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DAYAH: Journal of Islamic Education
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 26142686     EISSN : 26142694     DOI : http://dx.doi.org/10.22373/jie
Core Subject : Education,
Education
DAYAH: Journal of Islamic Education is an open access, peer-reviewed journal that will consider any original scientific article that expands the field of study in Islamic pedagogy and various other related education issues. The journal publishes research articles of interest to education practitioners, teachers, education policy makers, and researchers. Article submitted must be based on research, original and educationally interesting to the audience in the field. The goal is to disseminate new concepts and research findings developed in this area of study by publishing relevant peer-reviewed scientific information and discussions. The main aims are to promote best-practices in advancing sustainable Islamic education and highlight research key-findings to develop better Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 151 Documents
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Education as a Strategic Instrument of Arabization and Islamization in the Umayyad Caliphate (661–750 CE) Wafiroh, Nikmatul
DAYAH: Journal of Islamic Education Vol. 9 No. 1 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i1.33811

Abstract

This article analyzes the role of education as an instrument in the processes of Arabization and Islamization during the Umayyad caliphate (661–750 CE). Existing scholarship on the Umayyads often prioritizes political expansion and administration, while educational practices are frequently described without sufficient attention to how they operationalized language policy and religious consolidation. Using a qualitative historical-analytical literature approach, this study draws on classical historiographical sources and relevant contemporary works to examine the interaction between Umayyad reforms—especially the Arabization policy associated with ʿAbd al-Malik b. Marwān—and educational institutions such as the kuttāb, mosques, and ḥalaqāt. The analysis indicates that education facilitated Arabization by institutionalizing Arabic literacy and scholarly competence, which supported administrative integration and made Arabic the shared medium of worship, governance, and knowledge. At the same time, the same institutions advanced Islamization through the transmission of the Qur’an, ḥadīth, and basic fiqh, alongside moral formation through taʿlīm, tarbiyah, and taʾdīb. These intertwined processes contributed to early intellectual infrastructures, including the development of Arabic linguistic disciplines to safeguard Qur’anic recitation and a gradual shift toward written codification in religious learning. The article argues that education functioned as a strategic channel through which Arabization and Islamization were internalized as durable social practice in the making of early Islamic civilization.
Tracing the Roles of Nahdlatul Ulama (NU) and Muhammadiyah in the Stability of Islamic Education in Indonesia Adawiyah, Robiatul
DAYAH: Journal of Islamic Education Vol. 9 No. 1 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i1.33929

Abstract

Islamic education plays an important role in shaping character, strengthening religious identity, and contributing to social development in Indonesia. The historical development of Islamic education has also been closely associated with Islamic mass organizations, particularly Nahdlatul Ulama (NU) and Muhammadiyah, since the early twentieth century. This study traces the historical and institutional trajectories of Islamic education in Indonesia through the roles of NU and Muhammadiyah and discusses how their educational orientations are linked to the continuity of the Islamic education system amid social change and global challenges. This study uses a library research design. The sources include scholarly books, journal articles, selected writings of central NU and Muhammadiyah figures, and organizational documents. The materials are examined using content analysis through close reading and thematic grouping to identify recurrent ideas, institutional strategies, and educational orientations reflected in the literature. The analysis indicates that Muhammadiyah contributes to the renewal of Islamic education through the integration of religious knowledge and modern science within structured educational institutions. NU, meanwhile, maintains pesantren-based traditions and develops formal institutions grounded in moderate values, ethical formation, and classical scholarship. These orientations are discussed as complementary rather than contradictory and are associated with continuity and sustainability in Indonesia’s Islamic education landscape. Strengthening educational institutions under NU and Muhammadiyah and re-actualizing the educational ideas of their key figures remain important in responding to the challenges of Islamic education in the context of Industry 4.0 and Society 5.0. Abstrak Pendidikan Islam berperan penting dalam pembentukan karakter, penguatan identitas keagamaan, dan kontribusinya terhadap perkembangan masyarakat Indonesia. Secara historis, perkembangan pendidikan Islam di Indonesia juga tidak terlepas dari peran organisasi kemasyarakatan Islam, khususnya Nahdlatul Ulama (NU) dan Muhammadiyah, sejak awal abad ke-20. Penelitian ini bertujuan menelusuri jejak historis dan kelembagaan pendidikan Islam di Indonesia melalui peran NU dan Muhammadiyah, serta membahas keterkaitan orientasi pendidikan keduanya dengan keberlanjutan sistem pendidikan Islam di tengah perubahan sosial dan tantangan global. Penelitian ini menggunakan desain penelitian kepustakaan (library research). Sumber data meliputi buku ilmiah, artikel jurnal, karya tokoh sentral NU dan Muhammadiyah, serta dokumen organisasi. Data dianalisis menggunakan analisis isi (content analysis) melalui pembacaan mendalam dan pengelompokan tema untuk mengidentifikasi gagasan, strategi kelembagaan, dan orientasi pendidikan yang berulang dalam literatur. Hasil kajian menunjukkan bahwa Muhammadiyah berkontribusi pada pembaruan pendidikan Islam melalui integrasi pengetahuan agama dan ilmu pengetahuan modern dalam lembaga pendidikan yang terstruktur. Sementara itu, NU mempertahankan tradisi keilmuan pesantren dan mengembangkan institusi formal yang berlandaskan nilai-nilai moderat, pembentukan etika, serta khazanah keilmuan klasik. Kedua orientasi tersebut dipahami sebagai saling melengkapi, bukan saling menegasikan, dan berkaitan dengan kesinambungan serta keberlanjutan pendidikan Islam di Indonesia. Penguatan kelembagaan pendidikan NU dan Muhammadiyah serta reaktualisasi pemikiran tokoh-tokohnya tetap penting untuk merespons tantangan pendidikan Islam dalam konteks Industri 4.0 dan Society 5.0.
The Implementation of the Ottoman Method in Adult Quran Learning at the Talaqi Madani Quran Memorization House Maisaro, Siti; Rena, Syahidah
DAYAH: Journal of Islamic Education Vol. 8 No. 1 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i1.34104

