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All Journal Irfani Didaktik : Jurnal Ilmiah PGSD STKIP Subang J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Jurnal Sains Student Research Makkah: Journal Of Islamic Studies
Ali Ahmad Yenuri
Universitas Kiai Abdullah Faqih
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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COMMUNITY-BASED MODERATE ISLAMIC EDUCATION (AN ETHNOGRAPHIC STUDY IN PULOPANCIKAN VILLAGE, GRESIK) Khodijatul Fatiyah; Ali Ahmad Yenuri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 01 (2025): Volume 11 No. 01 Maret 2025 In Proccess
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i01.5786

Abstract

Pulopancikan Village is known as a harmonious multicultural community, where people from various religious and ethnic backgrounds live side by side with full tolerance. This harmony cannot be separated from the role of moderate Islamic education based on the community. This study aims to describe and analyze how moderate Islamic education contributes to building tolerance in Pulopancikan Village. With a qualitative ethnographic approach, this study explores the values ​​of moderate Islam applied by the community, such as mutual respect, tawassuth (moderation), at-ta'arruf (getting to know each other), at-tasamuh (tolerance), at-ta'awun (cooperation), and at-tawazun (balance). The results of the study indicate that moderate Islamic education in this village is supported by active communication between religious leaders, village heads, and the community, as well as regular meetings to discuss various social issues. These findings strengthen the idea that community-based education can be an effective strategy in building social harmony.
Internalisasi Nilai Musāwah (Kesetaraan) dalam Pembelajaran Pendidikan Agama Islam (PAI) Kelas VII di SMP Giki 1 Surabaya Khoirun Nisa; Ali Ahmad Yenuri
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7724

Abstract

This study aims to comprehensively examine the internalization of the value of Musāwah (equality) in Islamic Religious Education (PAI) for seventh graders at SMP Giki 1 Surabaya, emphasizing the process of internalization of the value of musāwah. A descriptive qualitative approach was used to collect data through in-depth interviews with the principal, vice principal for curriculum, PAI teachers, and Muslim and non-Muslim students, supplemented by direct observation of the dynamics of the school environment. The results show that the internalization of the value of musāwah occurs through three main stages: value transformation through material delivery, value transactions through dialogue and group discussions, and transinternalization through teacher role models and habituation in inclusive school policies. The school consistently applies the principle of non-discrimination, provides equal participation space, and assesses not only academic achievement but also students' social attitudes. These findings indicate that the value of equality does not stop at the conceptual level, but grows into a dynamic school culture, reflected in mutual respect, interfaith cooperation, and minimal conflict based on differences. Thus, the internalization of the value of Musawah in Islamic Religious Education (PAI) learning has proven effective in shaping students' character to be tolerant, inclusive, and able to live harmoniously in diversity.
PERAN GURU PAI DALAM MENANAMKAN SIKAP MODERASI SISWA DI UPT SMPN 17 GRESIK Khulaefatur Rosidah; Ali Ahmad Yenuri
JOURNAL SAINS STUDENT RESEARCH Vol. 4 No. 1 (2026): Februari: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v4i1.8549

Abstract

Religious moderation is a way to maintain harmony among different religious communities. Amid various conflicts between religions in today's life, the role of Islamic religious education teachers is very effective in introducing moderation to students so that they can have a moderate attitude in national and societal life. It is not only introduced but also exemplified so that students can practice it in their daily lives. This study uses a qualitative research approach. With this type of field research, the results show that the role of teachers is not only to broaden students' understanding of religious moderation but also to guide them to behave according to religious norms and to regulate students' behavior without creating any obvious differences.
STRATEGI IMPLEMENTASI PENDIDIKAN ISLAM MODERAT DALAM MEMBENTUK KARAKTER PESERTA DIDIK DI LEMBAGA PENDIDIKAN PESANTREN Khoirur Rozikin; Ali Ahmad Yenuri
Makkah: Journal Of Islamic Studies Vol. 2 No. 1
Publisher : Makkah: Journal Of Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Moderate Islamic education is an educational approach that emphasizes the values ​​of balance, tolerance, justice, and an open attitude towards differences in social life. This article discusses the concept of moderate Islamic education, the factors underlying its urgency in Indonesia, its implementation strategies in the world of education, and the challenges and opportunities in its implementation. Indonesia, as a country with a pluralistic society, requires an Islamic education model that can instill the values ​​of unity, love of peace, and respect for diversity. Through a literature review, this article shows that moderate Islamic education plays a crucial role in preventing the development of intolerant and radical attitudes among students. The implementation of moderate Islamic education can be done through the integration of the values ​​of moderation in the curriculum, teacher role models, the creation of an inclusive school culture, and the wise use of learning media. The results of this study confirm that moderate Islamic education is not only conceptually relevant but also strategic in shaping the character of students who are noble, tolerant, and responsible in national and state life.
ANALISIS TEORI PENGEMBANGAN KURIKULUM MENURUT FRANKLIN BOBBITT DALAM PENDIDIKAN MODERN Siti Nurrahmatin Ni'mah; Ali Ahmad Yenuri
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 7, No 3 (2026): OKTOBER
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v7i3.24486

Abstract

Penelitian ini bertujuan untuk menganalisis teori pengembangan kurikulum menurut Franklin Bobbitt, implementasinya dalam pendidikan modern, serta relevansi pemikirannya terhadap pengembangan kurikulum di era modern. Penelitian menggunakan metode kualitatif dengan pendekatan studi pustaka (library research). Data diperoleh melalui buku, jurnal ilmiah, artikel penelitian, dan berbagai sumber akademik yang berkaitan dengan teori kurikulum dan pendidikan modern. Hasil penelitian menunjukkan bahwa Franklin Bobbitt memandang kurikulum sebagai sarana untuk mempersiapkan peserta didik menghadapi kehidupan nyata dan dunia kerja melalui pengembangan pengetahuan, keterampilan, sikap, dan pengalaman belajar yang relevan dengan kebutuhan masyarakat. Bobbitt menekankan penggunaan pendekatan ilmiah, efisiensi pendidikan, serta tujuan pembelajaran yang spesifik dan terukur dalam penyusunan kurikulum. Implementasi pemikiran Bobbitt dalam pendidikan modern terlihat pada penerapan kurikulum berbasis kompetensi, pembelajaran kontekstual, penggunaan teknologi pendidikan, dan penyesuaian kurikulum dengan kebutuhan masyarakat serta perkembangan global. Dengan demikian, pemikiran Franklin Bobbitt masih relevan dalam pengembangan kurikulum modern karena mampu mendukung terciptanya pendidikan yang efektif, sistematis, dan adaptif terhadap perkembangan zaman.
Co-Authors Khodijatul Fatiyah Khoirun Nisa Khoirur Rozikin Khulaefatur Rosidah Siti Nurrahmatin Ni'mah