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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Tafkir: Interdisciplinary Journal of Islamic Education Chalim Journal of Teaching and Learning
Rusydianti, Dian
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Learning Harmony In Diversity: Tepa Slira And Empan Papan as a Mirror of Tolerance: Belajar Harmoni dalam Keberagaman: Tepa Slira dan Empan Papan sebagai Cermin Toleransi Rusydianti, Dian
Chalim Journal of Teaching and Learning Vol. 5 No. 1 (2025): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v5i1.2070

Abstract

This study explores the significance of local culinary traditions, particularly Tepa Slira and Empan Papan, as a reflection of tolerance in diverse communities in Kudus, Indonesia. This research highlights how this culinary practice contains the value of mutual respect and understanding, which is essential for creating harmony in a multicultural society. Using a qualitative approach, this research involved in-depth interviews with community leaders, religious leaders, and culinary actors to gather insights into the role of these traditions in promoting social cohesion. Key findings suggest that Tepa Slira, which emphasizes mutual respect, and Empan Papan, which advocates for putting everything in its place, serve as cultural cornerstones for tolerance. This research reveals that these traditions not only strengthen social bonds during religious celebrations and cultural festivals but also provide a framework for dialogue and understanding between different faiths. Despite the challenges faced by globalization and social change, this study emphasizes the importance of educational initiatives and community involvement in preserving these values. Finally, these findings suggest that Kudus can be a model for other regions in building tolerant and harmonious societies through the celebration of diversity.
Challenges in Implementing Islamic Religious Education Policies: An Institutional Theory Analysis Rusydianti, Dian; Masyhar, Ali ‎; Miftah , Muhammad ‎
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.29730

Abstract

This study examines the institutional implementation of Islamic Religious Education (IRE) in an Indonesian university context, focusing on the growing tension between formal regulatory compliance and the substantive realization of holistic character formation in contemporary higher education. Drawing on institutional theory, particularly the concept of institutional decoupling, the study employs a qualitative case study design using in-depth interviews, document analysis, and non-participant observation to investigate how IRE policy is structured, enacted, and adapted at Universitas Muria Kudus. The findings demonstrate a pattern of partial decoupling: although formal alignment with national mandates is evident through compulsory course allocation, standardized learning outcomes, and administrative structuring, these formal arrangements do not consistently translate into comprehensive affective and behavioral transformation. This gap is primarily shaped by structural constraints, notably limited credit hours and lecturer workload. At the same time, the study identifies adaptive institutional mechanisms—primarily structured co-curricular mentoring programs—that operate as re-coupling strategies connecting symbolic policy commitments with lived religious practice. These initiatives extend learning beyond classroom boundaries and enable more experiential internalization of ethical and spiritual values. The study concludes that meaningful IRE implementation requires hybrid governance models that integrate curricular and co-curricular structures and are supported by proportionate institutional resources. The findings imply the need to recalibrate policies on credit allocation, lecturer workload distribution, and the formal recognition of mentoring frameworks as strategic institutional instruments for character education, while extending the relevance of institutional decoupling analysis to religious education policy in higher education.
Turasth–Based Model for Islamic Education Policy Analysis: A Case Study of Madrasah Tsanawiyah Rusydianti, Dian; Sumadi, Eko; Masrukhin, Masrukhin
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2629

Abstract

This study explores a turath-based model for Islamic education policy analysis through a case study at MTs Mazroatul Huda Karanganyar, Demak. The study is motivated by the growing concern over moral degradation among students in the digital era and the urgent need to strengthen value-based Islamic education. Although classical Islamic texts (turath) have historically played a central role in shaping students' moral and spiritual character, their integration into contemporary educational policy and learning practices remains underexplored. Therefore, this research aims to analyze the instructional strategies used in teaching turath texts, identify the challenges encountered in the learning process, and formulate practical solutions for strengthening the internalization of aqidah and akhlak values among students. This research employs a descriptive qualitative method with a case study approach. Data were collected through classroom observations, in-depth interviews with teachers and school leaders, and supporting documentation. The findings indicate that the integration of traditional learning methods, particularly sorogan and bandongan, with modern pedagogical approaches can effectively support the internalization of Islamic values among students. However, several challenges were identified, including limited Arabic language proficiency, students' learning motivation, and restricted instructional time. To address these issues, the institution implemented several strategies, including teacher professional development, interactive learning methods, and stronger collaboration with parents. This study highlights the importance of a holistic learning model supported by continuous evaluation in developing Islamic education that is both relevant and responsive to contemporary challenges. The findings contribute to the development of a conceptual framework for integrating turath-based learning into Islamic education policy and practice.
Co-Authors Masrukhin Masrukhin Masyhar, Ali ‎ Miftah , Muhammad ‎ Sumadi, Eko