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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Pedagogika: Jurnal Ilmu-Ilmu Kependidikan
Alfan Nawaziru Zahara
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.
RETHINKING CURRICULUM REFORM IN MADRASAH AND ‎PESANTREN: HILDA TABA’S MODEL AS A FRAMEWORK FOR ‎INTEGRATING ISLAMIC VALUES Alfan Nawaziru Zahara; 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.v14i3.5857

Abstract

This article aims to analyze the relevance and potential application of Hilda Taba's curriculum development model in the reform of Islamic Religious Education (PAI) in madrasas, particularly through an integrated curriculum approach that emphasizes the linkage between Islamic values and 21st century learning needs. This research uses a qualitative method based on library research, by examining Hilda Taba's main works, national curriculum policy documents, and relevant academic literature in the field of Islamic education and curriculum development theory.The main focus of the study lies in a systematic examination of the core ideas of Taba, including the stages of need diagnosis, goal formulation, selection and organization of content, learning experience, and evaluation, and how these principles can be adapted in the context of madrasas.The results of the analysis show that the Taba model offers a participatory, reflective, and student-based curriculum approach. This approach is very suitable for the context of Islamic education in madrassas which have tended to follow a standard curriculum without adequate innovation space. By utilizing the Taba model, the PAI curriculum can be developed in a more contextual, integrative, and transformative manner that combines Islamic values with an active, collaborative, and character-oriented learning approach. In addition, this article also emphasizes the importance of the role of teachers as the main actors in curriculum development, as well as the need to change the evaluation paradigm in religious education from just cognitive measurement to assessment that includes affection and morality. These findings make a theoretical and practical contribution to the development of a responsive, relevant, and progressive Islamic curriculum, while strengthening the position of madrasas as educational institutions that are adaptive to changing times.
Co-Authors M. Mujab Mohammad Asrori Rofikasari Mutmainah