisciplinary interconnection model, UIN Malang utilizes the metaphor of the "tree of knowledge" to describe the relationship between religious and general knowledge, while UIN Surabaya applies the Twin Towers model that harmonizes both realms of knowledge. This study concludes that the integration of knowledge in Islamic higher education needs to accommodate the development of the times without losing its Islamic substance, and each model implemented has its own unique way of connecting religious and general knowledge

Models of Integrating Religion and Science in Islamic Religious Education Learning Ramadina, Evy; Naim, Ngainun; Akhyak, Akhyak
IJoIS: Indonesian Journal of Islamic Studies Vol. 6 No. 2 (2025): Indonesian Journal of Islamic Studies
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/ijois.v6i2.1186

The relationship between religion and science in Islamic education has developed as a response to the longstanding dichotomy between religious knowledge and general (secular) sciences, a division that has shaped educational structures and societal mindsets and produced an enduring epistemological gap. This study aims to analyze and categorize the dominant paradigms governing the relationship between religion and science and to examine their implications for Islamic Religious Education (PAI). Using a qualitative literature review, the study analyzes books and peer-reviewed journals addressing religion–science relations through the analytical framework of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing. The findings identify four principal paradigms in religion–science relations: conflict, independence, dialogue, and integration. Among these, the integrative paradigm is regarded as the most comprehensive, as it seeks to reconcile empirical inquiry with transcendental values while respecting their distinct epistemological foundations. Within PAI learning, this paradigm is reflected in curriculum design, interdisciplinary pedagogical approaches, and the incorporation of spiritual and ethical values into science-related instruction. The novelty of this study lies in its systematic synthesis of philosophical paradigms of religion–science relations with their pedagogical application in the Indonesian Islamic higher education context, particularly within UIN, IAIN, and STAIN. The study concludes that relating religion and science is not merely an academic project but also a cultural and spiritual process that supports a holistic understanding of reality and promotes Islamic education that remains responsive to contemporary challenges.

EPISTEMOLOGI BAYANI, BURHANI, IRFANI DALAM INTEGRASI KEILMUAN Musalam; Akhyak; Ngainun Naim
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

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The development of modern scientific knowledge demands an educational paradigm capable of integrating Islamic values with rational and empirical approaches. Since the classical period, the Islamic intellectual tradition has offered three epistemological frameworks—bayani, burhani, and irfani—each possessing distinct characteristics in the process of knowledge production. This study aims to analyze the relationship, contributions, and implementation of these three epistemologies within the integration of knowledge in Islamic education. The method employed is a library research approach by examining books, journal articles, conference proceedings, and academic documents through the stages of literature inventory, classification, content analysis, and synthesis. The findings indicate that the bayani epistemology functions as a normative foundation for understanding revealed texts through linguistic principles and ushul fiqh methodologies. Burhani serves as a rational-empirical framework emphasizing demonstrative logic and verification of reality, making it relevant for strengthening scientific methods. Irfani complements both by providing a spiritual, ethical, and intuitive dimension as the basis for character formation in learners. The implementation of these three epistemologies in education can be realized through the integration of text-based learning (bayani), scientific research and observation (burhani), as well as moral and spiritual development (irfani). The synergy among them forms a holistic model of Islamic education that is adaptive to contemporary developments while remaining rooted in Islamic values. This study affirms that the epistemological integration of bayani, burhani, and irfani serves as an essential foundation for constructing a comprehensive Islamic scientific paradigm relevant to the needs of the modern era.

Collective Kiai Leadership Policies in Enhancing Madrasah Quality at Bahrul Ulum Islamic Boarding School Tambakberas Jombang HM. Adibussholeh; Ahmad Tanzeh; Akhyak Akhyak
International Journal of Islamic Educational Research Vol. 3 No. 1 (2026): January : International Journal of Islamic Educational Research
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijier.v3i1.508

This study aims to analyze the collective kiai leadership policies in enhancing the quality of madrasah education at Bahrul Ulum Islamic Boarding School, Tambakberas, Jombang. Using a qualitative research method with a phenomenological approach, the study collects data through in-depth interviews, structured observation, and documentation. The data analysis process involves three stages: data condensation, data display, and conclusion drawing. The study reveals that the formulation of collective leadership policies is based on the need to achieve religious goals, legal foundations, and community needs. These policies are oriented toward problem-solving and continuity, formulated through deliberation and consensus involving all kiai leaders of both formal and non-formal educational institutions within the pesantren. The implementation of these policies emphasizes scholarly sanad and intellectual tradition across all educational institutions. Key aspects include educational administration, human resource development, strengthening formal education based on national accreditation standards, providing entrepreneurship education, and participating in faith-based as well as science and technology competitions at national and international levels. The evaluation of these policies is carried out collectively by all caretakers and leaders in alignment with established policies to ensure quality improvement across the pesantren’s formal and non-formal educational institutions.

