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All Journal At- Ta'lim : Jurnal Pendidikan Bhakti: Jurnal Pengabdian dan Pemberdayaan Masyarakat Al Ibtida: Jurnal Pendidikan Guru MI
Ahmad Khoirul Mustamir
Universitas Islam Tribakti (UIT) Lirboyo Kediri
Religion Arts Humanities Education Mathematics Social Sciences Other

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STRENGTHENING RELIGIOUS MODERATION BASED ON THE TUROTS FOR MIGRANT WORKERS IN BUSAN SOUTH KOREA Ahmad Khoirul Mustamir; Reza Ahmad Zahid; Syaikhoni
BHAKTI: JURNAL PENGABDIAN DAN PEMBERDAYAAN MASYARAKAT Vol. 4 No. 02 (2025): Desember
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/xvdh7x79

Abstract

The focus of this community service is on the religious awareness of Muslim migrant workers in Busan, South Korea, regarding religious moderation. Since the Indonesian government launched the idea of religious moderation, there has been no program to address Muslim migrant workers abroad. In fact, the existing phenomenon is the potential for religious non-moderation awareness. They come into contact with preachers from countries outside Indonesia. In this context, this Community Service Program (PKM) is conducted using participatory action research (PAR). The first steps taken are identifying problems, conducting preparations through in-depth discussions, conducting activities, and conducting evaluations. The moderation literacy used values ​​of moderation sourced from classical books (turots) in the book of national fiqh. This success is supported by an implementation strategy that involves infiltrating the values ​​of religious moderation using classical books (turots) compiled in the book of national fiqh. The greatest success of this activity is the awareness of Muslim migrant workers about the importance of religion as a nurturing, balancing values ​​in religious, national, and state life.
The Sublimation of Ki Hajar Dewantara's Values in Islamic Religious Education at Malang Elementary School Ahmad Khoirul Mustamir; Ahmad Nur Ismail; Moch Mukhlison
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2425

Abstract

Religious character plays a significant role in shaping students' personalities. By integrating religious values into the educational process, students are encouraged to behave positively. Therefore, Islamic Religious Education (PAI) teachers hold a key responsibility in ensuring the success of religious character development in schools through the implementation of well-designed strategies. However, in practice, PAI teachers often face several challenges, such as limited learning time and inadequate facilities. This study aims to provide a comprehensive description of the foundation, implementation, and implications of the strategies used by Islamic Religious Education (PAI) teachers in shaping the religious character of students at SDN Malang. To achieve this objective, the researcher employed a qualitative approach with a field research design. Data were collected through several techniques, including observation, interviews, and documentation. Meanwhile, The data analysis process followed the steps proposed by Miles and Huberman, namely condensing interview data, documentation, and observations to draw conclusions in line with the research focus. Conclusions were drawn using propositional sentences to emphasize theoretical contributions. The results showed that: the foundations used are religious, curriculum, psychological, and sociological foundations. While the implementation with role model, giving understanding, habituation, punishment, giving gifts. The implication is that students show positive changes in terms of discipline in worship, respect for teachers and parents, and enthusiasm for participating in religious activities.
Integrating Gus Dur’s Nine Core Values into the Management of Islamic Primary Schools: A Case Study at Madrasah Ibtidaiyah in Sidoarjo, East Java Ahmad Khoirul Mustamir; Siti Nga'isah .
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.22896

Abstract

Background: The institutionalization of educational values is important for shaping organizational culture, leadership, and inclusive governance in Islamic educational institutions. The Nine Main Values of Gus Dur (SNUGD) emphasize justice, equality, humanism, and openness. Yet, limited empirical research has examined their institutionalization in Islamic primary education. Aims: This study examines how SNUGD is internalized and implemented through institutional management and explores how leadership transforms these ideas into organizational practices. Methods: A qualitative case study was conducted at Madrasah Ibtida’iyah Unggulan Miftahul Hikmah. Data were collected through semi-structured interviews, direct observations, and institutional documentation. Triangulation was employed to enhance credibility. Data were analyzed thematically through condensation, categorization, interpretation, and cross-source comparison. Results: The findings indicate that the internalization of Gus Dur’s ideas was highly effective, driven by the principal’s strong commitment and leadership. The process was reinforced by the participation of Alissa Wahid, Gus Dur’s daughter and SNUGD representative, in an event in Surabaya in 2014. Consequently, the school’s organizational culture became deeply embedded with values of justice, equality, humanism, and openness. These values were supported by measurable planning, structured implementation, and periodic evaluation. Conclusions: Based on these findings, it can be concluded that systematic management of SNUGD, supported by strong leadership commitment, fosters a rahmatan lil-'alamin orientation characterized by cooperation, equality, justice, humanism, and openness. The findings contribute empirical evidence on ideological institutionalization through educational leadership and reinforce the relevance of ideological hegemony theory in education and management.
Co-Authors Ahmad Nur Ismail Moch Mukhlison Reza Ahmad Zahid Siti Nga'isah . Syaikhoni