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All Journal Journal of Integrated Elementary Education Research Journal on Teacher Professional Development Jurnal Pendidikan Islam Lentera Negeri
Nasirudin Nasirudin
Universitas Islam Negeri Walisongo Semarang
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Building a Safe Islamic Boarding School Environment from Bullying: The Role of Islamic Education in Supervision and Internalization of Values Nasirudin Nasirudin; Sudjai Sudjai; Novita Siswayanti; Mohamad Miftah; Nasikhin Nasikhin
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.167

Abstract

This study examines how Al-Irsyad Islamic Boarding School in Semarang Regency handles bullying through Islamic teachings, focusing on supervision and the internalization of values. The researchers collected data using a qualitative case study design through in-depth observations, interviews, and documentation. They analyzed the data based on Creswell's qualitative data analysis model. The study identifies two forms of bullying: verbal and social bullying. Verbal bullying typically involves demeaning remarks, such as teasing or assigning negative nicknames. Students often trigger this behavior through careless actions or rule violations. Verbal bullying also includes body shaming, such as calling someone bald. Meanwhile, social bullying generally occurs when students perceive certain actions as harmful to individuals or groups. In response, students may exclude others socially or limit interactions as a form of informal social sanction within group dynamics. Promotive, preventive, and rehabilitative strategies play a crucial role in creating a bullying-free environment. Promotive activities aim to instill moral values in students by emphasizing that bullying is wrong and highlighting the importance of compassion. Educators implement this strategy through initiatives such as banner displays, seminars, and lectures. Preventive measures use technology, such as CCTV, to enhance security, and rely on human supervision through coaching and mentoring systems. Curative measures focus on guiding perpetrators of bullying and preventing the recurrence of negative behavior.
Pedagogical transformation of nutrition programs: how free meal initiatives shape student independence in islamic educational contexts Alis Asikin; Nasirudin Nasirudin; Yusron Nur Hadi
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993660

Abstract

This study aims to critically analyze the implementation of the Free Nutritious Meal Program (MBG) in Islamic schools in Southern Thailand from the perspective of self-reliance character education, by examining the implementation process, supporting factors, and challenges that affect the formation of students' character. The research uses a qualitative approach with a case study design to understand in depth how nutrition-oriented programs translate into educational practices in the context of Islamic schools. Data were obtained through observation and interviews with parties involved in the implementation of the program, then analyzed thematically to identify practice patterns, supporting conditions, and tensions that arise in the implementation process. The findings of the study show that free nutritious eating transforms from a nutrition fulfillment program into a pedagogical space for the formation of independent character through the habit of taking food, queuing, eating orderly, maintaining cleanliness, and being responsible for one's own needs. The process is supported by the commitment of principals and teachers, a consistent routine of activities, an Islamic school culture, parental involvement, and institutional and facility support. However, the dependence of some students on teachers, limited facilities and time, the number of students, and the orientation of food distribution efficiency can limit the space for students to develop independence. This research contributes conceptually by showing that the impact of character education from school food programs is not automatic, but depends on the ability of institutions to transform nutrition fulfillment practices into pedagogical experiences that allow students to develop agency, responsibility, self-regulation, and independent habits. These findings expand the discussion on faith-based education and character education by positioning school welfare programs as potential arenas for character formation through daily practice.
Reconstructing Scholarly Authority through Islamic Education: Ibn Jamā‘ah’s Concept of the Ideal Ulama in the Modern Era Nasirudin Nasirudin
Research Journal on Teacher Professional Development Vol. 4 No. 02 (2026): Online First
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i02.34017

Abstract

This study addresses the contemporary shift where public perception often prioritizes popularity over moral and intellectual integrity, thereby leading to a misconception of scholarly authority. The purpose of this study is to analyze the concept of the ideal ulama' according to Ibn Jamā‘ah in his book Tadhkirat al-Sāmi‘ wa al-Mutakallim fī Adab al-‘Ālim wa al-Muta‘allim (published by Dār al-Baṣā’ir al-Islāmiyyah, Beirut, 3rd edition, 2012 CE/1433 AH) and to contextualize it within the modern world. This study adopts a qualitative approach utilizing a library research method focused on textual analysis. The primary data source is derived from the work of Ibn Jamā‘ah, supplemented by various relevant secondary literature. Data collection was carried out through documentation, while data analysis employed descriptive analytical methods. According to the research findings, an ulama's ideal personality integrates intellectual, spiritual, and moral aspects, such as fear of Allah (khashyah), upholding the dignity of knowledge, exemplifying asceticism (zuhd), upholding integrity, and exhibiting dedication to the advancement of knowledge. These principles are still very important while dealing with the problems of modernity. As a result, this idea provides a crucial normative basis for rebuilding ulama's academic and moral authority in the modern period.
Friendly Education: Prophet Muhammad's Interactions with Children Nasirudin Nasirudin; Musthofa Musthofa; Aang Kunaepi
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.21437

Abstract

Acts of violence, both verbal and non-verbal, that threaten children often occur in interactions between adults and children. Acts of violence like this are very counterproductive in the world of education. This article aims to analyze how the Prophet PBUH interacted with kids who had their universe. Following that, a descriptive analysis was conducted on the hadiths about the Prophet's contact with children that were recorded in the hadith books. Child-friendly education is a concept that emphasizes the importance of fostering a sense of safety and enjoyment in children. The Prophet's interactions with children provide valuable guidelines for child-friendly education. He greets them with a sense of security, appreciates their unique world, and allows them to play without scolding. He encourages sadness by joking with them and does not discriminate against children based on gender. This child-friendly educational model deserves further research to identify more comprehensive and in-depth prophetic education methods. The Prophet's affectionate approach towards children makes him a valuable model for educators.
Co-Authors Aang Kunaepi Alis Asikin Mohamad Miftah Musthofa Musthofa Nasikhin, Nasikhin Novita Siswayanti Sudjai Sudjai Yusron Nur Hadi