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All Journal Al Ishlah Jurnal Pendidikan Priviet Social Sciences Journal Journal of Educational Management Research Al-Insyiroh: Jurnal Studi Keislaman
Taufikin Taufikin
Universitas Islam Negeri Sunan Kudus
Religion Humanities 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.
Co-Authors Eva Vitariani Faricha Andriani Farid Khoeroni Moses Adeleke Adeoye Sri Nurhayati Sri Nurhayati