Article Per Year (5 Year)
p-Index From 2021 - 2026
0.961
P-Index
This Author published in this journals
All Journal Jurnal Impresi Indonesia Academia Open
Asnalia Rokhmah
Politeknik Negeri Nunukan
Religion Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health Social Sciences

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Preservation of Javanese Language in Islamic Boarding School Learning as a Strengthener of the Paradigm of Conservatism and Traditionalism in Islamic Education Zakiya Very Ayu Suryatina; Muhlisin Muhlisin; M. Sugeng Solehudin; Fatah Syukur; Asnalia Rokhmah
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13165

Abstract

General Background: Regional languages play a crucial role in shaping cultural identity and educational traditions within Indonesian Islamic institutions. Specific Background: In traditional Islamic boarding schools (pesantren) in Java, the Javanese language has long functioned as a medium for learning classical Islamic texts, moral education, and daily interaction, particularly within salafiyah pesantren. Knowledge Gap: Despite extensive discussions on pesantren and local culture, limited scholarly attention has been given to Javanese language preservation as a core mechanism reinforcing conservatism and traditionalism in Islamic education amid modernization. Aims: This study aims to examine how the preservation of the Javanese language in pesantren learning practices strengthens paradigms of conservatism and traditionalism in Islamic education. Results: Using a qualitative case study approach in three traditional pesantren in Central Java, the findings show that Javanese functions as a pedagogical medium, a transmitter of adab, hierarchy, and scholarly authority, and a cultural strategy to maintain traditional Islamic values. Novelty: This study positions Javanese language preservation not merely as cultural maintenance but as an epistemological foundation sustaining conservative and traditional Islamic educational paradigms. Implications: The findings highlight the importance of integrating local language preservation into Islamic education policies to sustain moral formation, cultural identity, and continuity of classical Islamic traditions alongside selective educational adaptation. Highlights: Javanese serves as a primary medium for transmitting classical Islamic knowledge and moral values. Language practices reinforce hierarchy, adab, and scholarly authority within boarding school communities. Linguistic maintenance operates as a cultural strategy amid educational modernization pressures. Keywords : Javanese Language Preservation, Pesantren Education, Islamic Conservatism, Educational Traditionalism, Local Culture
The Emancipatory Critical Paradigm in Islamic Religious Education as an Effort to Form a Tolerant and Multicultural Attitude Thoyibah Thoyibah; Muhlisin Muhlisin; Moch. Sugeng Solehudin; Fatah Syukur; Asnalia Rokhmah
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13185

Abstract

General Background The persistence of religious intolerance and exclusivism within educational contexts reveals unresolved pedagogical challenges in religious education systems. Specific Background In Islamic Religious Education, learning practices remain largely normative–doctrinal and transmissive, limiting students’ dialogical engagement and critical awareness within pluralistic social realities. Knowledge Gap Although tolerance and multiculturalism have been widely discussed, few studies systematically integrate a critical–emancipatory paradigm into the ontological, epistemological, and axiological foundations of Islamic Religious Education. Aims This study analyzes the relevance and conceptual contribution of the critical–emancipatory paradigm as an alternative pedagogical framework for Islamic Religious Education in fostering tolerant and multicultural attitudes. Results Using qualitative library research grounded in critical theory, the findings demonstrate that the critical–emancipatory paradigm is theologically and pedagogically compatible with Islamic values such as justice, human dignity, and rahmatan lil ‘alamin, while redirecting learning from indoctrinative models toward dialogical, reflective, and contextual practices. Novelty This article constructs an integrative conceptual framework linking the critical–emancipatory paradigm with the ontological, epistemological, and axiological dimensions of Islamic Religious Education. Implications The study contributes theoretically to critical Islamic education discourse and offers a coherent pedagogical orientation for developing tolerance, social empathy, and multicultural competencies within Indonesia’s pluralistic educational context. Highlights: Normative–doctrinal learning practices are conceptually linked to weak internalization of plural social values. Dialogical and reflective pedagogy aligns with Islamic theological principles of justice and human dignity. Ontological, epistemological, and axiological integration provides a unified framework for pedagogical renewal. Keywords: Islamic Religious Education, Critical Emancipatory Paradigm, Tolerance, Multiculturalism, Critical Pedagogy
Studi Pembuatan dan Pengujian Fisik pada Pembuatan Roster Beton Dikabupaten Nunukan Syarifudin Syarifudin; Lusy Rahmawati; Novianti Novianti; Asnalia Rokhmah; Maria Menung
Jurnal Impresi Indonesia Vol. 5 No. 1 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i1.7379

