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All Journal Al Ishlah Jurnal Pendidikan Transformatif Jurnal Pemerintahan dan Politik Tarikhuna: Journal of History and History Education Jurnal Tarbiyah dan Ilmu Keguruan Borneo INSANIA : Jurnal Pemikiran Alternatif Kependidikan Priviet Social Sciences Journal Journal of Educational Management Research Bulletin of Educational Management and Innovation Social Science Academic ISTIFHAM JUMPA : Jurnal Manajemen Pendidikan Al-Insyiroh: Jurnal Studi Keislaman Jurnal Manajemen Pendidikan Islam
Taufikin Taufikin
Universitas Islam Negeri Sunan Kudus
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Cultural Integration and Collaborative Pedagogy in Qur’anic Literacy: The Tahsin Program's Innovative Model Sri Nurhayati; Eva Vitariani; Taufikin Taufikin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6919

Abstract

This study explores the transformative impact of the Tahsin Program on advancing Qur’anic literacy by integrating culturally responsive pedagogy with contextually grounded instructional design. Addressing the gap in inclusive, community-rooted religious education, the program aims to foster both linguistic proficiency and cultural identity. A qualitative case study approach was employed at a community-based learning center in Cimahi, Indonesia. Data were gathered through semi-structured interviews, focus group discussions, direct classroom observations, and document analysis. This multi-method strategy ensured a comprehensive understanding of the program’s design and outcomes. Findings revealed that over 80% of learners improved their Tajweed proficiency within three months. The program’s unique integration of modular curriculum progression, localized content, intergenerational mentorship, and embedded formative feedback contributed significantly to learner success. Culturally embedded practices—particularly the inclusion of elders—enhanced communal learning and reinforced cultural identity. Peer mentoring and dialogic group discussions fostered interpretive depth and active engagement, while ongoing feedback supported differentiated instruction and learner autonomy. The Tahsin Program exemplifies how pedagogical models that blend tradition with innovation can enhance religious education. By grounding the curriculum in social constructivist theory, the program accommodates diverse learner profiles and promotes sustainable community involvement. This study highlights the effectiveness of context-sensitive, culturally grounded Qur’anic education. Future research should explore how digital tools can scale such models for broader urban and online application.
Systemic Failures in Educational Management and the Normalisation of Child Exploitation among Vulnerable Learners Farid Khoeroni; Faricha Andriani; Taufikin Taufikin
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1898

Abstract

This study aims to analyse the exploitation of street children as a manifestation of dysfunctional educational management and weak coordination among educational organisations, rather than merely as a poverty-related social issue. Employing a qualitative phenomenological approach, data were collected through in-depth interviews, observations, and document analysis involving street children active around the Kriyan gas station area in Jepara. The data were analysed using an interactive model consisting of data reduction, data display, and conclusion verification. The findings reveal that child exploitation is sustained through normalised parental consent, institutional tolerance of child labour within schools, and community silence that morally legitimises these practices. Although children remain structurally enrolled in formal and non-formal education, they experience functional exclusion in the form of unequal learning time and persistent disruptions to the educational process. These conditions indicate a cycle of failure in educational management rooted in organisational complexity and weak ethical decision-making. This study contributes to educational management scholarship by introducing the concept of the educational complicity loop as an analytical framework, while offering practical implications for strengthening school leadership, improving cross-institutional coordination, and reinforcing ethical governance in education systems to better protect vulnerable learners.
Dwi Tunggal Pedagogy in Children’s Pesantren: Integrating Teacher–Parent Roles in Relational Islamic Education Taufikin Taufikin; Sri Nurhayati; Moses Adeleke Adeoye
Al-Insyiroh: Jurnal Studi Keislaman Vol. 12 No. 1 (2026): March 2026
Publisher : LPPPM STAI Darul Hikmah Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35309/alinsyiroh.v12i1.647

