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All Journal Edukasi Islami: Jurnal Pendidikan Islam Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Amorti: Jurnal Studi Islam Interdisipliner International Journal of Post-Axial: Futuristic Teaching and Learning At Turots: Jurnal Pendidikan Islam
Husna Nashihin
Institut Islam Nahdlatul Ulama Temanggung, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Innovating islamic education through multiple intelligences-based learning at raudhatul huffaz center Azka Musthofa; Maryam Hanifah; Mohamad Ali; Abdul Nizar; Aris Munandar; Mu'minah; Husna Nashihin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 3 Agustus 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i3.473

Abstract

This study aims to describe in depth the implementation of innovative learning based on Multiple Intelligences (MI) in Islamic Religious Education (PAI) subjects at Rumah Belajar Raudhatul Huffaz. This research employs a descriptive qualitative method using data collection techniques such as observation, in-depth interviews, documentation studies, and literature analysis. The results show that the application of Multiple Intelligences-based learning strategies accommodates the diversity of students' potentials, interests, and learning styles. Teachers actively design and implement various learning activities, including group discussions, worship practices, creative arts, educational games, and project-based problem solving. Each activity is structured to develop students' intelligence aspects. This innovative approach has been proven to enhance students' learning motivation, active participation, and understanding of Islamic Religious Education materials. Furthermore, the implementation fosters an inclusive and collaborative learning environment, enabling students to gain self-confidence and express their potentials optimally. Thus, the implementation of Multiple Intelligences-based learning at Rumah Belajar Raudhatul Huffaz is effective in improving the quality of both the learning process and outcomes in Islamic Religious Education, while also supporting the holistic development of students' character.
Islamic education teacher communication strategies improving the quality of teaching and learning activities at mts hidayatus subban semarang Fouad Larhzizer; Husna Nashihin; Aliwan; Santi Ratnawati; Siti Qomala Khayati; Triana Hermawati; Mohammad Abdul Munjid
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 4 November 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i4.501

Abstract

This research aims to analyze the communication strategies of Islamic Religious Education (PAI) teachers in dealing with the characteristics of Generation Z to improve the quality of teaching and learning activities (KBM) at MTs Hidayatus Subban Semarang. Generation Z has a tendency to learn quickly, visually, interactively, and is close to the digital world, so it requires teachers to implement more adaptive and interesting communication. This research uses a descriptive qualitative approach with observation techniques, in-depth interviews and documentation as the basis for data collection. The research results show that Islamic Religious Education teachers employ four main communication strategies. First, they use concise, clear, and relevant verbal language to enhance students' digital experiences, making the material easier to understand. Second, they utilize nonverbal communication such as expressions, eye contact, intonation, and gestures to reinforce moral messages and build rapport. Third, they integrate digital media such as videos, visual graphics, and supporting applications to attract interest and enhance understanding of religious concepts. Fourth, they apply a dialogic approach through discussions, questions and answers, and case analysis to enhance students' active participation and critical thinking skills. These findings conclude that adaptive, varied, and technology-based communication strategies can increase motivation, engagement, and the quality of teaching and learning in Generation Z students. The results of this study are expected to be a reference in developing Islamic Religious Education learning communication models in the digital era.
The shariah ruling on the permissibility of seafood in hanafi and shafi'i jurisprudence: A comparative study in the light of the qur'an and hadith Anzar Aquil; Noor Malihah; Eny Rahmawati; Husna Nashihin; Nurhuda Alfina Layalin; Ahmad Ahadi
Amorti: Jurnal Studi Islam Interdisipliner Vol. 4 No. 3 Juli 2025: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v4i3.467

Abstract

This paper presents a comparative analysis of the permissibility of seafood within the Hanafi and Shafi'i schools of Islamic jurisprudence. Although both schools derive their rulings from the Qur'an and Hadith, they offer divergent interpretations regarding various marine life. Whereas the Shafi'i madhab generally permits all types of seafood based on the broad textual evidence, the Hanafi school restricts permissible sea creatures chiefly to fish, relying on a more cautious and often literalist textual interpretation. By examining Qur'anic verses, Hadith evidence, the methodological underpinnings of classical jurisprudence, and the perspectives of various scholars, this study elucidates the historical and contextual basis for these legal differences. Furthermore, contemporary case studies are included to explore how these rulings affect dietary practices in Muslim communities today, thereby demonstrating the legal pluralism inherent in the Islamic juridical tradition.
Geography, space and education in the qur'anic story of moses: A hermeneutical perspective Safa Alrumayh; Nahid Ayad; Abraheem Alriteemi; Mohieddin Masoud; Mowafg Masuwd; Sami Barkah; Naser Ali Abdulghani; Husna Nashihin
Amorti: Jurnal Studi Islam Interdisipliner Vol. 4 No. 4 Oktober 2025: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v4i4.481

