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All Journal Habitus: Jurnal Pendidikan Sosiologi dan Antropologi TATHO: International Journal of Islamic Thought and Sciences Jurnal Pendidikan Islam Al Ikhlas
Nur Khasanah
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Sinergi Tri Pusat Pendidikan dalam Pembentukan Karakter Sosial Peserta Didik Silmi Afifah; Nur Khasanah
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.291

Abstract

Education plays a strategic role in shaping students’ social character, enabling them to adapt and interact positively within society. In modern education, strengthening social character has become essential amid rising individualism and declining empathy among the younger generation. This condition suggests that education still prioritizes cognitive aspects over affective and social dimensions. Collaboration among families, schools, and communities as the Three Centers of Education has not yet functioned optimally, leading to a lack of continuity in social character development. This study aims to analyze the synergy of the Three Centers of Education in shaping students’ social character from an educational sociology perspective. The research employs a descriptive qualitative method through library research, involving a review of books, journals, and relevant previous studies. Data analysis follows the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the synergy among families, schools, and communities significantly contributes to the formation of students’ social character based on moral values, empathy, responsibility, and social awareness. Effective collaboration among these three educational environments fosters a harmonious and sustainable learning atmosphere. The study concludes that the Three Centers of Education function as an interactive social system and serve as an effective strategy to strengthen students’ social character formation in the digital era.
STRATEGI INKLUSIF DALAM MEWUJUDKAN KESETARAAN GENDER UNTUK MEMPERSIAPKAN GENERASI BERKEADILAN DI LEMBAGA PENDIDIKAN Taufiqoh Khasanah; Nur Khasanah
Habitus: Jurnal Pendidikan, Sosiologi, & Antropologi Vol 9, No 2 (2025): Habitus: Jurnal Pendidikan, Sosiologi, dan Antropologi
Publisher : Program Studi Pendidikan Soiologi Antropologi, FKIP-UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/habitus.v9i2.110578

Abstract

Gender equality is a central issue in building a just society, particularly in education where discrimination and gaps persist. This research aims to develop inclusive strategies for gender equality in education to prepare a fair generation. Using a qualitative descriptive approach through literature study, this study analyzes the concepts, challenges, and practical solutions for implementing gender-responsive education. The findings highlight the importance of overcoming structural and cultural barriers, empowering teachers and students, and adopting supportive school policies. Inclusive gender education contributes to the development of balanced human resources and fosters social justice. The research concludes that commitment from all educational stakeholders is essential for realizing sustainable gender equality. Keywords: gender equality, inclusive education, social justice  ABSTRAKKesetaraan gender merupakan isu sentral dalam membangun masyarakat yang adil, terutama di bidang pendidikan yang masih menemukan tantangan diskriminasi dan kesenjangan. Penelitian ini bertujuan mengembangkan strategi inklusif kesetaraan gender dalam pendidikan untuk mempersiapkan generasi berkeadilan. Dengan pendekatan deskriptif kualitatif melalui studi literatur, penelitian ini menganalisis konsep, tantangan, dan solusi praktis dalam pelaksanaan pendidikan responsif gender. Hasilnya menegaskan pentingnya mengatasi hambatan struktural dan kultural, pemberdayaan guru dan siswa, serta adopsi kebijakan sekolah yang mendukung. Pendidikan inklusif gender berkontribusi pada pengembangan sumber daya manusia yang seimbang dan mendorong keadilan sosial. Penelitian menyimpulkan bahwa komitmen dari seluruh pemangku kepentingan pendidikan sangat diperlukan untuk mewujudkan kesetaraan gender yang berkelanjutan. Kata Kunci:  kesetaraan gender, pendidikan inklusif, keadilan sosial
Towards Gender-Equitable Religious Education: A Study of Thought on the Formation of Gender Equality in Islamic Education Siti Mutmainah; Nur Khasanah
TATHO: International Journal of Islamic Thought and Sciences Volume 3, Issue 1 (2026)
Publisher : International Tatho Academics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70512/tatho.v3i1.157

Abstract

Islamic education has great potential in promoting gender equality. However, efforts to achieve this still face various challenges, such as strong patriarchal culture, structural inequality, and social resistance to change. This study aims to analyze the role of Islamic education in shaping social gender constructs and to formulate strategies for creating a more inclusive and equitable education system. Through a qualitative approach based on literature analysis, the study found that increasing understanding of gender, updating the curriculum, empowering women in educational institutions, and community involvement are important steps in creating an education system that is more responsive to gender issues. The findings show that inclusive Islamic education can reduce gender stereotypes, increase women's participation, and strengthen the value of justice in the educational process. These strategies are key to building an equitable educational environment that supports the development of the potential of all students.
Transformation of the Islamic Religious Education Curriculum in the Digital and Globalization Era Sofiatun Anisa; Nur Khasanah
TATHO: International Journal of Islamic Thought and Sciences Volume 3, Issue 1 (2026)
Publisher : International Tatho Academics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70512/tatho.v3i1.158

Abstract

  This study identifies the transformation of the Islamic Religious Education curriculum by integrating Islamic epistemology, digital pedagogy, and ethical considerations relevant to the Society 5.0 era. Using an integrative literature review, the study synthesizes theoretical perspectives and empirical findings from recent national and international research. The results show that although digital transformation offers opportunities for interactive, collaborative, and technology-enhanced learning, it also presents challenges such as fragmented religious understanding, exposure to unverified online content, limited teacher digital competence, and emerging digital ethical issues among students. These conditions highlight the urgent need for curriculum reconstruction that remains rooted in Islamic epistemic values. The study proposes three essential directions for strengthening curriculum transformation: the integration of classical Islamic epistemology, alignment with digital pedagogical models, and embedding Islamic digital ethics as a core component of learning. This reconstruction is expected to produce learners who are spiritually grounded orientation that optimizes cognitive, affective, and psychomotor, digitally literate, and capable of navigating global challenges responsibly.
Co-Authors Silmi Afifah Siti Mutmainah Sofiatun Anisa Taufiqoh Khasanah