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All Journal AT TA´DIB IDARAH : Jurnal Pendidikan dan Kependidikan AHDÃF: Jurnal Pendidikan Agama Islam Eduprof
Naeem, Ayesha Fakhar
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Case Study: The Concept of 'Religious Tolerance' in the Socio-Religious Construction of Islamic Schools in India Naeem, Ayesha Fakhar; Yousaf, Esha Momena
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 7 No. 2 (2023): Idarah: Jurnal Pendidikan dan Kependidikan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v7i2.1773

Abstract

This study explores the strategies and challenges involved in managing religious tolerance in Islamic schools in India. This study specifically examines the implementation of education in Dar-ul Madinah international Islamic School System and Al Hira International Islamic School, both of which follow Islamic principles. The study utilizes a descriptive qualitative survey methodology to gather insights from key stakeholders such as school administrators, teachers, and students. By employing this methodology, the research seeks to understand the strategies Islamic the school employs to promote religious tolerance and identify the obstacles they face. Since Islam is a minority religion in India, these schools encounter unique challenges. findings will contribute to the existing knowledge on religious tolerance in the Indian educational landscape and provide valuable insights for school administrators, policymakers, and educators. Dar-ul Madinah international Islamic School System and Al Hira Islamic School is a model for promoting religious tolerance by implementing best practices in curriculum design, interfaith dialogue, and creating an inclusive environment. By adopting these strategies, the school fosters an environment where students understand Islam comprehensively, engage in positive interactions with other faiths, and experience the benefits of a diverse and inclusive community. Additionally, the management of these schools prioritizes religious tolerance, allowing students to adapt and coexist harmoniously with the majority Hindu community. The study examines the educational practices of these schools in alignment with their vision and mission. It proposes strategies for implementing religious tolerance-based education, which can serve as a blueprint for Islamic schools in minority countries.
The Role of Pesantren Cultural Values in Enhancing Teacher Professional Identity and Commitment Rasyidin, Rasyidin; Prasetyo, Muhammad Anggung Manumanoso; Naeem, Ayesha Fakhar; Ritonga, Abdullah Sani
At-Ta'dib Vol. 20 No. 1 (2025): At-Ta'dib Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/attadib.v20i1.13927

Abstract

Purpose -Teacher commitment is a central pillar in improving the quality of education, particularly within the unique ecosystem of Islamic boarding schools (pesantren), where educators play multifaceted roles. this study aims to examine the optimization of permanent instructors' job commitments by focusing on three major aspects: caring, responsibility, and self-discipline. Method -The research method is qualitative, using a phenomenological approach. Data collecting methods include observation, interviews, and documentation studies. The data management process involves data reduction, data display, data analysis, and concluding. The informants included the Pesantren Leader, the Director of Teaching, and two teachers. Findings -The study findings demonstrate that the commitment of pesantren instructors may be established through the hierarchy of strengthening pesantren's cultural values. Pesantren culture is manifested through the five spirits of the pesantren, the most basic of which is the spirit of truthfulness, which forms the pupils' character. Another factor that influences a teacher's dedication is the loyalty that has developed while becoming a student. Pesantren's life cycle involves the regeneration of leadership and instruction. Finally, flexibility in a positive peer environment and a sense of duty for professionalism lead to teacher commitment. Implications - Socially, the findings have consequences for Pesantren's work culture paradigm. The study has societal implications for enhancing the pesantren system through pesantren culture. Originality - this study lies in its cultural perspective on commitment, offering a unique model of educator development based on pesantren values rather than conventional corporate paradigms.
Identifying The Model of Commitment of Pesantren Teachers in Strengthening the Pesantren Curriculum Rasyidin, Rasyidin; Prasteyo, Muhammad Anggung Manumanoso; Ritonga, Abdullah Sani; Naeem, Ayesha Fakhar
Eduprof : Islamic Education Journal Vol. 7 No. 1 (2025): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v7i1.331

Abstract

Teachers ' commitment is the main driving force behind establishing pesantren education services. This research aims to identify a model of teacher commitment to curriculum enhancement. The study is qualitative, utilizing descriptive survey methodologies. According to the study's findings, data was collected through interviews with five informants, including Leaders, Coordinators, and various senior instructors. Pesantren's curriculum is structured around five orientations: holistic, skill development, based on local wisdom, character-oriented, and field-project-based. This perspective appears in the official and hidden curricula and is implemented through direct learning methods. Teachers' commitment to this pesantren is divided into three categories: affective commitment, which has an emotional influence; normative commitment, which demonstrates pedagogical characteristics; and continuous commitment, which prioritizes the pesantren's interests. Combining all of these factors leads to the efficacy of the educational program. The close bond among instructors at the Ar Raudlatul Hasanah and Darul Arafah Islamic Boarding School in Medan increases their dedication to the organization and improves the quality of education delivered to pupils. According to research conducted on these pesantren, social support, a sense of belonging, participation in professional growth, and a mentorship system all play a vital role in building a happy and effective educational environment. The study has implications for developing group activities that create friendship among teachers to foster commitment and the spirit of togetherness.
Inclusive Education Based on Islamic Values: A Case Study at Madrasah Diniyah Takmiliyah Awaliyah Syamtalira Aron, North Aceh Isnani, Fathin; Astuti, Dewi; Azdillah, Muhammad Rizky; Naeem, Ayesha Fakhar
Ahdāf: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2025): Ahdāf: Jurnal Pendidikan Agama Islam
Publisher : PAI Fakultas Tarbiyah & Ilmu Keguruan UIN SUNA Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/ahdf.v3i2.6516

Abstract

Inclusive education is a vital approach to ensuring equitable access to learning opportunities for all students, including those enrolled in non-formal Islamic educational institutions. Yet, the consistent role of Islamic Religious Education teachers in applying inclusive principles within madrasah diniyah remains insufficiently explored. This study adopts a qualitative methodology with a case study design, conducted at Madrasah Diniyah Takmiliyah Awaliyah (MDTA) Syamtalira Aron in North Aceh. Participants included asātiżah (teachers), santri (students), and institutional administrators, selected through purposive sampling. Data were gathered via in-depth interviews, non-participant observations, and document analysis, and analysed using the Miles, Huberman, and Saldaña model, comprising data condensation, data display, and conclusion drawing/verification. Credibility was ensured through triangulation of sources and methods. Findings indicate that teachers at MDTA Syamtalira Aron consistently implement inclusive education despite facing challenges such as limited infrastructure, insufficient training, and inconsistent parental support. Inclusive practices are evident in adaptive teaching strategies, personalized support for students with learning difficulties, and the integration of Islamic values—including tawhid (oneness of God), justice, compassion, brotherhood, and empathy. Inclusive education at MDTA not only improves access to learning but also contributes to students’ moral development and encourages teachers to enhance their professional competence. Conceptually, this study frames inclusive education from an Islamic perspective as a synthesis of pedagogical strategy and spiritual values. Practically, it offers a contextual implementation model for madrasah diniyah operating with limited resources.
Co-Authors Azdillah, Muhammad Rizky Dewi Astuti Isnani, Fathin Muhammad Anggung Manumanoso Prasetyo Rasyidin Rasyidin Ritonga, Abdullah Sani Yousaf, Esha Momena