Abstract

This study explores the role of spatiality in the Qur’anic narrative of Prophet Moses, examining six central locations, Egypt, the river, the palace, Midian, the sea, and Mount Ṭur as transformative stages in the prophetic journey.  Drawing upon classical Qur’anic exegesis and Gadamerian hermeneutics, the research employs a textual-analytical approach to explore how each place functions not merely as a geographical site but as a locus of divine pedagogy and existential formation. The study addresses a gap in Qur’anic studies and educational philosophy by highlighting how spatial interpretation reveals the pedagogical dimensions of prophetic experience and the construction of spiritual identity. Through this lens, the paper contributes to developing a Qur’anic philosophy of sacred space and deepens understanding of divine education in the Qur’anic worldview.
Education on Family Law and the Division of Marital Property: A Comparative Study of Couples With and Without Prenuptial Agreements at the Mungkid Religious Court, Magelang Regency Akhmad Sholih Uddin; Husna Nashihin
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 3 September 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i3.1487

Abstract

This study is motivated by the high divorce rate in Indonesia and the complexity of resolving joint property disputes arising after divorce. The primary objective is to compare the methods of resolving joint property division cases with and without prenuptial agreements at the Mungkid Religious Court, Magelang Regency. The research method used is descriptive qualitative with a field case study approach. Primary data were collected through observation, documentation, and interviews with court officials. The results conclude that joint property cases without a prenuptial agreement are resolved through litigation, applying a 50:50 equal division based on the Marriage Law and KHI, although judges hold discretion for proportional division based on jurisprudence. Conversely, the existence of a prenuptial agreement empirically succeeds in diverting joint property disputes directly to non-litigation channels (deliberation) effectively and swiftly, thereby accelerating the main divorce proceedings without cumulative conflicts.
DEVELOPMENT OF THE SELF SPIRITUAL AKLIAH (SSA) MODEL FOR CHARACTER EDUCATION AT PONDOK PESANTREN AINUL YAKIN Husna Nashihin; La Hadisi; Abdul Holik; Zulkifli Musthan; Qiyadah Robbaniyah; Adi Haironi
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10768

Abstract

Character education has become a fundamental objective of Islamic education in fostering students' moral integrity, spiritual awareness, and social responsibility. However, character education in many Islamic boarding schools remains largely conventional and lacks a systematic educational model, particularly for students with psychosocial mental disabilities following rehabilitation. This study aimed to develop and evaluate the effectiveness of the Self Spiritual Akliah (SSA)-Based Character Education Model at Pondok Pesantren Ainul Yakin. The study employed a Research and Development (R&D) approach based on the Borg and Gall model, encompassing needs analysis, planning, preliminary product development, expert validation, product revision, Focus Group Discussion (FGD), operational field testing, final product revision, and dissemination. Data were collected through observations, interviews, documentation, expert validation questionnaires, FGDs, and pretest–posttest assessments. Quantitative data were analyzed using Pearson Product-Moment validity testing, Cronbach's Alpha reliability testing, and Normalized Gain (N-Gain) analysis. The findings indicate that the SSA model was successfully developed into a valid, practical, and effective character education model. The research instrument demonstrated excellent reliability (Cronbach's Alpha = 0.938). Following a three-month implementation period, the mean character development score increased from 58.43 to 83.10, with an average N-Gain score of 0.60 (60.45%), indicating moderate improvement. The SSA model integrates the dimensions of Self, Spiritual, and Akliah into a holistic character education framework through habituation, mentoring, instructional activities, and continuous evaluation. The model provides an evidence-based approach that may serve as an alternative framework for strengthening character education in Islamic boarding schools and other inclusive Islamic educational institutions.
Education strategy of counter-radicalism with aswaja orientation in quranic education centers in indonesia Husna Nashihin; Yenny Aulia Rachman
At Turots: Jurnal Pendidikan Islam In Press
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v6i1.707

