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p-Index From 2021 - 2026
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This Author published in this journals
All Journal IJ-ATL (International Journal of Arabic Teaching and Learning) Journal of Islamic and Occidental Studies (JIOS) Refleksi : Jurnal Penelitian Tindakan Indonesian Journal of Islamic Religious Education (INJIRE) Journal of Psychological Insight
Muhammad Hudhel Sidqi
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Continuous Professional Development Strategy in Improving the Competence of Arabic Language Teachers in Islamic Boarding School Sidqi, Muhammad Hudhel; Taufiqurrochman, Raden; Ifawati, Nur Ila
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.11206

Abstract

The professional development of Arabic language teachers is a strategic priority in Islamic educational institutions to ensure instructional quality and pedagogical relevance. This study investigates the implementation of Continuous Professional Development (CPD) strategies in enhancing teacher competence at Al-Mashduqiah Islamic Boarding School, Probolinggo. Employing a descriptive qualitative method, data were collected through interviews with caregivers and teachers, classroom observations, and analysis of institutional documents. The findings reveal that Arabic language teachers at the pesantren demonstrate four core competencies pedagogical, professional, personal, and social as mandated by national education standards. CPD at Al-Mashduqiah is systematically implemented through self-development programs, scientific publications, and innovative instructional practices. Supporting factors include a conducive Arabic-speaking environment, regular training sessions, and the integration of Arabic in daily communication. However, challenges such as high teacher workload, limited technological integration, and external teaching assignments persist. This study concludes that the CPD model at Al-Mashduqiah offers a viable and sustainable framework for enhancing Arabic language teacher competence and serves as a reference for similar Islamic educational settings aiming to strengthen professional teaching capacity.
Mindful Teaching to Reduce Smartphone Distraction in High School Qushwa, Febri Ghayatul; Muhammad Hudhel Sidqi; Onia, Saifaldin Idris
Refleksi: Jurnal Penelitian Tindakan Vol. 3 No. 1 (2025): in Progress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/refleksi.v3i1.1510

Abstract

Fenomena krisis atensi di kalangan siswa akibat distraksi penggunaan smartphone menjadi tantangan serius dalam proses pembelajaran di era digital. Penelitian ini bertujuan untuk meningkatkan fokus belajar siswa melalui penerapan pendekatan mindful teaching yang berorientasi pada kesadaran diri dan pengendalian atensi. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 30 siswa kelas XII. Hasil penelitian menunjukkan bahwa penerapan mindful teaching mampu meningkatkan rata-rata fokus belajar siswa sebesar 38%, ditandai dengan peningkatan konsentrasi, partisipasi aktif, dan kemampuan mengendalikan distraksi digital. Pendekatan ini efektif menciptakan suasana kelas yang lebih tenang, reflektif, dan produktif. Penelitian ini menegaskan pentingnya mindful teaching sebagai strategi pedagogis untuk mengatasi krisis atensi di era pembelajaran digital.
Exploring Anger Management Strategies in Addressing Teacher Burnout Muhammad Hudhel Sidqi; Bakri Muhammad Bakhiet; Febriyanti Ghayatul Qushwa
Journal of Psychological Insight Vol. 2 No. 1 (2026): Janury-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i1.1299

Abstract

Teacher burnout is frequently accompanied by unmanaged anger that disrupts instructional quality and professional stability. This study aims to analyze the forms of teacher anger, identify anger management strategies applied in classroom settings, and examine their impact on burnout and teaching quality. Using a qualitative case-based approach, data were collected from teachers through in-depth interviews, classroom observations, and document analysis, and were examined using thematic analysis. The findings reveal that anger, manifested in verbal reactions, nonverbal expressions, and internal emotional suppression, is linked to emotional exhaustion. Teachers applied physiological regulation, cognitive reframing, spiritual-reflective practices, and controlled behavioral responses as management strategies. These strategies were associated with reduced emotional exhaustion, improved teacher–student relationships, more conducive classroom climates, and strengthened professional conduct. This study contributes by positioning anger as a specific operational dimension within burnout discourse. The findings imply that structured emotional regulation training should be integrated into teacher professional development programs.
The Influence of Orientalist Thought on the Paradigm of Modern Islamic Education: A Critical Study from Edward Said's Perspective Muhammad Hudhel Sidqi; Febriyanti Ghayatul Qushwa; Bakri Muhammad Bakhiet
Journal of Islamic and Occidental Studies Vol. 3 No. 2 (2025): Journal of Islamic and Occidental Studies
Publisher : Center of Islamic and Occidental Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/jios.v3i2.78

Abstract

Motivated by an epistemological crisis in modern Islamic education caused by secular and positivist Orientalist thought, this research examines how this paradigm shapes educational perspectives, systems, and curricula. Using qualitative analysis of relevant literature, the study identifies three key channels of Orientalist influence: curriculum design, academic language, and the criteria for scientific legitimacy. The research also highlights the counter-paradigm offered by Muslim intellectuals such as Syed M. Naquib al-Attas, Ismail Raji al-Faruqi, and Seyyed Hossein Nasr, who advocate for an educational foundation based on tawhidi epistemology. The study ultimately calls for a fundamental reorientation of Islamic education away from imitation and toward an emancipatory system that integrates Divine revelation with human intellect and empirical experience.
Islamic Neuro-Pedagogical Approach: Integration of Neuroscience in Strengthening Students' Spiritual Values Muhammad Hudhel Sidqi; Febriyanti Ghayatul Qushwa; Zohaib Hassan Sain
Indonesian Journal of Islamic Religious Education Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/Injire.v4i1.06

Abstract

This study explores the influence of artificial intelligence (AI) algorithms and digital literacy-based pedagogical strategies on students’ religious understanding, moderation, and the development of critical and digital spiritual awareness. The research addresses contemporary challenges in religious moderation education within the digital era, where algorithmic automation and content personalization may unintentionally shape biased or extreme religious perceptions. The study aims to identify the role of AI algorithms in shaping students’ religious learning, evaluate the effectiveness of integrating digital literacy and moderation pedagogy, and analyze the empirical impact of interactive learning modules on students’ reflective awareness. Using a qualitative case study design, data were collected through interviews with teachers and students, classroom observations, and documentation analysis of modules, quizzes, essays, and project reports. The findings reveal that AI algorithms exert a dual effect: they enhance access to diverse learning materials but potentially reinforce extremist narratives when unregulated. Integrative digital literacy and moderation strategies significantly foster critical thinking, empathy, and tolerance. This study highlights the urgency of embedding algorithmic literacy and religious moderation into educational curricula and positioning teachers as algorithmic mediators, offering both theoretical and practical contributions to digital-era Islamic education
Co-Authors Bakri Muhammad Bakhiet Bakri Muhammad Bakhiet Febriyanti Ghayatul Qushwa Febriyanti Ghayatul Qushwa Febriyanti Ghayatul Qushwa Nur Ila Ifawati Onia, Saifaldin Idris Qushwa, Febri Ghayatul Taufiqurrochman, Raden Zohaib Hassan Sain