Abstract

Penggunaan roster beton sebagai elemen bangunan ventilasi semakin meningkat di Kabupaten Nunukan seiring perkembangan konstruksi perumahan dan bangunan umum. Namun, proses pembuatan roster beton oleh pengrajin lokal umumnya masih dilakukan secara manual dengan komposisi bahan yang diperoleh melalui metode trial and error, sehingga kualitas produk yang dihasilkan belum terstandar secara teknis. Penelitian ini bertujuan untuk mengkaji proses pembuatan roster beton manual serta menganalisis karakteristik fisik berupa kuat tekan dan daya serap air. Metode penelitian yang digunakan adalah studi kasus dengan pendekatan kualitatif dan kuantitatif. Data diperoleh melalui observasi lapangan, wawancara dengan pengrajin, dokumentasi proses produksi, serta pengujian laboratorium terhadap sampel roster beton. Pengujian kuat tekan dan daya serap air dilakukan dengan mengacu pada standar SNI bata beton berlubang. Hasil penelitian menunjukkan bahwa peralatan dan bahan pembuatan roster relatif sederhana dan mudah diperoleh, dengan tahapan produksi yang cepat dan tidak memerlukan keahlian khusus. Nilai kuat tekan rata-rata roster beton sebesar 12 kg/cm², masih berada di bawah standar kuat tekan minimum SNI, sedangkan nilai daya serap air rata-rata sebesar 16% telah memenuhi persyaratan mutu. Penelitian ini menyimpulkan bahwa roster beton manual memiliki daya serap air yang baik, namun perlu pengembangan komposisi material untuk meningkatkan kuat tekan agar memenuhi standar konstruksi.
Intersectional Identity and Symbolic Marginalization of Ethnic Minority Women in Islamic Education Zakiya Very Ayu Suryatina; Muhlisin Muhlisin; Muhammad Jaeni; Asnalia Rokhmah
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.14979

Abstract

General Background: Multicultural Islamic education is expected to accommodate social diversity, justice, and recognition of students’ multiple identities. Specific Background: Female students from ethnic minority groups may encounter unequal learning experiences arising from intersections among gender, ethnicity, religion, and social position within multicultural schools. Knowledge Gap: Previous studies commonly examine gender, ethnicity, and Islamic education separately, while Indonesian multicultural education research remains concentrated on policy and curriculum rather than the subjective experiences of ethnic minority female students. Aims: This qualitative case study examined how intersecting identities shape learning experiences and how multicultural schools in Pekalongan Regency implement inclusive practices, using participatory observation, in-depth interviews, recording, and focus group discussions with 18 informants. Results: The findings revealed symbolic exclusion in learning, majority-culture dominance within the hidden curriculum, and identity stereotypes affecting student participation. Students negotiated these conditions through social adaptation and strengthened religiosity as social capital, while an ambivalence remained between normative multicultural values and pedagogical practice. Novelty: Applying an intersectionality perspective demonstrates how gender, ethnicity, religiosity, and educational settings collectively generate symbolic power relations and identity negotiation in a local Indonesian context. Implications: The findings support intersectional pedagogical transformation, inclusive curriculum development, teacher professional development, and social justice-oriented educational policy. Highlights: Learning settings contained exclusion, majority-culture dominance, and identity stereotypes. Female students negotiated identity through social adaptation and strengthened religiosity. Normative multicultural values remained ambivalent against everyday pedagogical practices. Keywords: Intersectionality, Islamic Education, Ethnic Minority, Multicultural Schools.
Competency and Professional Development of Islamic Religious Education Teachers: Kompetensi dan Pengembangan Profesional Guru Pendidikan Agama Islam Zakiya Very Ayu Suryatina; Sugeng Solehuddin; Sopiah Sopiah; Abdul Khobir; Asnalia Rokhmah
Academia Open Vol. 12 No. 1 (2027): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.12.2027.14983

Abstract

General Background Teacher professionalism is central to educational quality, while digital transformation requires Islamic Religious Education teachers to combine pedagogical competence with technological adaptability and moral-spiritual responsibility. Specific Background Contemporary PAI teachers face rapid digitalization, changing social conditions, administrative burdens, unequal digital literacy, and limited access to professional training. Knowledge Gap Previous studies remain fragmented, commonly examining pedagogical or professional competence separately and providing limited integration of continuous professional development, digital literacy, Islamic values, and Society 5.0 demands within a comprehensive framework. Aims This qualitative study examines the current development of PAI teacher competence and professionalism, the factors shaping that development, and adaptive strategies relevant to contemporary education through observations, in-depth interviews, and documentation involving teachers, principals, and students. Results Four central dimensions emerged: strengthened pedagogical competence, improved digital competence, cultivation of spirituality and exemplary character, and active participation in professional learning communities and continuous professional development. Barriers included restricted training access, administrative workload, and differences in computer literacy. Novelty The study frames PAI teacher professionalism as an integrated multidimensional process combining pedagogical, professional, social, spiritual, and digital competencies. Implications Educational institutions and government agencies should provide systematic, equitable, and sustained support for digital professional development, academic culture, professional learning communities, spiritual development, and context-responsive training. Highlights: Pedagogical capability, technology literacy, spiritual exemplarity, plus continuous learning formed four central dimensions. Restricted training access, administrative workload, plus uneven computer literacy remained primary barriers. Student-centered instruction, project-based learning, authentic assessment, plus online media reflected a transformative paradigm. Keywords: Islamic Religious Education, Teachers, Competency Development.
Co-Authors Abdul Khobir Fatah Syukur Lusy Rahmawati M. Sugeng Solehudin Maria Menung Moch. Sugeng Solehudin Moh. Muslih Muhammad Jaeni Muhlisin Muhlisin Novianti Novianti Sopiah Sopiah Sugeng Solehuddin Syarifudin Syarifudin Thoyibah Thoyibah Tria Ratnasari Zakiya Very Ayu Suryatina Zakiya Very Ayu Suryatina