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All Journal Hijri Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains Faiyadhah
Muhamad Towil Akhirudin
Darunnajah University, Jakarta, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Reforming Character Curriculum Through Qur’anic Insights: The Pedagogical Relevance Of Luqman’s Wisdom (Q.S. 31:13–19) Alhamuddin; Andi Murniati; Abdul Gafur Arifin; Muhamad Towil Akhirudin
Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains Vol. 9 No. 2 (2025): Vol IX Edisi II 2025
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Bukhary Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58822/tbq.v9i2.284

Abstract

Penelitian ini bertujuan mengeksplorasi relevansi pedagogis dari nasihat Luqman (Q.S. 31:13–19) sebagai landasan untuk reformasi kurikulum pendidikan karakter di sekolah. Tujuan utama penelitian ini adalah menjembatani kesenjangan antara nilai-nilai moral Islam yang ideal dengan praktik pendidikan karakter yang berlangsung di lapangan. Pendekatan kualitatif digunakan dengan metode studi teks dan analisis dokumen. Penelitian ini mengacu pada tafsir klasik dan kontemporer, literatur pendidikan, serta teori pengembangan kurikulum yang berfokus pada pembentukan moral dan spiritual. Hasil penelitian menunjukkan bahwa nasihat Luqman menawarkan kerangka pendidikan yang komprehensif, yang mengintegrasikan pemahaman intelektual, pertumbuhan emosional, bimbingan perilaku, dan nilai-nilai spiritual. Lima tema utama yang ditemukan meliputi: kesatuan antara tauhid dan etika, pentingnya syukur dan kerendahan hati, penghormatan kepada orang tua, kekuatan moral melalui kesabaran dan kesadaran diri, serta kesesuaian dengan model kurikulum holistik modern. Penelitian ini menyimpulkan bahwa nilai-nilai dalam nasihat Luqman mendukung pengembangan kurikulum yang autentik secara budaya dan kuat secara moral. Ditekankan bahwa nilai-nilai tersebut perlu diintegrasikan dalam program pembelajaran untuk memperkuat pendidikan karakter dan menjaga relevansi kurikulum dalam konteks masyarakat Muslim.
IMPLEMENTING CHARACTER EDUCATION IN ISLAMIC BOARDING SCHOOLS: A CFIR ANALYSIS OF THE NISAIYAH PROGRAM AT AN-NUR DARUNNAJAH 8, INDONESIA Akhirudin, Muhamad Towil; Rahman, Wianda; Muzakir, Muchammad Ibnu; Ardiansyah, Arief; Fauzi, Anas
Hijri Vol 14, No 2 (2025): HIJRI (Author Geographical Coverage: Turkey and Indonesia)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/hijri.v14i2.26115

Abstract

This study analyzes the implementation of the Nisaiyah Program at Pondok Pesantren An-Nur Darunnajah 8 Cidokom, Indonesia, a character education initiative specifically designed for female students (santri). It aims to evaluate the enabling factors, barriers, and overall effectiveness of the program in achieving its holistic character education objectives. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis. Thematic analysis was applied, with data validity ensured via source triangulation. The findings reveal that while the Nisaiyah Program is underpinned by a sound conceptual design and strong leadership commitment, its effectiveness is significantly constrained by systemic challenges. Key impediments include inconsistent curriculum delivery, inadequate physical resources, a lack of a structured mentoring system, and managerial inefficiencies such as a saturated schedule and diffuse management ownership. Analysis through the lenses of the Consolidated Framework for Implementation Research (CFIR) and Total Quality Management (TQM) principles demonstrates how the interplay of barriers within the inner setting and implementation process curtails the program's potential. The study concludes that the success of educational innovations within Islamic boarding schools necessitates a synergistic alignment of vision, robust operational systems, and dedicated resource allocation. The implications call for systemic improvements in curriculum fidelity, mentoring frameworks, and infrastructure. Future research should pursue longitudinal studies on the program's long-term impact, comparative case studies across pesantren, and investigations into strategies for cultivating positive peer cultures that reinforce program objectives
Kualitas Pelayanan Pendidikan: Perspektif Pembagian Tugas dan Pengawasan: Kualitas Layanan Pendidikan: Perspektif Pembagian Tugas dan Supervisi Isyanto, Nur; Akhirudin, Muhamad Towil; Hadi, Riswan
Faiyadhah | Journal of Islamic Education Management Vol. 1 No. 1 (2025): Faiyadhah
Publisher : Yapilin Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64344/fydh.v1i1.10

Abstract

This study aims to examine the effect of task division and supervision on the quality of educational services at the Hudatul Falah Foundation, Ciseeng, Bogor Regency. Using a quantitative approach with a correlational method, this study involved all teachers at the foundation, with a sample size of 60 respondents. Data were collected through a questionnaire that measured three main variables: task division, supervision, and quality of educational services. The results of the regression analysis showed that task division had a significant effect on service quality with a correlation coefficient of 0.859 and a determination coefficient of 0.738. Supervision also had a significant effect with a correlation coefficient of 0.740 and a determination coefficient of 0.548. The combination of the two showed a very strong effect on service quality, with a correlation coefficient of 0.881 and a determination coefficient of 0.776. These findings indicate that clear management of task division and effective supervision can improve the quality of educational services, making a positive contribution to the management of education in other educational institutions
Development of the An-Nasr Mobile Application to Enhance Independent Learning Skills in Arabic Language Instruction Aedi, Khasan; Nasrussalim, Muhamad; Gazali, Erfan; Akhirudin, Muhamad Towil
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i2.49537

Abstract

This study addresses a gap in curriculum-aligned interactive mobile media for high school Arabic learning. Although smartphones are common, Arabic instruction remains dominated by lectures and workbooks, limiting multimodal practice and formative feedback. This research develops and validates the An-Nasr mobile learning application through the first three ADDIE stages: analysis, design, and development. Interviews with 15 Class X students and one Arabic teacher revealed that 53.3% (n=8) identified qawāʿid (grammar) as the primary learning obstacle, followed by meaning comprehension (26.7%, n=4) and vocabulary (20%, n=3), reaffirming grammar complexity as a structural barrier for non-Semitic language learners. A technology-adoption paradox emerged: 53.3% had used Duolingo and 33.3% used translation apps, yet 46.7% (n=7) never used smartphones for Arabic study, while 40% ranked mobile learning as their preferred format. This reflects systemic inhibition caused by a lack of curriculum-aligned apps and limited teacher confidence in integrating smartphone-mediated learning. The prototype was developed using PowerPoint, iSpring Suite, and Web 2 APK Builder, embedding structured modules, transliteration, native-speaker audio, annotated visuals, animations, gamified quizzes, real-time feedback, adaptive learning paths, and autosave progress tracking. Expert validation indicated high feasibility (subject-matter: 92%; media: 91%). Field trials showed strong teacher acceptance (91%) and acceptable student feasibility (77%), yielding an overall feasibility score of 87.75%, confirming prototype readiness for broader implementation. The findings reinforce that curriculum alignment, multimodal scaffolding, and meaningful formative interactivity, rather than device availability alone, determine adoption, autonomy, and learner comprehensibility in secondary Arabic digital learning environments.
Co-Authors Abdul Gafur Arifin Alhamuddin Andi Murniati Ardiansyah, Arief erfan gazali, erfan Fauzi, Anas Hadi, Riswan Isyanto, Nur khasan aedi, khasan Muchammad Ibnu Muzakir Nasrussalim, Muhamad Rahman, Wianda