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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Proceeding ISETH (International Summit on Science, Technology, and Humanity) Journal of Education and Religious Studies Jurnal Ilmu Hukum Immortalis Journal of Interdisciplinary Studies Jurnal Dinamika Pendidikan Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies
Bagus Jamroji
STIT Muhammadiyah Kediri
Religion Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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The Role of Islamic Values in the Development of Science and Technology: Perspectives from Al-Islam and Muhammadiyah Rohma, Allifatur; Nurhayati, Neneng; Yuniarti, Yanti; Jamroji, Bagus
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 13 No. 2 (2026): APRIL
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/sac7v870

Abstract

This study aims to examine the role of Islamic values from the perspe ctive of Al-Islam and Muhammadiyah in guiding the development of science and technology toward human welfare and moral responsibility. Using a qualitative philosophical library research approach, this study analyzes the Qur’an, Hadith, Muhammadiyah documents, and relevant scholarly literature through thematic and hermeneutic analysis. The findings show that Islamic values position science and technology as a trust directed toward maslahah and the realization of hayatan tayyibah.
Practical Implementive Muhammadiyah Ideology: PHIWM, HPT, and 12 Steps Sunarsih; Bagus Jamroji; Ludfi Robiatul Adawiyah; Fatoni Aziz
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/f4067t43

Abstract

This study critically examines the paradigm shift in educational research methodology in the digital era by elucidating the epistemological and methodological integration of Artificial Intelligence (AI) across the stages of data collection and analysis. Employing a qualitative conceptual approach with a systematic library research design, this study synthesizes contemporary national and international scholarly literature through descriptive reflective analysis. Data were analyzed using an integrated framework combining content analysis and AI assisted thematic analysis to identify dominant methodological trends, conceptual frameworks, and emerging ethical concerns associated with AI-driven educational research. The findings reveal a fundamental transformation from linear, researcher centered methodologies toward a hybrid, data-driven paradigm characterized by intelligent analytics and algorithmic support. AI integration substantially enhances analytical efficiency, precision, and scalability, while simultaneously redefining the researcher’s role as an epistemic authority responsible for contextual interpretation, methodological reflexivity, and validation of algorithmic outputs. Nonetheless, the study highlights persistent challenges related to algorithmic bias, transparency, and ethical accountability, underscoring the necessity of human in the loop mechanisms to safeguard scientific rigor and contextual validity. This research contributes to the advancement of educational research methodology by proposing an AI-augmented epistemological framework that reconciles computational intelligence with human reflexivity, thereby reinforcing the integrity, adaptability, and scholarly relevance of educational research in the digital age.
Perbandingan Filsafat Pendidikan Muhammadiyah dengan Filsafat Pendidikan Barat: Sebuah Kajian Komparatif Muhammad As’ad Humam; Bagus Jamroji; Sigit Sugiarto; Imam Ghozali
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/tw56t432

Abstract

This study comparatively examines the Philosophy of Education of Muhammadiyah and the Philosophy of Western Education to map the ontological, epistemological, axiological foundations, and their implications for educational goals, curriculum, and praxis. The main focus of the study is to trace the meeting points and differences between the Muhammadiyah educational paradigm which is rooted in the principles of monotheism, tajdid (renewal), and the orientation of social charity, and the mainstream of Western educational philosophy that develops through the traditions of humanism, progressivism, pragmatism, and critical pedagogy. The research uses a qualitative method based on library research with a comparative analysis design. Data was obtained through the study of key documents and texts, including Muhammadiyah educational decisions and thoughts, as well as representative works of Western educational philosophy. Data were analyzed using content analysis techniques and thematic comparison frameworks to assess concept coherence, value orientation, and practical consequences. The results of the study show that both traditions emphasize the formation of empowered, rational, and progressive human beings; however, Muhammadiyah places the transcendental dimension and prophetic ethics as the center of educational orientation, while many Western schools tend to affirm human autonomy, the secularity of knowledge, and the relativity of values in a historical-sociological framework. These findings affirm the importance of an integrative-critical approach in formulating modern and valuable education, as well as offering a conceptual model to strengthen the relevance of Muhammadiyah education in the global context without losing its normative identity.
Dinamika Kehidupan Sosial dalam Pengembangan Ilmu Pengetahuan dan Teknologi Bagus Jamroji; Darul Ihsan; Ibnu Abbas
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/d4ytsc23

