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All Journal Edukasia Islamika: Jurnal Pendidikan Islam Tapis : Jurnal Penelitian Ilmiah
Safinatun Naja
Universitas Islam Negeri Sunan Kudus
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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From Religious Doctrine to Constructive Dialogue: A Phenomenological Analysis of Religious Moderation Practices among NU and Muhammadiyah Students Partono; Safinatun Naja; Muh Amirudin
Edukasia Islamika : Jurnal Pendidikan Islam Vol 10 No 2 (2025): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v10i2.12620

Abstract

This study aims to describe the lived experiences of NU and Muhammadiyah students in practicing religious moderation at UIN Sunan Kudus through a phenomenological approach. It reveals how students understand, internalize, and negotiate between their organizational religious doctrines and the demands of constructive dialogue within the dynamics of campus social life. The research employs a qualitative descriptive method, with data collected through in-depth interviews using purposive sampling techniques, participatory observation, and documentation involving students affiliated with NU and Muhammadiyah organizations. The validity of the data was ensured through triangulation of sources, methods, and theories. Data were analyzed through the processes of reduction, presentation, and conclusion drawing. The findings indicate that NU and Muhammadiyah students are able to demonstrate inclusive awareness in interpreting the concept of religious moderation within the dynamic context of pluralistic campus dialogue. The novelty of this study confirms that religious moderation is not only relevant in interreligious settings, but also significantly contributes to strengthening intra-religious moderation to prevent conflict and foster harmonious communities. It further recommends enhancing religious moderation programs through student-based activities.
Implementasi Kurikulum Berbasis Berkeadilan Gender di MA Mu’allimat NU Kudus Safinatun Naja; Partono
Tapis: Jurnal Penelitian Ilmiah Vol 10 No 1 (2026): Tapis : Jurnal Penelitian Ilmiah
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat of Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tapis.v10i1.10684

Abstract

This study aims to explore the implementation of a gender-based curriculum at MA Mu’allimat NU Kudus. The research employs a descriptive qualitative approach. Primary data were collected through interviews, observations, and documentation, while secondary data were obtained from relevant literature. The main informant in this study was the deputy head of the curriculum division at MA Mu’allimat NU Kudus. Data validity was ensured through source, method, and theoretical triangulation. The data were analyzed using data reduction, data display, and conclusion drawing techniques.The findings indicate that the gender-based curriculum is implemented through three main components: the national curriculum, local content, and the hidden curriculum. Within the national curriculum, the madrasa adapts learning materials and instructional approaches to support the empowerment of female students. In the local content, classical Islamic texts are taught using a critical gender perspective. Meanwhile, the hidden curriculum is implemented through extracurricular activities, including female education programs that foster gender awareness and skills.Overall, the implementation of the gender-based curriculum contributes to reducing gender bias and strengthening the role of women in the public sphere. This study highlights the importance of integrating equality values into Islamic education and recommends the reinforcement of similar curriculum models in other educational institutions to promote more inclusive and gender-equitable social transformation.
Co-Authors Muh Amirudin Partono