CROSS-DISCIPLINARY APPROACH IN SCIENTIFIC INTEGRATION AND ITS APPLICATION IN ISLAMIC EDUCATION Zen Ma'arif, M.; Naim, Ngainun; Akhyak
International Journal of Multidisciplinary Reseach Vol. 2 No. 1 (2026): February
Publisher : International Journal of Multidisciplinary Reseach

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This study aims to analyze the concept and application of the cross-disciplinary approach in Islamic education as a strategy to integrate Islamic values with modern scientific knowledge. The research employs a qualitative approach using library research, focusing on an in-depth examination of scholarly literature from journals, proceedings, and academic documents. The analysis follows three main stages: collecting relevant literature, evaluating its validity and relevance (Creswell, 2014), and conducting content analysis to explore themes of knowledge integration and Islamic epistemology (Zed, 2014). The findings reveal that the cross-disciplinary approach in Islamic education encompasses three main forms: instrumental, which utilizes methods or tools from other disciplines; conceptual, which fosters dialogue across disciplines to expand theoretical frameworks; and transformative, which seeks to create new paradigms through the integration of science and Islamic values. Its practical implementation can be observed in integrative curricula at Islamic universities (UIN), ethically grounded institutional management, and research based on maqashid al-shariah. This study concludes that the cross-disciplinary approach plays a crucial role in building holistic, contextual, and globally competitive Islamic education. It strengthens the epistemological foundation of Islamic scholarship by uniting spirituality, rationality, and professionalism into a coherent educational paradigm.

Co-Authors Abd. Aziz Abd. Aziz Abdul Aziz Abdul Hakim Amrullah Abdullah, Rafidah Abdur Rosyid Hasan Achmad Patoni Adiyono Agung Budiman Agus Eko Sujianto Agus Zaenul Fitri Agus Zaenul Fitri Agus Zainul Fitri Ahmad Bachtiar Firdaus Ahmad Qolfathiriyus Firdaus Ahmad Tanzeh Aifah, Prisma Aulia Akbar Syahdin, Libryan Praja AL GHOZI, ABDULLAH Arif Hidayatulloh As'aril Muhajir Ashlihah, Ashlihah Asna, Ni'am Khurotul Asrop Safi'i Asrop Syafi'i Asy’aril Muhajir As’aril Muhajir Binti Maunah Binti Nur Asiyah Dede Nurohman Dede Nurrahman Dedi Suselo Dian Cita Sari Diyanus Abd Baqi Eko Agus Suwandi Eko Sigit Purwanto Eni Setyowati Evy Ramadina Fahri Zalmi Falah, Lina Guswenti, Mirna Habibur Rohman Hanif Satria Budi, M. Haque , Ahasanul Harris, Syahzanan Himad Ali HM. Adibussholeh Hosaini Hosaini Hosaini Hosaini, Hosaini Imam Fuadi Imam Junaris Indana, Nurul Ismail, Ahmad Nur Ismail Januariani Jauhari, Irfan Kastaji, Kustiono Kojin Kusmaduni, Fati’ah Ladin . Laily Faridhatun Nikmah Latif Syaipudin Liatul Rohmah Lutfi Firdausi M. FURQON M. Furqon Wahyudi Maghfiroh, Ana Minniswatil Mahmud Arif Mei Santi, Mei Mohammad Zakki Muh Ibnu Sholeh Muhajir, As'aril Muhajir, As’aril Muhammad Al fatih Mujamil Qomar Musalam Mustajib Muttaqin, A. Nanan Najmul Mu’arif, Samsul Nafi'atul Hasanah Ngainun Na'im Ngainun Naim Ni'am, Syamsun nikmah, laily faridhatun Nova Tri Prasetiyo Nur Ajizah, Ratna Utami NUR EFENDI Nur Efendi Nur Effendi Prasetian Dewi, Arlinta Prim Masrokan Mutohar Rohim, Muhammad Sabarudin Sabarudin Sahri Sahri Sahri Salma Azizah Wifaqi Saputri, Fadhila Harlis Shobirin, Mochammmad Syafiuddin Sony Eko Adisaputro Sujianto, Agus Suyoko Syafi'i, Imam Syafi’i, Asrop Tri Prasetiyo, Nova Yayuk Zulaikah Yuli Umro'atin Yumnan Abadi Yusril Musyafa’, A’ang Yusron, M. Ali Yusron, M. Ali Zaenal Abidin, Ahmad Zahiq, Moh. Zainudin Zainudin Zakki, Mohammad Zen Ma'arif, M.

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