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All Journal Jurnal Ilmiah Mandala Education (JIME) Khulasah : Islamic Studies Journal
Firahmatika, Syifa
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Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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IMPLEMENTASI METODE ROLE PLAYING DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMAN 2 KOTA BANJAR Firahmatika, Syifa; Afandi, Rahman
Khulasah : Islamic Studies Journal Vol 7 No 2 (2025): Khulasah: Islamic Studies Journal
Publisher : LPPM IAI Pangeran Dharma Kusuma Segeran Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/kisj.v7i2.486

Abstract

In the educational context, teachers are afforded the flexibility to determine instructional models that are best suited to the conditions and characteristics of their students. The careful selection of an appropriate teaching approach is expected to create a conducive and engaging learning environment, thereby enabling students to comprehend, internalize, and master the material being delivered. One of the active learning methods used at SMAN 2 Banjar is the role-playing method. The role-playing method is an active learning method that involves students as active participants in the learning process. This study employs qualitative research methods, utilizing data collection techniques such as observation, interviews, and documentation. The results of the study indicate that the implementation of the Role Playing method in Islamic Education and Character Education at SMAN 2 Banjar, West Java, is divided into three main steps: the introductory phase, which includes the stages of selecting roles, outlining role stages, preparing observers, and selecting actors. The second step is the core activity, which includes the role-playing process, discussion, and evaluation. The final step is the closing activity, which involves sharing experiences and concluding. The outcomes achieved through the Role Playing learning method are: (1) creating a strong learning impression; (2) being enjoyable for students; (3) fostering a spirit of optimism; (4) students actively engaging in the learning process. Meanwhile, the challenges faced by teachers in implementing this learning method include limited learning time, the need for high teacher creativity, difficulty in managing the class, and the process of selecting appropriate lesson materials to be presented through the Role Playing method.
Constructing the Meaning of Women in Islamic Education: A Discourse Analysis of Kitab Kuning from a Philosophy of Science Perspective Firahmatika, Syifa; Krismayanti, Dwi Puspa; Fadloli, Muhammad; Sumadi, Sumadi
Jurnal Ilmiah Mandala Education (JIME) Vol 12, No 2 (2026): Jurnal Ilmiah Mandala Education (April)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v12i2.10290

Abstract

As a faith-based educational institution, the pesantren initially emerged as a center for the cultivation of religious values and the dissemination of Islam. Because its primary character is that of an Islamic educational institution, the pesantren has, over time, systematically developed a distinctive Islamic tradition. One enduring hallmark of this tradition is the continued practice of reading and teaching kitab kuning (classical Islamic texts). Sustained for generations, the study of kitab kuning has become a substantive and authoritative reference within pesantren communities. Moreover, the pesantren’s emphasis on the continuity of sanad, which traces chains of transmission back to the Prophet and earlier scholars, positions kitab kuning not merely as instructional materials but also as a medium for transmitting scholarly authority grounded in recognized lineages of knowledge. However, when classical texts are treated as normative references, their discourse may operate as an epistemic regime that legitimizes particular moral orders and shapes socio-religious identities within educational practice. This article examines how Shaykh Nawawi al-Bantani’s ‘Uqūd al-Lujayn fī Bayān Ḥuqūq al-Zawjayn constructs meanings about women and how these meanings are reproduced as pedagogical “truths” in Islamic education in pesantren. Methodologically, this study employs a library research design by integrating: (1) Michel Foucault’s power/knowledge framework to explain regimes of truth and disciplinary normalization; (2) Norman Fairclough’s Critical Discourse Analysis to map textual strategies and their articulation with discursive and social practices; and (3) Paulo Freire’s critical pedagogy to formulate a dialogical reconstruction of learning. The primary data are drawn from the Indonesian translation, Syarh ‘Uqūd al-Lujayn (Etika Berumah Tangga), including its internal citations (Qur’anic verses, hadith reports, and moral narratives). Secondary data consist of recent scholarly studies on gender discourse in pesantren, kitab kuning scholarship, and reputable theoretical works in hermeneutics and philosophy of education. Findings based on the primary text indicate that ‘Uqūd al-Lujayn frames women predominantly within a relational and hierarchical ontology centered on husband and wife relations, elevates obedience and domestic piety as moral ideals, and strengthens its claims through the situated citation of scriptural evidences and appeals to scholarly authority. This argumentative structure generates asymmetric moral standards that may function as a hidden curriculum in pesantren learning. The article contributes to Islamic educational philosophy by offering an epistemological critique of classical-text authority and proposing a pedagogical reconstruction through critical and dialogical reading, contextual hermeneutics, and gender-just interpretive principles.  
Co-Authors Fadloli, Muhammad Krismayanti, Dwi Puspa rahman afandi SUMADI SUMADI