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All Journal Jurnal Pendidikan dan Pembelajaran Permata : Jurnal Pendidikan Agama Islam
Aisyah Jihan Nurkhafiza
Universitas Islam Majapahit
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Gerakan Sekolah Cantik Tanpa Lipstik: Menanamkan Pendidikan Karakter Muslimah di Lingkungan SMAN 1 Pacet Ravina Anggie Esna Putri; Aisyah Jihan Nurkhafiza; Tazkiyatur Rizqillah Fauzi; Saifuddin Zuhri
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.7054

Abstract

The development of popular culture and social media has created new beauty standards among teenagers, especially female students, who tend to emphasize physical appearance aspects such as the use of cosmetics as a symbol of self-confidence. This phenomenon also occurs in the environment of SMAN 1 Pacet, where some female students show a dependence on lipstick and facial makeup in school activities, thus potentially shifting the values of modesty, shame (haya'), and morals from an Islamic perspective. This study aims to describe and analyze the implementation of the "Beautiful School Without Lipstick" Movement as an effort to install character education for Muslim women at SMAN 1 Pacet. This study uses a descriptive qualitative approach through observation, informal interviews, participant reflections, and post-program evaluation. The results show a positive change in the perception of female students regarding the concept of beauty, which is no longer oriented solely on external appearance, but rather on morals, modesty, personal hygiene, and value-based self-confidence. In addition, this program has an impact on reducing the use of lipstick in the environment.
Social Comparison, Spiritual Meaning, and Students’ Moral Reasoning Regarding Gratitude for Schooling in an Islamic Boarding School: A Phenomenological Study Aisyah Jihan Nurkhafiza; Syaikhu Rozi; Muhammad Ali Rohmad
Permata : Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v7i2.4632

Abstract

Gratitude is often treated in schools as a norm to be taught rather than a form of reasoning students actively construct. This study examines how senior high school students build moral reasoning around gratitude for the opportunity to attend school, and interprets that construction through Lawrence Kohlberg's stages of moral development. Using a qualitative phenomenological design, data were collected through in-depth interviews, observation, and documentation involving six students (grades X-XII) as primary informants and two Islamic Religious Education (PAI) teachers as supporting informants at an Islamic boarding-school-affiliated senior high school in Mojokerto, East Java, Indonesia. Data were analyzed following the Miles and Huberman model and validated through source and method triangulation and member checking. Findings show that students' gratitude is constructed through six interlocking pathways: recognition of educational benefit, downward social comparison with children who lack access to schooling, the protective and formative experience of the pesantren environment, interaction with teachers and peers, hope for the future, and the disruptive experience of losing school routines during the pandemic. Among these, downward social comparison emerged as the most consistently invoked and generative pathway, and notably, it did not remain a purely cognitive appraisal as reported in prior secular literature, but was actively spiritualized by students into an expression of moral and religious accountability. Mapped onto Kohlberg's framework, students' reasoning clusters predominantly at the conventional level, particularly stage three (interpersonal accord), with selective indications of movement toward stage four (social order maintenance). The study extends the social-comparison-gratitude literature into an Islamic boarding-school context and suggests that schools can deliberately design reflective comparison experiences, rather than leaving this mechanism to incidental disruptions such as a pandemic.
Co-Authors Doni Uji Widiatmoko, Syaikhu Rozi And Muhammad Ali Rohmad Ravina Anggie Esna Putri Saifuddin Saifuddin Tazkiyatur Rizqillah Fauzi