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All Journal Jurnal Dinamika Pendidikan
Mutalib, Wahyudi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Penerapan Tata Tertib Terhadap Tingkat Kedisiplinan Santri Kelas Xii Di Kmi Pondok Pesantren Al-Ishlah Bondowoso Mutalib, Wahyudi; Nahrawi, Mohammad; Mujahidin, Ahmad; Prasetiya, Benny
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 2 (2026): JANUARI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/s74dv878

Abstract

This study aims to analyze the effect of the implementation of institutional rules on the level of student discipline at Kulliyatul Muballighien Al-Islamiyyah (KMI), Al-Ishlah Islamic Boarding School, Bondowoso. Field observations indicate a 10% decrease in students’ compliance with pesantren regulations compared to the previous year, suggesting a gap between the ideal values of pesantren education and actual student behavior. Based on B.F. Skinner’s behaviorism theory and Travis Hirschi’s social control theory, institutional rules in pesantren are viewed as instruments of behavioral reinforcement and social control that play a role in shaping student discipline through mechanisms of reinforcement and the internalization of moral values. This study employed a quantitative approach with an explanatory research design, involving a population of 98 twelfth-grade students selected using total sampling. Data were collected through a five-point Likert-scale questionnaire and analyzed using SPSS version 27 through normality tests, linearity tests, and linear regression analysis. The results showed that the implementation of institutional rules had a significant effect on the level of student discipline, with an F value of 55.099 and a significance level of 0.000 (p < 0.05). This indicates that the better the implementation of institutional rules, the higher the level of student discipline. Theoretically, these findings strengthen the concept that institutional rules function as a means of character building and social control within the Islamic education system. Practically, this study provides important implications for pesantren management, suggesting that institutional rules should not merely serve as supervisory tools but also function as a medium for internalizing values of discipline, responsibility, and moral awareness among students.
Rekonstruksi Adab Guru dan Murid Menurut Ibn Jamā‘ah dalam Tadzkirotus Sāmi’ dan Relevansinya terhadap Pendidikan Modern Al Azhari, Yahya Husein; Mutalib, Wahyudi; Rusminingsih, Eka Sri; Hidayah, Samsiyah Nuril; Khoiriyah
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/c2fdn217

Abstract

The ethical crisis in teacher–student relationships within modern education, particularly in the digital era, is characterised by the erosion of exemplary conduct, the decline of respect, and the growing dominance of mechanistic and transactional pedagogical interactions. This phenomenon underscores the urgency of re-establishing an ethical foundation for education rooted in the Islamic intellectual tradition. This study aims to reconstruct the concept of adab (ethical conduct) of teachers and students according to Ibn Jamā‘ah in Tadzkirotus Sāmi‘ wa al-Mutakallim fī Adab al-‘Ālim wa al-Muta‘allim and to analyse its relevance within the context of contemporary education. This research employs a qualitative approach, utilising a library-based method, and applies thematic analysis to primary texts and relevant secondary sources. The findings indicate that, according to Ibn Jamā‘ah, the adab of teachers is founded upon four principal elements: moral exemplarity, scholarly integrity, pedagogical wisdom, and spiritual–moral relationality. Meanwhile, the adab of students encompasses five essential principles: respect, diligence in learning, discipline, proper questioning etiquette, and self-purification. The conceptual reconstruction of these values demonstrates that Ibn Jamā‘ah’s thought is not merely normative and historical in nature but possesses significant adaptive capacity for contextualisation within modern educational systems, including digital and blended learning environments. This study affirms that adab constitutes the epistemological and ethical foundation of education; thus, its revitalisation is a prerequisite for the realisation of an educational model oriented not only towards cognitive achievement but also towards character formation and moral maturity.
Konsep Tarbiyah Menurut Hasan Al-Banna dan Abul A’la Maududi:Sebuah Kajian Literatur Mutalib, Wahyudi
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 11 No. 4 (2025): JULI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/02rqsj28

Abstract

The study of contemporary Islamic educational thought highlights the urgent need to build a conceptual bridge between the classical Islamic educational tradition and modern Western educational philosophy. This article aims to provide a comprehensive examination of the concept of tarbiyah as articulated by Hasan Al-Banna and Abul A‘la Maududi—two influential twentieth-century thinkers who made significant contributions to the formation of modern Islamic educational paradigms. The research employs a library research method with a content analysis approach, focusing on the primary works of both figures as well as relevant secondary sources. The analysis centers on identifying similarities, differences, and potential avenues for conceptual dialogue between their notions of tarbiyah and the framework of modern Western education. The findings reveal that Al-Banna emphasizes the spiritual, moral, and social-practical dimensions in shaping the complete Muslim individual, while Maududi highlights ideological and political aspects as the foundation for establishing an Islamic social order. Despite their differing orientations, both share a common goal—forming the insan kamil (the perfect human being) who is faithful, knowledgeable, and virtuous. Theoretically, this study contributes to the development of a conceptual synthesis between Islamic and Western education by integrating spiritual values with modern rationality. Practically, the findings serve as a foundation for educators and policymakers in designing holistic Islamic education curricula that accommodate the spiritual, intellectual, and social needs of contemporary Muslim societies. Thus, this research underscores the enduring relevance and vitality of Al-Banna’s and Maududi’s ideas in bridging the East–West dichotomy within modern educational discourse.
Co-Authors Al Azhari, Yahya Husein Benny Prasetiya Hidayah, Samsiyah Nuril Khoiriyah Mujahidin Ahmad Nahrawi, Mohammad Rusminingsih, Eka Sri