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This Author published in this journals
All Journal Al Ishlah Jurnal Pendidikan Journal of Community Development Iseedu: Journal of Islamic Educational Thoughts and Practices
Fadhia Ananda
Universitas Muhammadiyah Surakarta
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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Internalization Strategy of Religiosity Values as an Effort to Prevent Bullying at Darul Qur'an Islamic Boarding School Surakarta Fadhia Ananda; Mahasri Shobahiya
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 9 No. 2 (2025): Vol 9 No 2 (2025): November
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v9i2.14631

Abstract

This study aims to analyze the strategy of internalizing religiosity values as an effort to prevent bullying in the Darul Qur'an Islamic Boarding School in Surakarta. Bullying, which often appears in verbal and relational forms, is a problem that affects the mental health and social development of students. This study uses a qualitative approach with a case study design to explore an understanding of how religious values are applied in daily life in pesantren and how it contributes to preventing bullying behavior. Data collection was carried out through in-depth interviews with students and pesantren managers as well as the study of documents related to pesantren policies and religious activities. The results of the study show that routine religious activities, such as congregational prayers, dhikr, and learning the Qur'an, play an important role in shaping the character of students who prioritize positive moral and social values. However, although religiosity has a big role in preventing bullying, there are still challenges related to differences in perceptions among students about bullying behavior. In conclusion, the consistent and deep internalization of religiosity values can create a safer and more harmonious environment in Islamic boarding schools, while reducing the risk of bullying.
Synergy in Building an Islamic Generation: Strengthening Arabic Language Proficiency through the Gombak Utara Learning Center, Kuala Lumpur, Malaysia Nurul Latifatul Inayati; Mohammad Zakki Azani; Yeti Dahliana; Mujazin Mujazin; Muh. Nur Rochim Maksum; Abil Fida Muhammad Qois Al Hadi; Fadhilla Nangroe Anggraini; Fadhia Ananda; Ellynia Eva Kusuma Dewi; Bella Misbahati Putri; Habibi Fadzlurrahman; Eka Nur Mistiawati
Journal of Community Development Vol. 6 No. 1 (2025): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/comdev.v6i1.1708

Abstract

The purpose of this community service program is to improve Arabic language skills while strengthening Islamic values among Indonesian migrant children at Sanggar Bimbingan Gombak Utara, Kuala Lumpur, Malaysia. This program was designed to address the problems of low Arabic literacy, limited teaching methods, and weak understanding of Al-Islam and Kemuhammadiyahan (AIK) among diaspora children. Through this initiative, it is expected to foster a young generation with basic Arabic proficiency, strong religious understanding, and confidence in maintaining their Islamic identity within a multicultural environment. The implementation method applied a participatory approach consisting of identification, planning, implementation, evaluation, and reflection stages. Several learning strategies were employed, including Joyful Learning Arabic, Al-Lughah wa Al-Hayah, Pelita Hikmah, Quiz Cahaya Iman, and Sanggar Qur’an. The activities were conducted interactively, involving lecturers, students, local teachers, and PRIM Malaysia to ensure program sustainability. The results show significant improvements both academically and socio-spiritually. Academically, children’s vocabulary mastery, simple conversation skills, and Qur’anic recitation with tajwid improved based on pre-test and post-test results. Socially, the program fostered greater self-confidence, active participation, and a stronger sense of community. Spiritually, the internalization of Islamic values was reflected in children’s daily attitudes and behavior. The program also produced simple teaching modules, online mentoring, and collaborative networks to support sustainability. Thus, this initiative not only addressed short-term needs but also built a relevant, sustainable learning ecosystem that can be replicated in other diaspora communities..
Evaluation of Inclusive Education Services at Muhammadiyah 1 Kartasura Junior High School Fadhia Ananda; Nurul Asma Khoiriyah; Anisa Meilawati; Annisah Safitri; Hana Ayu Safitri; Istanto Istanto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8892

Abstract

Inclusive education aims to provide equitable learning opportunities for all students regardless of their abilities. Despite increasing policy support in Indonesia, limited evidence exists regarding the implementation of inclusive education in Islamic schools. This study evaluated the Muhjitos Inclusion Program at SMP Muhammadiyah 1 Kartasura as a model of inclusive education integrating academic excellence with humanistic and religious values.A qualitative case study was conducted using purposive sampling. Participants included the school principal, the inclusion program coordinator, Special Assistant Teachers (Guru Pendamping Khusus/GPK), subject teachers, and students with special needs. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the Miles and Huberman interactive model, while source and method triangulation and member checking were employed to ensure trustworthiness.Four major themes emerged: (1) adaptive implementation of inclusive learning through full inclusion and pull-out instruction; (2) the pivotal role of GPK in differentiated instruction and emotional support; (3) a collaborative ecosystem involving teachers, parents, and psychologists; and (4) students' holistic development encompassing academic, social, emotional, and character growth. The findings indicate that the program has been effectively implemented for three years, primarily serving students with mild disabilities through individualized support and collaborative educational practices.The study proposes an Inclusive Excellence Model comprising adaptive instructional flexibility, collaborative ecosystem synergy, and the integration of humanistic-spiritual values. The findings suggest that inclusive education and academic excellence can be achieved simultaneously through adaptive pedagogy, sustained stakeholder collaboration, and institutional commitment to educational equity, offering practical implications for the development of inclusive education in Islamic schools.
Co-Authors Abil Fida Muhammad Qois Al Hadi Anisa Meilawati Annisah Safitri Bella Misbahati Putri Eka Nur Mistiawati Ellynia Eva Kusuma Dewi Fadhilla Nangroe Anggraini Habibi Fadzlurrahman Hana Ayu Safitri Istanto Istanto Mahasri Shobahiya Mohammad Zakki Azani Muh Nur Rochim Maksum Mujazin Nurul Asma Khoiriyah Nurul Latifatul Inayati Yeti Dahliana