Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal ALSYS : Jurnal Keislaman dan Ilmu Pendidikan QOSIM: Jurnal Pendidikan, Sosial & Humaniora Innovasi : Jurnal Inovasi Pendidikan
Muhammad Makinuddin
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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.
Insertion of Moderate Islamic Values into the Merdeka Curriculum and Its Implications for Educational Practice Alpin Qirom; Muhammad Makinuddin
ALSYS Vol 6 No 5 (2026): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i5.11755

Abstract

Indonesia’s sociocultural diversity requires an educational approach that can address intolerance and radicalism while strengthening social cohesion. This study analyzes the integration of moderate Islamic values (wasathiyyah) into the Independent Curriculum (Kurikulum Merdeka) and examines its implications for students’ character development. Employing qualitative library research, the study drew primary data from official policy documents, particularly Regulation of the Minister of Education, Culture, Research, and Technology Number 12 of 2024, and secondary data from relevant academic journal articles and books. The data were systematically examined through content analysis, with source triangulation used to enhance the validity of the findings. The analysis reveals that moderate Islamic values are integrated at three interconnected levels: philosophical, curricular, and pedagogical. At the philosophical level, the curriculum aligns a humanistic educational paradigm with the principle of rahmatan lil ‘alamin. At the curricular level, the values of tawassuth, tasamuh, and i’tidal are aligned with the dimensions of the Pancasila Student Profile and the Pancasila Student Profile Strengthening Project (P5). At the pedagogical level, differentiated instruction, pedagogical flexibility, and dialogical-contextual learning facilitate meaningful engagement with religious and national values. Collectively, these forms of integration have important implications for fostering inclusive character, reducing exclusivism, and preventing radicalism within educational institutions while reinforcing harmony between religious commitment and national belonging (al-muwathanah). The study concludes that integrating moderate Islamic values into the Independent Curriculum represents a paradigmatic shift from textual-doctrinal transmission toward contextual-axiological character formation. These findings contribute a conceptual and policy-based foundation for developing contemporary Islamic Religious Education curricula and advancing inclusive educational practices in Indonesia.
Co-Authors Alpin Qirom Hani’atul Khoiroh Mihyiddin Mubarok Mohammad Afwan Choiri Irsyadi Muhammad Said