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All Journal ALPHATEACH (JURNAL PROFESI KEPENDIDIKAN DAN KEGURUAN) Jurnal Penelitian Pendidikan Indonesia (JPPI)
Rahma Ihza Zenobia
Universitas Sains Al-Qur’an
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Filosofi Kenduren dan Tumpeng dalam Perspektif Islam Rahma Ihza Zenobia; Khusnul Khotimah
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): Januari
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6442

Abstract

Tradisi kenduren dan tumpeng merupakan praktik budaya Jawa yang masih lestari, namun sering diperdebatkan dalam perspektif keislaman karena dianggap berkaitan dengan unsur lokalitas, simbolisme spiritual, dan proses akulturasi yang belum dipahami secara utuh. Penelitian ini bertujuan menganalisis makna filosofis kenduren dan tumpeng berdasarkan tinjauan Islam melalui pendekatan studi literatur yang menghimpun sumber primer dan mutakhir mengenai budaya Jawa, antropologi Islam, serta kajian integrasi agama dan tradisi. Hasil kajian menunjukkan bahwa kenduren berfungsi sebagai media doa kolektif, solidaritas sosial, serta wujud syukur kepada Allah, sedangkan tumpeng secara simbolik menggambarkan tauhid, kesadaran ketuhanan, dan etika hidup yang selaras dengan nilai Islam. Analisis juga memperlihatkan bahwa praktik ini dapat dikategorikan sebagai bentuk ‘urf yang tidak bertentangan dengan syariat selama tidak memuat keyakinan kemusyrikan. Kesimpulan penelitian menegaskan bahwa filosofi kenduren dan tumpeng kompatibel dengan ajaran Islam dalam konteks budaya, dan implikasinya menunjukkan perlunya literasi budaya-agama yang komprehensif agar masyarakat mampu memaknai tradisi secara moderat serta mencegah praktik keagamaan yang menyimpang.
THE ROLE OF LEARNING ABILITY AND MORALITY IN AVOIDING BULLYING BEHAVIOR AMONG 7TH GRADE STUDENTS AT MTS AHMAD YANI, WONOTUNGGAL, BATANG REGENCY Rahma Ihza Zenobia; Abdul Majid; Nurfarida
Alphateach (Jurnal Profesi Kependidikan dan Keguruan) Vol. 6 No. 1 (2026): ALPHATEACH (JURNAL PROFESI KEPENDIDIKAN DAN KEGURUAN)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/34d9pc50

Abstract

This study was motivated by the continued presence of bullying behavior at MTs Ahmad Yani Wonotunggal and the gap between the learning objectives of Akidah Akhlak and the reality of student behavior. Research objectives: (1) to describe the characteristics of bullying behavior among seventh-grade students, (2) to analyze the implementation of Akidah Akhlak instruction, and (3) to identify the role of Akidah Akhlak instruction in preventing bullying. The study employed a descriptive qualitative approach. Data collection techniques included observation, interviews, and documentation. Research subjects included Akidah Akhlak teachers, seventh-grade students, homeroom teachers, and the madrasah principal. Data analysis utilized the Miles and Huberman model, and data validity was tested through source and method triangulation. Research findings: (1) Bullying behavior is predominantly verbal (taunting, negative nicknames) and social (mild exclusion, gossip). Causal factors include individual factors (low self-control, lack of empathy), family (inadequate parenting, low supervision), school (weak supervision, lack of a reporting system), and peers (conformity pressure). (2) The implementation of Akidah Akhlak instruction has been in accordance with Ministerial Decree No. 183 of 2019, featuring relevant content on praiseworthy and blameworthy moral conduct; however, the teaching method remains predominantly lecture-based, and assessment focuses primarily on cognitive aspects. (3) The role of Akidah Akhlak education is quite effective in the cognitive aspect (students understand the prohibition of bullying in Islam), but limited in the affective aspect (empathy is normative) and minimal in the psychomotor aspect (no training in skills to refuse or report bullying). Teachers act as role models, dialogue facilitators, and spiritual counselors, but lack systemic support from the school. Akidah Akhlak education plays a role but is not yet optimal in preventing bullying; therefore, strengthening of methods, evaluation, and collaboration among school stakeholders is needed.  
Co-Authors Abdul Majid Khusnul Khotimah Nurfarida