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All Journal QOSIM: Jurnal Pendidikan, Sosial & Humaniora Innovasi : Jurnal Inovasi Pendidikan Makkah: Journal Of Islamic Studies
Muhammad Makinuddin
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Dampak Globalisasi Terhadap Mutu Pendidikan Islam Muhammad Makinuddin; Mohammad Afwan Choiri Irsyadi; Mihyiddin Mubarok
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 3 No 3 (2025): 2025
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v3i3.1844

Abstract

Globalisasi sebagai fenomena multidimensional membawa peluang sekaligus tantangan bagi pendidikan Islam. Di satu sisi, globalisasi memperluas akses terhadap teknologi, informasi, dan jejaring akademik yang mendorong inovasi pembelajaran; di sisi lain, ia menghadirkan ancaman berupa krisis identitas, komersialisasi pendidikan, serta dekadensi moral generasi muda. Penelitian ini bertujuan untuk menganalisis secara kritis dampak globalisasi terhadap mutu pendidikan Islam serta merumuskan strategi penguatan yang relevan dengan tuntutan global. Metode yang digunakan adalah studi pustaka dengan pendekatan kualitatif melalui telaah mendalam terhadap buku, jurnal, dan laporan penelitian internasional maupun nasional. Hasil kajian menunjukkan bahwa mutu pendidikan Islam ditentukan oleh kemampuan lembaga dalam mengintegrasikan nilai-nilai Islam dengan pengetahuan modern, memperkuat kurikulum berbasis kompetensi abad ke-21, meningkatkan kapasitas guru, serta memanfaatkan teknologi digital secara kritis. Implikasi penelitian ini menegaskan pentingnya transformasi pendidikan Islam yang adaptif, kompetitif, dan tetap berakar pada nilai Qur’ani agar mampu melahirkan generasi muslim yang unggul, berdaya saing global, sekaligus berakhlak mulia
Strategi Memadukan Pembelajaran Bahasa Arab dan Pendidikan Islam Moderat di Pesantren Al- Ma’arif Muhammad Said; Muhammad Makinuddin; Hani’atul Khoiroh
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 3 (2025): DESEMBER (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/n04pk969

Abstract

This study aims to examine and formulate integrative strategies for combining Arabic language instruction with moderate Islamic education in Islamic boarding schools as a means of cultivating students who are both linguistically proficient and characterized by wasathiyah (moderation). Employing a descriptive qualitative approach with a field research design, the study was conducted at Al-Ma’arif Islamic Boarding School in Jombang, East Java. Data were collected through participatory observation, semi-structured in-depth interviews, and document analysis involving 20 respondents, including Arabic language teachers, students, and institutional leaders. The data were analyzed using the interactive model of Miles and Huberman, with validity ensured through triangulation and member checking. The findings reveal that the integration of Arabic learning and moderate Islamic education is implemented systemically through four interrelated components: curriculum integration, contextual-reflective instructional methods, the reinforcement of a moderate language environment (bi’ah lughawiyyah), and holistic evaluation encompassing cognitive, affective, and social dimensions. Empirical evidence indicates that this integrative strategy not only enhances students’ Arabic language competencies but also effectively internalizes values of Islamic moderation such as tolerance, justice, and balance thereby positioning Arabic as both an academic and moral-ideological instrument in fostering inclusive, critical, and peace oriented student character.
PEMAHAMAN MODERASI ISLAM SANTRIWATI MELALUI PENGAJARAN KITAB KUNING DI PESANTREN MAMBAUS SHOLIHIN Novia Andriani; Himmah Al Ulya; Haniatul Khoiroh; Muhammad Makinuddin
Makkah: Journal Of Islamic Studies Vol. 1 No. 4 (2025): Desember
Publisher : Makkah: Journal Of Islamic Studies

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

Abstract

Islamic moderation is an important focus in Islamic boarding school education to shape tolerant, balanced, and just students. The yellow book, as a classic source of religious education, is believed to contain values ​​of moderation that can be internalized through daily learning and practice. This study aims to explore how female students understand and apply the values ​​of Islamic moderation through the teaching of the yellow book at the Mambaus Sholihin Islamic Boarding School. The study used a qualitative approach with a descriptive phenomenological design. Data were collected through participant observation, semi-structured in-depth interviews with 17 informants (female students, female teachers, and caregivers/curricula), and documentation of the yellow book material and Islamic boarding school activities. Data analysis was conducted thematically to identify patterns of understanding and internalization of the values ​​of moderation. The results of the study indicate that female students understand moderation through learning etiquette, tolerance of differences in schools of thought, patience in learning, and experiences of living together with students from across regions. Ustadzah emphasizes moderation through learning methods that foster politeness, varied explanations of Islamic jurisprudence, and a balance between worship and social morals. Caregivers and the curriculum ensure that moderation is the direction of Islamic boarding school education and the basis for designing the yellow book material. Overall, the value of Islamic moderation is internalized through a combination of materials, methods, teacher role models, and Islamic boarding school culture. These findings confirm that teaching the yellow book in Islamic boarding schools not only transfers religious knowledge but also shapes the moderate character of female students. The integration of materials, methods, and role models creates an educational ecosystem that consistently supports tasamuh (compassion), tawasuth (religious tolerance), i'tidal (independent tolerance), and tawazun (independent tolerance). Yellow book-based education in Islamic boarding schools has proven effective as a means of internalizing the values ​​of Islamic moderation, providing a model for other Islamic educational institutions in developing tolerant and civilized students.
Co-Authors Haniatul Khoiroh Hani’atul Khoiroh Himmah Al Ulya Mihyiddin Mubarok Mohammad Afwan Choiri Irsyadi Muhammad Said Novia Andriani