Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal MUMTAZ: Jurnal Pendidikan Agama Islam Jurnal Tarbiyatuna : Kajian Pendidikan Islam
Akhmad Nurul Kawakip
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Relevansi Pemikiran Al-Ghazali dan William James dalam Pendidikan Karakter melalui Program Orientasi Santri Baru Eny Maria Qonita; Akhmad Nurul Kawakip
Tarbiyatuna Kajian Pendidikan Islam Vol. 9 No. 1 (2025): (February 2025)
Publisher : LPPM Institut Agama Islam Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/tarbiyatuna.v9i1.2882

Abstract

This research examines the relevance of character education from the perspectives of Al-Ghazali and William James in the 40-Day Ta'aruf Programme at Al-Yasini Integrated Islamic Boarding School, Pasuruan. This programme aims to help new santri adapt to pesantren life while forming religious and independent characters. Using a descriptive qualitative approach, this study explores the implementation of the programme and its relationship with Al-Ghazali's theory of character education which emphasises tazkiyatun nafs, habituation to worship, and good manners, and William James' psychology of religion which highlights religious experience as a transformational personal process. The results show that the 40-Day Ta'aruf Program is effective in shaping religious character through habituation of worship, internalisation of moral values, and independence training. In addition, this programme helps santri develop psychological resilience and emotional and social adaptability, as described by William James. In conclusion, the integration of Al-Ghazali and William James' perspectives in this programme proves that a spirituality-based approach has a significant role in individual character building. These findings provide recommendations for the development of faith-based character education in various educational institutions.
Resistance of Students from Migrant Worker Families Towards the Internalization of Mubadalah Values In Islamic Education Mochammad Zaka Ardiansyah; Mulyadi; Jamilah; Akhmad Nurul Kawakip
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3591

Abstract

Despite the growing emphasis on gender equality in Islamic education, limited research has examined how students from migrant worker families respond to the internalization of Mubadalah values. This study aims to examine the forms of resistance demonstrated by students who are children of migrant workers. Employing a qualitative approach with a case study design, the research was conducted in four Islamic educational institutions located in Jember, East Java, Indonesia. Data were collected through in-depth interviews and analyzed using the interactive model of data analysis. The findings reveal that students exhibit two forms of resistance: overt resistance and covert resistance toward gender equality practices. Overt resistance is manifested in the rejection of domestic tasks perceived as incompatible with traditional gender roles, while covert resistance appears in the form of avoidance, lack of enthusiasm, and passive participation. In conclusion, resistance to the internalization of Mubadalah values emerges from the interaction between educational interventions and the socio-cultural backgrounds of students. Therefore, pedagogical strategies that are context-sensitive are required, integrating gender equality values with students’ lived experiences and family norms. This study contributes to the advancement of Islamic education scholarship and offers practical recommendations for strengthening gender equality education in Islamic educational institutions.
Co-Authors Eny Maria Qonita Jamilah Mochammad Zaka Ardiansyah Mulyadi