Abstract

This study investigates the mechanism of value internalization in a children’s pesantren through what is conceptualized as Dwi Tunggal Pedagogy—a relational model in which teachers simultaneously enact instructional and parental roles. Rather than broadly examining curriculum or institutional culture, the study specifically analyzes how everyday relational interactions function as the primary socialization process through which moral and spiritual values are internalized by young learners. Using a qualitative case study design, this research was conducted at PPATQ Raudlatul Falah Pati, a Qur’anic boarding school for children aged 7–12. Data were generated through prolonged observation involving 530 students, 123 teachers, and one kiai, as well as in-depth interviews with one kiai, ten teachers (ustadz and ustadzah), ten students, and five parents. Thematic analysis reveals that Dwi Tunggal Pedagogy operates through four interrelated dimensions: relational caregiving, moral–spiritual guidance, emotional attachment, and institutionalized daily interaction. Teachers are not merely transmitters of knowledge but function as consistent attachment figures who provide emotional security, moral discipline, and spiritual nurturing. The findings demonstrate that the effectiveness of children’s pesantren education is deeply rooted in the quality of human relationships rather than instructional structures alone. This study contributes theoretically by extending relational pedagogy and the ethics of care into the context of Islamic boarding education; empirically, by offering rich data from an underexplored setting; and practically, by providing insights for designing child-centered, care-based educational governance in religious boarding schools
Rethinking the allocation of MBG funds: Toward justice, utility, and national benefit Taufikin Taufikin
Priviet Social Sciences Journal Vol. 6 No. 1 (2026): January 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v6i1.748

Abstract

The "Meal-Based Grant (MBG)" is an education welfare package, which is concurrently provided to all students without differentiation by their family's economic condition, and is typical. While this policy intends to promote equity, there is a risk of waste and unfair distribution if financially advantaged students can access their entitlements from the public purse based on financial means rather than need. This study critically examines the MBG scheme from the perspectives of social justice, maqāṣid al-sharīʿah, and sustainable development. Applying normative-analytical and comparative policy reflection, the study argues that the MBG must be redesigned with greater focus. From there, the model works through a school-level targeting approach to serve only poor, underprivileged, and orphaned children directly. Furthermore, the remaining funds will be transferred for strategic educational investments, such as long-term scholarships at least up to the level of undergraduate studies, school infrastructure upgrading, merit-based awards, and research and innovation funds that include funding student inventions up to patent and industrial realization. Redistribution meets both fairness and efficiency requirements and raises a country's competitive ability and overall social welfare. The transformation from short-term to long-term consumption under the reformed MBG scheme will contribute more effectively to the SDGs: quality education and innovation. Finally, this study offers a new policy direction to strengthen short-run welfare forces through long-term human capital development.
Digital Consumer Justice as Maqāṣid-Based Ethics: Rethinking Telkomsel’s Data Expiry Policy through Netnography: Keadilan Konsumen Digital sebagai Etika Berbasis Maqāṣid: Memikirkan Kembali Kebijakan Kedaluwarsa Data Telkomsel melalui Netnografi Taufikin Taufikin
Transformatif Vol 10 No 1 (2026): ISSUED IN APRIL 2026
Publisher : POSTGRADUATE OF PALANGKA RAYA STATE ISLAMIC UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/tf.v10i1.11327

Abstract

The automatic removal of unused data quotas by one of Indonesia's telecommunications service providers has sparked widespread public attention in the digital sphere. This practice is often perceived as undermining consumer justice and rights. However, empirical studies linking digital consumer perceptions to the maqāṣid al-sharīʿah framework remain limited. This study examines public perceptions of Telkomsel's data quota expiration policy through a netnographic approach within an Islamic ethical perspective. Using an interpretive qualitative design, the study analyses 500 YouTube comments, 12 semi-structured interviews, and digital observations. Thematic analysis is grounded in the principles of maqāṣid: justice (ʿadl), protection of property (ḥifẓ al-māl), and public interest (maṣlaḥah). The results show that 36.6% of users view the policy as exploitation, while 25.4% associate it with a violation of digital property rights. Public narratives consistently view quotas as legitimate assets, so their removal is perceived as a unilateral loss. Interviews reinforce the link between injustice, low transparency, and weak consumer protection. This study does not conclude a general ethical crisis, but identifies the emergence of moral criticism rooted in digital experiences. These findings affirm that maqāṣid al-sharīʿah is a relevant evaluative framework for the ethics of digital services. The contribution of this research lies in its effort to empirically link maqāṣid with digital consumption practices, as well as demonstrating that netnography is effective in uncovering ethical dimensions within digital public narratives
Religious moderation as pedagogical habitus in Islamic religious education: A case study of internalization and character formation Imam Hanafie; Khojir Khojir; Shafa Shafa; Taufikin Taufikin; Mohammad Taqi Fakhlaei
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.134