Abstract

The existence of Quranic education has a fundamental goal related to the importance of introducing and instilling the values of the Quran from an early age. This field research has four research focuses: firstly, the objectives of Aswaja-oriented counter-radicalism in Quranic Education Centers (TPQ). Secondly, the competency standards of Aswaja-oriented counter-radicalism in TPQ education. Thirdly, the curriculum structure of Aswaja-oriented counter-radicalism in TPQ. The results of this research indicate that, firstly, the objectives of Aswaja-oriented counter-radicalism in TPQ education are to develop children's potential towards the formation of moderate religious attitudes and knowledge. Secondly, the curriculum of Aswaja-oriented counter-radicalism in TPQ education consists of standard curriculum components, namely, reading the Quran, writing and memorizing Quranic verses, Tajweed, and memorizing major prayers, as well as additional curriculum components on moderate religious practices. Thirdly, the curriculum structure of Aswaja-oriented counter-radicalism in TPQ education consists of seven competency standards: Quran, Tajweed, Prayer Recitation Memorization, Worship Practices, Memorization of Short Surahs, Daily Prayer Memorization, and Local Content (Aswaja Study).
School leadership based on islamic values at smp negeri 2 candiroto satu atap, canggal village, candiroto subdistrict Sholeh Kurniandini; Linda Lestari; Airin Khofifah; Dian Anggrainy Kusumaningrum; Daimatul Farichah; Arifah Maulida; Zaidatul Arifah; Husna Nashihin
At Turots: Jurnal Pendidikan Islam In Press
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v6i1.916

Abstract

This study aims to determine the implementation of Islamic values-based school leadership and to identify the supporting and inhibiting factors in the implementation of Islamic values in school leadership at SMP Negeri 2 Candiroto Satu Atap, Canggal Village, Candiroto District, Temanggung Regency. This research uses a qualitative approach with a field study method. Data collection techniques included observation, in-depth interviews with principals and teachers, and documentation of leadership activities and school policies. The results showed that the principal's leadership at SMP Negeri 2 Candiroto Satu Atap has implemented Islamic values such as trustworthiness, fairness, shura, and sincerity in carrying out his duties. The principal is not only an administrative manager, but also a moral and spiritual role model who encourages the creation of a harmonious, religious, and participatory school climate. Supporting factors for the implementation of Islamic values in leadership include the principal's commitment, teachers' support, and the religious culture of the surrounding community. The inhibiting factors are limited human resources, lack of infrastructure and limited access to technology. Nevertheless, the contextual and collaborative leadership approach is able to overcome these obstacles, so that Islamic values remain the main foundation in managing and developing the school.
CO-PRINCIPAL DALAM PENGEMBANGAN LEMBAGA PENDIDIKAN DI SMP ISLAM NGADIREJO Najib Mubarok; Muhamad Husnan; Della Oktavia; Najwa Elok; Muhamad Fatah; Ahmad Afa Al-Azman; Farid Setiawan Jodi; Husna Nashihin
At Turots: Jurnal Pendidikan Islam Vol. 6 No. 2 Desember (2024): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v6i2.938

Abstract

The aim of this research is to determine the implementation of the Co-principal leadership model in the development of educational institutions at Ngadirejo Islamic Middle School. This type of research is qualitative research using a case study approach through several stages, namely selecting themes, reading literature, problem formulation, data collection, data processing and analysis, theorizing, triangulation and drawing conclusions. The research subjects were 4 teaching and educational staff at Ngadirejo Islamic Middle School, namely the principal, deputy principal, administration coordinator and curriculum coordinator. Data collection techniques are carried out through observation, interviews and documentation. Data analysis was carried out through several stages, namely data reduction, data presentation and drawing conclusions. The research conducted shows that the implementation of the Co-principal leadership model at Ngadirejo Islamic Middle School is carried out by dividing the roles between the principal and deputy principal, both of whom collaborate with each other, especially in the development of educational institutions where the principal is responsible for the quality of education while the deputy principal is responsible for educational facilities. Overall, collaboration is carried out in curriculum development, teaching and education staff, infrastructure, finance, school administration and services, students and learning programs and community relations.
Preventing bullying through islamic educational values: A theoretical and practical perspective Muchammad Iqbal Chailani; Khamim Saifuddin; Ahmad Aji Pangestu; Ludfiyana Munawarotul hasanah; Farach Feby Febyola; Elin Agustyana; Ike Styaningrum; Husna Nashihin
At Turots: Jurnal Pendidikan Islam Vol. 5 No. 1 Juni (2023): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v5i1.956

