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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Pedagogika: Jurnal Ilmu-Ilmu Kependidikan
Rofikasari Mutmainah
Universitas Islam Negeri Maulana Malik Ibrahim
Education Social Sciences Other

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Al-Umm Madrasah al-Ula: Pembacaan Kritis atas Kompleksitas Kesehatan Mental Ibu dan Implikasinya terhadap Pedagogi Moral dalam Pendidikan Islam Rofikasari Mutmainah; Alfan Nawaziru Zahara
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1935

Abstract

This article critically examines the relationship between motherhood, mental health, and Islamic education through the framework of moral pedagogy. Departing from the dominant idealization of mothers as al-umm madrasah al-?l? (the first school), the study questions how this normative construct operates within contemporary Islamic educational discourse and how it shapes mothers’ psychological experiences. Employing a library research method with an integrative theoretical review design, the analysis synthesizes scholarship from motherhood studies, mental health research, sociology of education, and Islamic education. The findings demonstrate that Islamic education often frames motherhood as a moral-pedagogical project that personalizes educational responsibility and positions mothers as the primary agents of children’s moral development. This construction generates structural mental health consequences, including chronic stress, emotional exhaustion, and maternal burnout, rather than merely individual psychological problems. These burdens are further intensified by the unequal distribution of pedagogical responsibility, in which schools, religious institutions, and the state provide limited structural support. The article argues that maternal mental health constitutes a critical indicator of pedagogical justice within Islamic education and calls for a paradigmatic shift from the idealization of motherhood toward a more collective, equitable, and mental health–sensitive model of moral education.
AUTHORITY, TEXTS AND EDUCATIONAL MODELS: ‎ TRACKING RELIGIOUS MODERATION IN THE ‎TRADITIONAL ISLAMIC EDUCATION OF PESANTREN Rofikasari Mutmainah; Mohammad Asrori; M. Mujab
SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i1.5856

Abstract

This article examines the practice of religious moderation within the pesantren tradition through ‎a descriptive-analytical literature review approach. Departing from the assumption that ‎pesantren are not only traditional Islamic educational institutions but also key centers of ‎religious discourse production and ethical formation, this study investigates how values such as ‎tolerance, non-violence, and the acceptance of diversity are transmitted and institutionalized ‎within the epistemic structure and social praxis of pesantren. The analysis focuses on three core ‎aspects: the role of the kiai’s authority in shaping religious interpretive horizons; the dynamics of ‎pedagogy that cultivate tolerance through dialogical methods and communal interaction; and the ‎dialectics between the state’s narrative of religious moderation and the pesantren’s localized ‎practices. The article argues that the success of religious moderation in pesantren largely ‎depends on the kiai’s ability to exercise epistemic authority in a reflective and inclusive manner, ‎as well as on the pesantren’s capacity to internalize tolerance through lived educational ‎experiences and interpretive traditions. Meanwhile, state-driven narratives of moderation will ‎only be effective if implemented through dialogical partnerships rather than top-down ‎bureaucratic interventions. By positioning moderation as a living and adaptive interpretive ‎culture, the article highlights the strategic potential of pesantren as agents of peaceful, context-‎sensitive, and socially relevant Islamic religiosity in plural societies.‎
Co-Authors Alfan Nawaziru Zahara M. Mujab Mohammad Asrori