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All Journal Journal of English Language and Education Jurnal Konseling Pendidikan Islam Riwayat: Educational Journal of History and Humanities
Damayanti, Anna
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Nilai-Nilai Adabul 'Alim wal Muta'allim KH. Hasyim Asy'ari dalam Pembentukan Mental Kedisiplinan dan Etika Belajar Siswa (Studi Kasus di SMAN 3 Pulau Rimau) Amrillah, M. Soinun; Damayanti, Anna; Ariyanto, Muksin; Fauzi, M.; Mansyur, Abu
Riwayat: Educational Journal of History and Humanities Vol 8, No 4 (2025): October
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v8i4.50421

Abstract

This research investigates the implementation of ethical learning values derived from K.H. Hasyim Asy'ari's seminal work, Adabul 'Alim wal Muta'allim (The Etiquette of Teacher and Student), in fostering mental discipline and learning ethics among students at SMAN 3 Pulau Rimau, a public school. The core problem addressed is the erosion of traditional discipline and respect due to digital disruption. Employing a qualitative single case study design, data were collected through in-depth interviews with religious and counseling teachers, classroom observations, and analysis of school disciplinary documents. Data analysis utilized the Miles and Huberman Interactive Model to confirm field findings against the conceptual framework of Adabul 'Alim wal Muta'allim. The results indicate that the school implicitly implements three core adab pillars: adab towards knowledge (seriousness and punctuality), adab towards teachers (respect and obedience), and adab towards peers (cooperation). This implementation successfully contributed to improved student mental discipline, evidenced by a reduction in minor disciplinary cases. In conclusion, while the ethical framework remains relevant for physical discipline, the study finds a significant challenge in translating these values into effective 'digital adab,' particularly concerning respect for teachers in virtual interactions, necessitating explicit policy adaptation in the digital sphere.
The Islamic Education Environment in the Perspective of the Qur'an and Hadith in the Digital Era: A Case Study of SMAN 1 Lawang Kidul Jossiselfiah, Jossiselfiah; Wulandari, Siska; Damayanti, Anna; Alimron, Alimron; Suharmon, Suharmon
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1845

Abstract

The rapid development of the digital era has significantly transformed the educational environment, including Islamic education, which faces the challenge of balancing technological advancement with the strengthening of Islamic values. An Islamic educational environment grounded in the Qur’an and Hadith plays a strategic role in shaping students’ character so that they maintain noble morals amid the dynamics of digitalization. This study aims to analyze the concepts, principles, and implementation of the Islamic educational environment from the perspective of the Qur’an and Hadith in the digital era through a case study at SMAN 1 Lawang Kidul. This research employs a qualitative approach with a case study design. The research subjects consist of the school principal, Islamic Education (PAI) teachers, and students. Data were collected through in-depth interviews, participant observation, and documentation studies, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that the Islamic educational environment at SMAN 1 Lawang Kidul has integrated Qur’anic and Hadith-based values into the physical, social, and academic dimensions of the school through religious habituation programs, teacher role modeling, and the educational use of digital media. However, challenges persist, particularly regarding limited supervision of students’ use of digital technology outside formal learning activities. Overall, this study demonstrates that an Islamic educational environment rooted in the Qur’an and Hadith remains relevant and adaptive in responding to the challenges of the digital era, while also highlighting the need for more comprehensive strategies to strengthen digital ethics and supervision in public schools.
STUDENTS' READINESS TO MASTER 21ST-CENTURY SKILLS Wulandari, Siska; Damayanti, Anna; Sirozi, Muhammad
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1705

Abstract

The development of information technology, globalization, and the industrial revolution 4.0 requires the education system to prepare students with relevant 21st century skills. These skills are in line with the four pillars of UNESCO education, namely learning to know, learning to do, learning to be, and learning to live together, which includes critical thinking skills, problem solving, creativity, communication, collaboration, information literacy, and metacognition. This article aims to examine the readiness of students to master 21st century skills and the factors that influence them. The method used is a literature study by analyzing various relevant scientific sources. The results of the study show that students' readiness is influenced by four main factors: relevant curriculum, innovative learning strategies, integration of technology in the teaching and learning process, and a conducive learning environment. The achievement of 21st century skills can be realized through project- or problem-based learning, personalization of learning, strengthening collaboration and communication, empowerment of metacognition, and design of learning activities that are contextual and relevant to the real world. The main principle of 21st century learning emphasizes that learning must be student-centered, collaborative, contextual, and integrated with people's lives. These various skills need to be taught explicitly and planned. The role of teachers is crucial in implementing learning that is able to facilitate the development of these skills. In conclusion, educational institutions need to develop adaptive and innovative learning models so that students are able to face global challenges in the future and become competent, creative, and highly competitive individuals.
Co-Authors Alimron, Alimron Amrillah, M. Soinun Ariyanto, Muksin Jossiselfiah, Jossiselfiah M. Fauzi Mansyur, Abu Sirozi, Muhammad Siska Wulandari, Siska Suharmon Suharmon