Abstract

Background: Religious moderation has become a strategic issue in education amid rising signs of intolerance and radicalism among adolescents, particularly at the secondary school level, which is a crucial phase in identity formation. Although the value of moderation has been integrated into the Islamic Religious Education curriculum, its implementation remains largely normative and has not yet fostered a deep internalization process within learning practices. Purpose: This study aims to analyse how the values of religious moderation are constructed and internalized in Islamic Religious Education learning and how they contribute to the formation of students’ attitudes. Method: This study employs a qualitative approach with a case study design, conducted at a high school in Indonesia. Data were collected through observation, in-depth interviews, and document analysis, and were analysed using inductive thematic analysis. Findings: The results indicate that religious moderation is not merely taught as a value but is formed as a pedagogical habitus through the interaction between the curriculum structure, teacher role modelling, and repeated social practices. The internalization process occurs through the mechanisms of role modelling, reflective dialogue, and habituation, resulting in social empathy, self-control, and harmony in diversity. These findings offer a new conceptual contribution by positioning religious moderation as a pedagogical habitus in education.
Reconstructing Local Identity and Character Values Through Digital Historical Narratives: A Netnography of TikTok's Telisik Pati Community Taufikin Taufikin; Gulnaz Fatma
Tarikhuna: Journal of History and History Education Vol 8, No 1 (2026): May 2026
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/thje.v8i1.13090

Abstract

The development of digital space has led to local historical narratives being increasingly consumed by the younger generation, yet these narratives are not yet fully understood as a platform for character building. This situation has created a gap between the potential of digital historiography as a medium for teaching values and its practical application. This study aims to understand how historical narratives are produced by the TikTok account Telisik Pati shape character values through interactions within the online community. Using a netnographic approach, the study analyzed 19 videos and thousands of comments from October 2024 to December 2025. Digital observation, thematic analysis, and contextual interpretation were used to reveal the value patterns that emerge in the content and user responses. The results of the study reveal four main patterns of character formation: moral-religious values manifested through historical reflection; solidarity and guyub-rukun (harmony) reinforced by local identity narratives; the appreciation of Javanese traditions and ethics revitalized through digital dialogue; and ecological awareness that grows from the connection between history and natural space. Public interaction reveals a collaborative process of value internalization, in which historical narratives function not only as information but also as emotional and pedagogical media. The discussion confirms that digital historiography plays a significant role as a character-building tool within a strong local culture. This study concludes that digital historical narratives can be an effective strategy for strengthening character values in the social media era. The implications include the utilization of historical content for character education and the reinforcement of local identity in digital communities.
Embodied Pedagogical Governance: Cultivating Spiritual Habitus Through Tarbiyatul Aulad in an Islamic Boarding School Eko Kurniawanto; Noorthaibah Noorthaibah; Bahrani Bahrani; Taufikin Taufikin; Mohd Syakir Mohd Rosdi
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15268

Abstract

Amid globalization and rapid social change, Islamic education faces growing pressure to sustain religious values that are lived in everyday practice rather than merely taught, yet how such values are internalized through organized institutional life remains insufficiently understood. This study examines how the principles of Tarbiyatul Aulad fi al-Islam, a classical Islamic framework for the upbringing and character formation of children, are enacted in the daily life of an Islamic boarding school, and how routines, role modeling, and the educational environment interact to shape the spiritual habitus of the santri. Adopting a qualitative intrinsic case study design, the research drew on in-depth interviews, participatory observation, and document analysis involving twenty informants comprising students, ustadz, kiai, and parents. The data were analyzed thematically and validated through source, methodological, and theoretical triangulation. The findings show that value internalization occurs not through any single activity but through the mutually reinforcing convergence of structured routines, the observable conduct of educators, and a deliberately maintained social environment, while disconfirming cases reveal that the santri retain interpretive agency within this structure. The study contributes the notion of habitus by design and frames embodied pedagogical governance as a lens that reconceives character formation as a problem of educational management. These insights imply that pesantren can strengthen value internalization by deliberately aligning daily schedules, exemplary conduct, and environmental arrangements as a single, coordinated strategy of institutional management.
Penerapan Metode Pembelajaran Integratif Al Faruqi dalam Meningkatkan Pemahaman Nilai-Nilai Islam Pada Siswa Nurun Nikmah; Taufikin Taufikin
Jurnal Tarbiyah dan Ilmu Keguruan Borneo Vol. 6 No. 3 (2025): Jurnal Tarbiyah dan Ilmu Keguruan Borneo, 6(3), Oktober 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/jtikborneo.v6i3.9994

