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All Journal J-PAI: Jurnal Pendidikan Agama Islam Didaktika: Jurnal Kependidikan ARIMA : Jurnal Sosial Dan Humaniora Jurnal Pendidikan Islam
Ahmad Muthohar
Universitas Islam Negeri Walisongo Semarang
Religion Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Kontribusi Pendidikan Agama Islam terhadap Kesehatan Mental Para Remaja Abad 21 Tyas Bs Ambarwati; Nasikhin; Ahmad Muthohar
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.985

Abstract

Remaja adalah masa pertumbuhan yang dimulai dari masa anak-anak kemudian tumbuh menuju ke masa dewasa. Di era Abad-21 ini maraknya gangguan kesehatan mental yang dialami oleh sebagian besar remaja diakibatkan pola pikir para remaja sendiri yang dimana dikatakan remaja karena sedang proses pertumbuhan dari segi badan dan pola pikir akan berkembang yang membutuhkan dampingan kontribusi esehatan mental dan pendidikan agama sebagai pelurusan keselarasan pikiran. Penelitian ini bertujuan untuk menjelaskan kontribusi antara kesehatan mental dengan Pendidikan Agama Islam yang dalam Agama sendiri merupakan sebuah benteng dalam kehidupan setiap manusia. Berdasarkan fenomena yang terjadi, dimana sedang maraknya para remaja merasa kesehatan mentalnya terganggu akan tetapi, tidak tahu menahu bagaimana cara penanganannya. Pertentangan pendapat antara pola pikir remaja dan orangtua yang tidak selaras dan kurangnya pemahaman kontribusi kesehatan mental dan pendidikan agama adalah salah satu sebab remaja Abad-21 semakin merasa terpuruk jiwanya. Dalam penelitian ini penulis menggunakan metode analisis observasi langsung dan wawancara beberapa narasumber yang berkaitan dengan judul artikel. Pada hasil penelitian pendidikan Agama Islam datang guna mentransformasi dan memperdalam ilmu pengetahuan, nilai pada diri seseorang melalui proses penanaman dan peningkatan bakat dalam diri untuk mencapai kesesuaian dan kesempurnaan dalam hidup. Kata kunci: :
SPIRITUALITAS, EMOSI, DAN AKAL DALAM PENDIDIKAN AGAMA REMAJA: PERSPEKTIF FILOSOFIS Muhammad Hilmi Hifdzil Haq; Nasikhin; Ahmad Muthohar
ARIMA : Jurnal Sosial Dan Humaniora Vol. 2 No. 4 (2025): Mei
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/arima.v2i4.4530

Abstract

Penelitian ini bertujuan untuk mengeksplorasi secara filosofis bagaimana peran akal, emosi, dan spiritualitas memengaruhi pendidikan agama pada masa remaja, yaitu tahap perkembangan penting dalam membentuk identitas serta nilai-nilai religius. Penelitian ini menggunakan pendekatan kualitatif melalui metode studi kepustakaan (library research) sebagai teknik utama, yang didukung oleh analisis konten terhadap literatur klasik dan kontemporer di bidang filsafat pendidikan Islam, psikologi perkembangan remaja, dan spiritualitas. Hasil penelitian menunjukkan bahwa: (1) Akal dalam pendidikan Islam berperan sebagai instrumen kritis untuk memahami nilai-nilai keagamaan secara rasional, memungkinkan remaja membangun keyakinan yang berdasar; (2) Emosi pada remaja, yang bersifat fluktuatif, membutuhkan pendekatan pedagogis yang empatik dan reflektif agar pendidikan agama tidak hanya bersifat normatif tetapi juga afektif; (3) Spiritualitas terbukti menjadi fondasi esensial yang mengintegrasikan aspek kognitif dan emosional dalam pembentukan religiusitas yang otentik. Kontribusi utama dari penelitian ini terletak pada tawaran kerangka konseptual pendidikan agama yang bersifat integratif—memadukan kekuatan rasional (akal), kepekaan emosional, dan kedalaman spiritual—yang relevan untuk diaplikasikan dalam kurikulum pendidikan Islam bagi remaja di era modern. Temuan ini diharapkan dapat memperkaya wacana filsafat pendidikan Islam dan memberikan pijakan praktis bagi pendidik dalam membina religiusitas remaja secara holistik.
Academic and Family Balance: A Comparative Study of Married Postgraduate Students in Islamic Higher Education in Indonesia and Brunei Darussalam Ahmad Muthohar; Raharjo Raharjo; Anis Malik Thoha; Nasikhin Nasikhin
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 1 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i1.14

Abstract

This study aims to compare the experiences of married students in maintaining a balance between academic and family life in Indonesia and Brunei Darussalam. This study used a comparative qualitative research method with a phenomenological approach. Data were collected through in-depth interviews, participatory observation, and document analysis. Data analysis was conducted using the Miles and Huberman model. This study's findings show significant differences and similarities in the motives for continuing postgraduate studies between married students in Brunei and Indonesia. Students in Brunei tend to be driven by internal motives such as self-development and personal satisfaction, with government support and scholarship programs playing an important role in their motivation. In contrast, students in Indonesia focus more on career achievement and professional incentives such as salary increases and scholarships, as well as personal satisfaction from academic achievement. Significant differences also emerged in academic achievement, domestic relationships, and career progression. The financial support provided by the Brunei government allows students to focus more on their studies and maintain a balanced home life. In contrast, students in Indonesia often have to bear the financial burden alone, which results in stress and delays in graduation. Financial pressures in Indonesia also affect the stability of domestic relationships and long-term career planning, with students focusing more on short-term employment than future planning. These findings support the Work-Family Balance theory, providing recommendations that institutional religion and cultural norms should develop adaptive policies so that students can face dual demands in a balanced manner.
Challenges and Pedagogical Strategies in Arabic Pegon Learning for Modern Pesantren Alumni at Islamic Universities Alfina Habibatur Rahmah; Ahmad Maghfurin; Naifah Naifah; Nasikhin Nasikhin; Ahmad Muthohar
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 11 No. 2 Januari-Juni 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v11i2.32410

Abstract

This study analyzes the challenges faced by alumni of modern pesantren in understanding classical Islamic texts (Kitab Kuning) through Arab Pegon learning at Ma'had Al-Jami'ah, UIN Walisongo. Utilizing a qualitative case study design, data was collected through in-depth interviews, participatory observations, and document analysis, with validation achieved through source and method triangulation. The results indicate that Arab Pegon is systematically taught through the reading and explanation of Kitab Kuning, guided sessions with ustadz, and weekly muhadasah classes to enhance communication skills. However, alumni encounter several obstacles, such as unfamiliarity with Pegon script, which is not commonly taught in modern pesantren, difficulties in understanding its structural differences compared to formal Arabic grammar, and low motivation due to perceived irrelevance to their academic objectives. Additionally, traditional methods such as bandongan and sorogan pose challenges for students accustomed to modern educational systems. To comprehend these dynamics, this study employs an integrative pedagogical approach combining traditional and modern methods alongside sociolinguistic perspectives. To address these challenges, the strategies for teaching Arab Pegon include a gradual introduction to Pegon script, reading-writing practices with the guidance of teachers, and vocabulary memorization. This study contributes to the pedagogical integration of traditional and modern education methods while proposing a model for Arab Pegon instruction that is responsive to the diverse educational backgrounds of students.
Co-Authors Ahmad Maghfurin Alfina Habibatur Rahmah Anis Malik Thoha Muhammad Hilmi Hifdzil Haq Naifah Naifah Nasikhin Nasikhin, Nasikhin Raharjo Raharjo Tyas Bs Ambarwati