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All Journal al-Afkar, Journal For Islamic Studies IJGIE (International Journal of Graduate of Islamic Education) An-Nahdlah: Jurnal Pendidikan Islam Kasyafa: Jurnal Pendidikan Agama Islam
Irfan Musonif
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Religion Humanities Education Social Sciences Other

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Religious Habitus Formation Through Madrasah-Pesantren Collaboration: A Sociological Analysis Irfan Musonif; Annisa Nur Baeti; Muhamad Ibnu Athoillah; Donny Khoirul Azis; Fatur Fahrezi
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.4892

Abstract

This study addresses the limited integration between formal Islamic education (madrasah) and pesantren in shaping students’ religious character, which remains insufficiently explored in the sociology of Islamic education. Existing studies tend to examine these institutions separately, with little attention to how their collaboration contributes to the formation of religious habitus through sustained social processes. This research aims to analyze how madrasah–pesantren collaboration facilitates the formation of students’ religious habitus. A qualitative case study was conducted at MTs Al-Ma’arif Rakit, involving its partnership with two Islamic boarding schools. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that collaboration between madrasah and pesantren creates an integrated social education system in which religious values are internalized through habituation, role modeling, and continuous social interaction. The formation of religious character operates across three interconnected dimensions: collective moral consciousness (Durkheim), habitus formation and reproduction (Bourdieu), and social self-construction (Mead). Notably, the study finds that religious habitus is reproduced not only among boarding students but also among non-residential students through shared social environments. This study contributes theoretically by extending the concept of religious habitus within a collaborative educational context, and practically by proposing a madrasah–pesantren model for integrative Islamic character education.
Muslim Students In Catholic Religious Education In Indonesia: Interfaith Learning and Socio-Religious Identity Negotiation Mahin Anas Ramadona; Irfan Musonif; Semi Priyatno
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.5141

Abstract

This study addresses the limited empirical understanding of how Muslim students negotiate their socio-religious identity within Catholic Religious Education (CRE) in Indonesian faith-based schools. While interfaith learning has been widely promoted, little is known about how minority students interpret and engage with religious differences in classroom contexts. This study aims to examine the processes through which Muslim students construct meaning and maintain their religious identity in interfaith learning settings. Using an interpretive phenomenological approach, this research involved nine participants, including Muslim students, students from other religious backgrounds, a religion teacher, and a school principal. Data were collected through semi-structured interviews and classroom observations conducted between January and February 2026, and analyzed using thematic analysis. The findings indicate that students undergo a process of socio-religious identity negotiation, characterized by initial uncertainty, adaptive participation, and selective engagement with religious content. Dialogical and non-coercive pedagogy enables students to reinterpret religious differences through shared moral values without compromising their beliefs. This study highlights the role of inclusive religious education in fostering reflective religiosity and interfaith understanding in pluralistic contexts.
MODEL PEMBELAJARAN BERBASIS MEDIA INTERAKTIF UNTUK MENINGKATKAN KETERAMPILAN KRITIS SISWA DI SEKOLAH Aisyah Puan Maharani; Irfan Musonif
An-Nahdlah: Jurnal Pendidikan Islam Vol 5 No 3 (2026): Januari-April
Publisher : Institut Agama Islam Hamzanwadi NW Lombok Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/an-nahdlah.v5i3.872

Abstract

Pembelajaran di Madrasah Ibtidaiyah (MI) masih menghadapi tantangan dalam pengembangan keterampilan berpikir kritis siswa akibat dominasi metode konvensional dan minimnya penggunaan media digital. Penelitian ini bertujuan untuk meniplementasikan penerapan model pembelajaran berbasis media interaktif Wordwall dalam meningkatkan keterampilan berpikir kritis siswa pada pembelajaran Fikih di MI NU Kincang, Kecamatan Rakit, Kabupaten Banjarnegara. Metode penelitian yang digunakan adalah kualitatif lapangan dengan pendekatan studi kasus, melalui teknik observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penggunaan Wordwall menciptakan suasana belajar yang aktif, kolaboratif, dan reflektif. Siswa menunjukkan peningkatan kemampuan berpikir kritis melalui kegiatan analitis, diskusi kelompok, dan refleksi pembelajaran. Selain itu, media Wordwall membantu guru mengubah perannya menjadi fasilitator yang mendorong siswa berpikir logis dan mandiri. Meskipun masih terdapat keterbatasan sarana dan keterampilan digital, model pembelajaran berbasis Wordwall terbukti efektif untuk meningkatkan partisipasi, motivasi, dan kemampuan berpikir kritis siswa dalam konteks pendidikan madrasah.
Between Adab And Digital Learning: A Qualitative Case Study In Indonesian Pesantren-Based Madrasah Saifudin; Muchammad Aji; Irfan Musonif; Zaeni Gilang Darmawan; Aisyah Puan Maharani
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.5146

