Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal IJGIE (International Journal of Graduate of Islamic Education)
Irfan Musonif
Unknown Affiliation
Religion Humanities Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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.
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.
Co-Authors Aisyah Puan Maharani Annisa Nur Baeti Donny Khoirul Azis Fatur Fahrezi Mahin Anas Ramadona Muchammad Aji Muhamad Ibnu Athoillah Saifudin Semi Priyatno Zaeni Gilang Darmawan