Abstract

This study aims to analyze the dynamics of social life in the development of science and technology (IPTEK) through a descriptive qualitative approach based on library research. The advancement of science and technology cannot be separated from its social context, as technological innovation emerges in response to societal needs, values, and structural transformations. Data were collected through documentation techniques from relevant scholarly sources and analyzed using thematic analysis to identify patterns and relationships between social change and technological development. The findings reveal that social life serves both as a foundation and a driving force in shaping the direction of scientific and technological innovation. Conversely, technological advancement significantly transforms social interaction patterns, communication systems, and societal structures in contemporary communities. While these transformations enhance efficiency and expand access to information, they also introduce ethical and social challenges, including value shifts, digital inequality, and increasing individualism. Therefore, the development of science and technology should be guided by a humanistic and value-based approach to ensure that innovation strengthens social cohesion and supports sustainable development. This study highlights the importance of integrating digital literacy, ethical awareness, and social responsibility into technological advancement processes in order to maintain a balance between technological progress and the quality of social life.
GERAKAN JAMAAH DAN DAKWAH JAMAAH MUHAMMADIYAH: REKONTEKSTUALISASI TARJIH DALAM PENGUATAN KEBERAGAMAAN MASYARAKAT LOKAL Imam Sholihin; Bagus Jamroji; Lina Alfiah; Suwadi Pranoto; Ziaul Rahman Baihaqi
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/as5ykb51

Abstract

This study examines the role of gerakan jamaah and dakwah jamaah implemented by Muhammadiyah as a medium for recontextualizing tarjih thought in strengthening local religious life. Employing a qualitative descriptive-analytical approach, the research draws on data collected through observation, in-depth interviews, and document analysis involving Muhammadiyah activists, preachers, and community members. The findings reveal that community-based da‘wah enables the contextual internalization of normative Islamic values through participatory and dialogical engagement, fostering both individual piety and social religiosity. Furthermore, the study demonstrates that the integration of tarjih methodology with dakwah jamaah facilitates a dynamic interaction between religious normativity and local socio-cultural realities without altering the substantive principles of Islamic teachings. Despite facing challenges such as diverse religious traditions and limited human resources, dakwah jamaah proves effective in promoting moderate, inclusive, and progressive religiosity. This research contributes to the discourse on Al-Islam and Muhammadiyah studies by highlighting the strategic significance of community-based da‘wah in addressing contemporary religious challenges at the local level.
Islamic Value-Based Self-Regulated Learning Strategy for PAI Students as The Contribution of Islamic Psychology to Civilization Hadi, Abil Fida Muhammad Qois Al; Istanto, I; Shobahiya, Mahasri; Siati, Is Silaning; Maksum, Muh. Nur Rochim; Jamroji, Bagus; Vambudi, Viky Nur; Budihargo, Mushab Umar
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Purpose: This study aims to examine the application of Self-Regulated Learning (SRL) based on Islamic values by PAI students, as well as the factors that affect its success.Methodology: The research method used is qualitative with a phenomenological approach, involving interviews and observations on PAI students at the University of Muhammadiyah Surakarta. Data were analyzed descriptively to understand students' experiences and perceptions related to SRL in the context of Islamic values.Results: The study found that students used various SRL strategies, such as learning planning and self-reflection, integrating Islamic values like patience, tawakal, and sincerity. Supporting factors included intrinsic motivation, social support, and supportive facilities. Inhibiting factors included a lack of understanding of Islamic-based SRL and the influence of technology. The implementation of SRL positively impacted academic achievement and character development.Applications/Originality/Value: The study highlights the importance of integrating Islamic values into SRL to enhance both academic and moral development of PAI students, emphasizing its relevance in the context of modern education. The findings offer insights into how Islamic teachings can be applied to foster better learning outcomes and personal growth.
Implementation of the RBQ Plus Program in Improving Qur'anic Literacy of Bogem Village Residents, Gurah, Kediri Tinanto, Guntur Febri; Bagus Jamroji
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 2 (2026): April - June
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66601/ijis.v2i2.96

Abstract

Qur’anic literacy constitutes a fundamental component of Islamic education, playing a crucial role in shaping religious understanding and moral character. However, Qur’anic literacy among rural communities remains suboptimal, necessitating the development of sustainable, community-based non-formal Islamic education models. This study aims to analyze the implementation of the RBQ Plus Program (Rumah Belajar Qur’an Plus) in enhancing Qur’anic literacy among residents of Bogem Village, Gurah District, Kediri Regency, and to identify supporting and inhibiting factors as well as its impact on the internalization of Qur’anic values. This research employs a qualitative approach with a descriptive phenomenological design. Data were collected through observation, in-depth interviews, and documentation involving program managers, Qur’an instructors, parents, and learners. Data analysis followed the Miles and Huberman interactive model, with triangulation applied to ensure data credibility. The findings reveal that the RBQ Plus Program is implemented systematically through Qur’anic reading instruction, habitual recitation (tilawah), reinforcement of verse comprehension, and the integration of Islamic educational values into daily life. Supporting factors include learners’ motivation, educator competence, and strong family and community support, while limited facilities and heterogeneous participant backgrounds emerge as inhibiting factors. The program contributes significantly to improving tajwid-based reading skills, enhancing basic Qur’anic understanding, and strengthening religious character among community members.
Institutionalising Islamic Pedagogical Ethos through Professional Learning Communities: A Case Study at SDIT Ibadurrahman Srengat Blitar Sifa’ul Af’idah; Jamroji, Bagus
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 2 (2026): April - June
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66601/ijis.v2i2.103