Abstract

The phenomenon of bullying in educational environments is increasingly alarming due to its adverse effects on students' psychological and social development. This study aims to explore the role of Islamic Religious Education values in preventing bullying behavior through both theoretical and practical approaches. A descriptive qualitative method was employed, utilizing literature studies and contextual observations within school settings. The findings indicate that Islamic values such as compassion (rahmah), justice (‘adl), and brotherhood (ukhuwah) hold transformative potential in shaping student character and fostering a friendly school culture. The implementation of these values through teacher role models, curriculum integration, and experience-based approaches has proven effective in reducing bullying practices. Islamic Religious Education must be continually reinforced as a foundation for character education grounded in universal humanistic values. This is an open-access article under the CC–BY-SA license.
Co-Authors Abdul Holik Abdul Nizar Abraheem Alriteemi Adi Haironi Adi masna Ahmad Afa Al-Azman Ahmad Ahadi Ahmad Aji Pangestu Ahmad Saichu Airin Khofifah Akhmad Abdul Mujib Mujib Akhmad Sholih Uddin Alfin Hidayat, S.H Alfin Aliwan Ana Sofiyatul Azizah Ananda Abro Wiant Anas Rodin Anzar Aquil Arifah Maulida Aris Munandar Aris Widodo Ashief El Qorny Ayatullah El Haqqi Azka Musthofa Baehaqi Choirina Amma Miftachurrahmah Daimatul Farichah Dea Puji Saputri Della Oktavia Dewi Khalimaturrohmah Dian Anggrainy Kusumaningrum Dwi Indah Rahmawati Dwi Marsha Zahrotul Jannah Elin Agustyana Eny Rahmawati Eri Cahyanti Farach Feby Febyola Farid Setiawan Jodi Fika Khalwa Ngaisyah Fouad Larhzizer Gunawan Hamidulloh Ibda Ike Styaningrum Joni Junedi Karisma Rizqi Lestari Khamim Saifuddin La Hadisi Linda Lestari Ludfiyana Munawarotul hasanah Luk Luki Fitri Rohmatilah Luluk Ifadah M. Jamal Mahsun Maryam Hanifah Mia Surya Fatzila Mohammad Abdul Munjid Mohieddin Masoud Mowafg Abrahem Masuwd Mu'minah Muchammad Iqbal Chailani Muh. Baehaqi Muhamad Fatah Muhamad Husnan Muhamad Najib Aulia Zaman Muhamad Okky Safi’i Muhammad Ali Muhammad Alwan Farih Muhammad Laduna Mazura Yusuf Muhammad shodiq Mubasyir Muhammad Syakur Nahid Ayad Naila Sofiyatun Nisa Najib Mubarok Najwa Elok Naser Ali Abdulghani Nayatul Dwi Fariska Nishvi Launi Hasna Kamalia Noor Malihah Nur Alfi Muanayah Nur Laila Nurhuda Alfina Layalin Nurkhayati Qiyadah Robbaniyah Rhindra Puspitasari Riska Febi Saputri Rohmat Safa Alrumayh Sami Barkah Samsul Hadi Samsul Huda Santi Ratnawati Sholeh Kurniandini Sigit Tri Utomo Sigit Utomo Siti Qomala Hayati Siti Qomala Khayati Sulistia Nurroh Fitriyani Sumarjoko Triana Hermawati Tsabita Nur Azizah Tuti Amalia Ulfiana Afifah Umi Hani’atul Afifah Umi Koyimah Usman Mafrukhin Waliyah Yenny Aulia Rachman Zaenal Abidin Zaidatul Arifah Zazilatul Zaziroh Zulkifli Musthan