Abstract

Penelitian ini mengkaji penerapan metode pembelajaran integratif al-Faruqi dalam meningkatkan pemahaman nilai-nilai Islam pada siswa di MTs Matholi’ul Huda yang berada di Desa Suwatu Kecamatan Tlogowungu Kabupaten Pati. Metode integratif yang dikembangkan oleh Ismail Raji al-Faruqi ini menekankan pendekatan holistik dalam mengintegrasikan pengetahuan Islam dengan berbagai disiplin ilmu. Jenis penelitian yang dipakai dalam artikel ini adalah kualitatif. Peneliti melaksanakan beberapa tahapan dalam memperoleh data yaitu dengan berwawancara, mengamati dan adanya dokumentasi sebagai pendukung. Pendekatan dalam penelitian ini menggunakan deskriptif-fenomenologi. Peneliti berupaya menguraikan hasil data-data dari informan terkait penerapan metode pembelajaran al-Faruqi dalam meningkatkan pemahaman nilai-nilai Islam pada siswa. Penelitian ini memberikan hasil point penting yang memperlihatkan bahwa MTs Matholi’ul Huda menerapkan metode pembelajaran integratif al-Faruqi pada setiap pembelajaran di berbagai disiplin ilmu untuk meningkatkan pemahaman nilai-nilai Islam pada siswa. Penerapan metode integratif ini dilakukan dengan bertahap yang dimulai dengan menanamkan pemahaman tauhid secara mendalam pada siswa. Akan tetapi, dalam menerapkan metode ini ditemukan juga tantangan yang dirasakan oleh pendidik dalam mencari referensi yang tepat untuk mengintegrasikan nilai Islam dalam setiap materi. Kemudian dampak yang terjadi setelah diterapkannya metode integratif ini menjadikan siswa memahami bahwa Islam tidak hanya berbentuk ibadah saja, tetapi mencakup seluruh aspek sosial kehidupan.
Humor sebagai pedagogi etis di perguruan tinggi Indonesia: pengalaman mahasiswa, jenis humor efektif, dan strategi pengajaran berorientasi SDG 4 Taufikin Taufikin; Sri Nurhayati; Habib Badawi
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i2.13208

Abstract

A rigid and stressful classroom environment can reduce students’ motivation and increase academic anxiety. Humour in learning serves as an effective pedagogical strategy to enhance engagement, reduce tension, and strengthen memory retention. However, not all types of humour positively influence the learning process. This study aims to identify the most effective types of humour and optimal strategies for their implementation in Indonesian higher education. Employing a qualitative-phenomenological approach, data were collected through structured interviews with 40 students from multiple universities. The findings reveal that academic humour is the most effective in improving comprehension and retention, while spontaneous humour promotes student engagement. In contrast, irrelevant or excessive humour tends to distract students from their focus. The study's novelty lies in integrating Islamic educational values with Western educational psychology to explain the role of humour in fostering a balanced, enjoyable, and ethically guided learning environment. The research aligns with Sustainable Development Goal 4 (Quality Education) by emphasizing the importance of inclusive and engaging pedagogical practices that enhance the quality of learning in higher education. The study also provides practical recommendations for lecturers to apply humour responsibly as a pedagogical tool that supports motivation, engagement, and meaningful learning.
Co-Authors Amelya Rahmadani Bahrani Budi Supriyatno Eko Kurniawanto Eva Vitariani Faricha Andriani Farid Khoeroni Gulnaz Fatma Habib Badawi Habib Badawi Imam Hanafie Khafidzotur Rofi’ah Khojir Latifah Dwi Maharani Mohammad Taqi Fakhlaei Mohd Syakir Mohd Rosdi Moses Adeleke Adeoye Muhammad Shobirin Nabila Farihatus Sa’diyah Noorthaibah Nurun Nikmah Ranowijaya Shafa Shafa Sri Nurhayati