Abstract

This study analyses how teachers’ Islamic pedagogical ethos is institutionalised and how it contributes to the development of students’ adab in an Islamic primary school. It addresses the persistent gap between the normative ideals of Islamic education and their practical implementation. Unlike prior studies that view pedagogical ethos as an individual attribute, this research conceptualises it as a collective, institutional construct embedded within school culture. A qualitative case study was conducted at SDIT Ibadurrahman Srengat, Blitar. Data were collected through in-depth semi-structured interviews with the principal, teachers, and students. The data were analysed using interpretative thematic analysis, with triangulation employed to enhance credibility and validity. The study reveals a structured, multi-layered model of Islamic pedagogical ethos aligned with the Professional Learning Community (PLC) framework. This model operates across institutional, pedagogical, and daily praxis levels, showing that Islamic pedagogical ethos is systematically developed through cycles of value internalisation, collaborative engagement, and reflective practice. The process fosters sustained cultivation of students’ adab within the school environment. By integrating PLC principles with Islamic value internalisation, this study provides a novel, operational, and sustainable framework for character education in Islamic schooling. The findings offer practical guidance for educational leaders and teachers seeking to institutionalise Islamic pedagogical values and support the holistic development of students.
Shaking and Hand-Kissing Culture for Internalizing Respect Toward Teachers in Islamic Boarding Schools Ari Susanto; Bagus Jamroji
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 2 (2026): April - June
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66601/ijis.v2i2.98

Abstract

This study examines the internalization of respect for teachers through the culture of shaking and hand-kissing within an Islamic Religious Education perspective at Darul Muslimin Muhammadiyah Islamic Boarding School. Using a qualitative case study approach, data were gathered from kiai, teachers, and students through interviews, observation, and documentation.  The findings reveal that this cultural practice is not merely a tradition, but an effective medium for embedding values of respect, rooted in both religious teachings and educational norms. It significantly contributes to the development of students’ character, fostering humility, politeness, discipline, and stronger learning motivation. The internalization process is reinforced through exemplary behavior, habitual practice, and continuous social interaction within the boarding school environment.  This study highlights that the culture of shaking and hand-kissing functions as a powerful hidden curriculum, playing a strategic role in strengthening Islamic character education in a holistic and sustainable manner.
Educative Prohibition and Guided Freedom in Islamic Education: A Comparative Study of QS. Luqman 13 and Child-Centered Education Harianton, Mohamat; Bagus Jamroji
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 2 (2026): April - June
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66601/ijis.v2i2.105

Abstract

This study examines the pedagogical meaning of prohibition in QS. Luqman 13 and its relevance to contemporary child-centered education. The study is motivated by the tension between modern educational paradigms that emphasize freedom, autonomy, and self-expression, and the need for moral boundaries in children’s character formation. Using a qualitative library research design, this study applies thematic Qur’anic interpretation and comparative educational analysis. Primary sources include QS. Luqman 13 and classical Qur’anic commentaries, while secondary sources include works on Islamic education, character education, and modern educational theories. The findings show that the prohibition expressed in the phrase lā tushrik billāh is not merely a normative command, but an educative boundary delivered through affection, dialogue, and rational moral reasoning. The phrase yā bunayya reflects a compassionate pedagogical relationship, while the explanation that shirk is a great injustice provides a rational foundation for moral internalization. Compared with child-centered education, Qur’anic pedagogy offers a model of guided freedom that balances autonomy with value-based boundaries. This study contributes to Islamic education scholarship by reconstructing prohibition as a humanistic, dialogical, and transformative pedagogical instrument. The study concludes that contemporary education should not eliminate prohibition, but should reinterpret it as an educative boundary that supports self-control, moral awareness, and responsible freedom.
Co-Authors Addinul Subhan Al Ishaq , Imam Abdimullah Al Ishaq Alfiatu Solikah Ardila, Yopi ARI SUSANTO Athar Abdullatif Husain Budihargo, Mushab Umar Darul Ihsan Fatoni Aziz Hadi, Abil Fida Muhammad Qois Al Handoko Hari Widyasmoro Harianton, Mohamat Himmawan , Fajaruddin Ibnu Abbas IMAM GHOZALI Imam Sholihin Irawan, Wahyudi Saputra Istanto, I Lilik Noer Laili Lina Alfiah Ludfi Robiatul Adawiyah Mada Yudha Sasana Mahasri Shobahiya Muh Nur Rochim Maksum Muhamad Ibnu Soleh Muhammad Al Haariz Muhammad As’ad Humam Nurhayati, Neneng Nurjaman, Fauzi Rasyid , Muhammad Azhari Rohma, Allifatur Roni Nuryusmansyah sholihat, khodijah amatulloh Siati, Is Silaning Sifa’ul Af’idah Sigit Sugiarto Siti Khodijah Solihin, Mohammad Sunarsih Suwadi Pranoto Tinanto, Guntur Febri Vambudi, Viky Nur Waahsturi Yakin, Ahmad Yuniarti, Yanti Ziaul Rahman Baihaqi