Abstract

This study examines how Islamic ethical values (adab) are negotiated within digital learning practices at a pesantren-based madrasah. While prior studies on digital Islamic education have predominantly focused on technological adoption and normative ethical integration, limited attention has been given to how adab is experienced and negotiated in everyday digital learning practices. This research aims to explore how these values are interpreted, adapted, and enacted by educational actors in situated contexts. Using a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis conducted between January and February 2026 at Madrasah Aliyah Roudlotut Tholibin, Banjarnegara, Indonesia. The findings reveal that adab is not diminished in digital contexts but transformed through situational negotiation involving students, teachers, and institutional authorities. This negotiation is reflected in digital communication practices, technology use, and shifting sources of knowledge. While institutional regulations seek to maintain ethical boundaries, students’ practical learning needs often lead to adaptive and context-dependent behaviors. Theoretically, this study reconceptualizes adab as a dynamic and negotiated social practice rather than a fixed normative construct. This contributes to the development of digital pedagogy in Islamic education by emphasizing the integration of ethical values within the fluid and participatory nature of digital learning environments.
Reconstructing the Meaning of Fiqh Learning through Accelerated and Quantum Learning in the Digital Generation Irfan Musonif; Syifa Salsabila; Risa Naelatus Syifa; Donny Khoirul Azis
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3455

Abstract

This study addresses a critical gap in Islamic education by rethinking fiqh learning beyond its traditional normative-transmissive orientation toward a more meaningful and contextually grounded process. Employing a qualitative case study design, the research was conducted in a Grade 11 classroom at MA Raudlotut Tholibin Banjarnegara between January and February 2026. Data were generated through in-depth interviews, classroom observations, and document analysis, and analyzed using reflexive thematic analysis. The findings demonstrate a fundamental shift in fiqh learning from knowledge transmission to a process of experiential and socially mediated meaning construction. This transformation unfolds through a dynamic interplay of student engagement, pedagogical adaptation, and experiential learning practices, in which students actively negotiate meaning through interaction, reflection, and lived experience. Engagement extends beyond observable participation to include cognitive and reflective involvement, while adaptation emerges as an inherent dimension of the learning process rather than a transitional stage. Consequently, fiqh is no longer understood as a fixed body of normative knowledge but as a contextual and lived practice shaped by students’ everyday realities. The study offers a theoretical contribution by reconceptualizing fiqh learning as a process of socially mediated experiential meaning-making, thereby challenging dominant transmissive paradigms in Islamic education. Practically, it underscores the need for designing interactive and context-sensitive learning environments aligned with the characteristics of digital generation learners. Ultimately, this study positions fiqh learning as a transformative pedagogical space where knowledge is continuously constructed, negotiated, and lived.
Islamic Historiography from Normative Tradition to Critical and Interdisciplinary Approach Annisa Nur Baeti; Susanti Sangidah; Irfan Musonif; Kholid Mawardi
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3477

Abstract

This article aims to analyze the transformation of Islamic historiography from a normative tradition toward critical and interdisciplinary approaches. Employing a qualitative approach with a literature review method, this study synthesizes and critically examines various scholarly works related to the development of Islamic historiography. The findings indicate that early Islamic historiography was rooted in oral traditions and the codification of hadith, which established an epistemological foundation based on the verification of transmission (sanad) and content (matan). In its classical phase, Islamic historiography was predominantly siyasah-oriented, reflecting the interplay between knowledge production and political power, resulting in elitist and event-centered narratives. Criticism of these limitations led to the emergence of more analytical approaches, most notably articulated by Ibn Khaldun through his concept of social interpretation. In the modern period, Islamic historiography has evolved toward interdisciplinary approaches by incorporating social, cultural, and economic perspectives, including localized contexts such as Indonesian historiography. This study argues that Islamic historiography is a dynamic epistemological construct that has shifted from a normative-descriptive model to a critical-reflective approach in understanding history.
A Conceptual Model of Integrating Deliberative Transformative and Authentic Learning in Multicultural Religious Education Irfan Musonif; Muhammad Misbah
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.164

Abstract

This study aims to develop an integrative conceptual framework for religious education that addresses the challenges of multicultural societies by synthesizing deliberative learning, transformative learning, and authentic learning. Employing a qualitative library research approach, this study utilizes interpretive thematic synthesis to analyze relevant scholarly literature. The findings reveal that these three approaches form interconnected epistemological relationships while also containing inherent conceptual tensions, particularly between rational dialogue, critical reflection, and real-life contextual experience. The synthesis results in the formulation of the Integrative Deliberative–Transformative–Authentic Religious Learning Model (IDTARL), a cyclical framework in which deliberative dialogue triggers cognitive dissonance, critical reflection facilitates meaning transformation, and authentic experience serves as a space for validation and reconstruction of understanding. The study demonstrates that effective religious learning in multicultural contexts is not determined by a single pedagogical approach but by a balanced integration of dialogic, reflective, and contextual dimensions. Theoretically, this research contributes to reconstructing the epistemology of religious education from a transmission-oriented paradigm toward a dialogic–reflective–contextual paradigm that is more responsive to multicultural realities.
Co-Authors Aisyah Puan Maharani Annisa Nur Baeti Donny Khoirul Azis Fatur Fahrezi Kholid Mawardi Mahin Anas Ramadona Muchammad Aji Muhamad Ibnu Athoillah Muhammad Misbah Risa Naelatus Syifa Saifudin Semi Priyatno Susanti Sangidah SYIFA SALSABILA Zaeni Gilang Darmawan