Abstract

This study examines the implementation of the Ottoman Method in adult Quran learning at the Talaqi Madani Quran Memorization House, South Jakarta. Employing a qualitative research design with a phenomenological orientation, the study explores instructional practices, learner experiences, and institutional evaluation procedures associated with the method. Data were collected through in-depth interviews, classroom observations, document analysis, and a descriptive review of institutional evaluation records. The findings indicate that the Ottoman Method is implemented through a structured, level-based instructional system supported by placement testing, standardized learning materials, guided recitation (talaqqi), immediate corrective feedback, and periodic level-promotion evaluation. Adult learners demonstrated attainment of institutionally defined competency standards, while minor recitation errors—particularly in waqf and ibtida’ at intermediate levels—remained evident. Rather than making causal claims about instructional effectiveness, this study provides a contextualized account of how recitation development is supported and documented within a non-formal Quran education setting. The findings highlight the continued relevance of structured, teacher-guided instruction for adult Quran learning and contribute empirical insight into the implementation of the Ottoman Method in practice. Abstrak Penelitian ini mengkaji implementasi Metode Utsmani dalam pembelajaran Al-Qur’an bagi pembelajar dewasa di Rumah Tahfidz Al-Qur’an Talaqi Madani, Jakarta Selatan. Penelitian ini menggunakan pendekatan kualitatif dengan orientasi fenomenologis untuk mengeksplorasi praktik pembelajaran, pengalaman pembelajar, serta prosedur evaluasi institusional yang terkait dengan penerapan metode tersebut. Data dikumpulkan melalui wawancara mendalam, observasi kelas, analisis dokumen, dan telaah deskriptif terhadap catatan evaluasi lembaga. Hasil penelitian menunjukkan bahwa Metode Utsmani diterapkan melalui sistem pembelajaran terstruktur berbasis level yang didukung oleh tes penempatan, bahan ajar standar, pembacaan terbimbing (talaqqi), umpan balik korektif secara langsung, serta evaluasi kenaikan level secara berkala. Pembelajar dewasa menunjukkan pencapaian standar kompetensi yang ditetapkan oleh lembaga, meskipun masih ditemukan kesalahan minor dalam aspek tertentu, khususnya waqaf dan ibtida’ pada level menengah. Tanpa mengajukan klaim kausal mengenai efektivitas, penelitian ini menyajikan gambaran kontekstual tentang bagaimana perkembangan kemampuan membaca Al-Qur’an didukung dan didokumentasikan dalam lingkungan pendidikan Al-Qur’an nonformal. Temuan ini menegaskan relevansi pembelajaran terstruktur berbasis bimbingan guru bagi pembelajar dewasa serta memperkaya kajian empiris mengenai penerapan Metode Utsmani dalam praktik.
Strengthening Qur’anic Memorization through Muraja’ah and Tasmi’ at Daarul Khoir Islamic Boarding School, Bogor Luthfiah, Salwaa; Syarif, Fajar
DAYAH: Journal of Islamic Education Vol. 8 No. 1 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i1.34105

Abstract

This study examines how Murāja’ah (systematic revision) and Tasmī’ (recitation assessment) are implemented to support Qur’anic memorization among santri at Daarul Khoir Islamic Boarding School, Gunung Sindur, Bogor. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and document review of tahfidz records and schedules. Participants were selected purposively and included the pesantren leader, musyrifah, tahfidz teachers, selected santri, and one parent representative. The findings indicate that structured Murāja’ah helps santri maintain memorization continuity by improving recitation fluency and reducing errors in tajwīd and makhraj through routine rehearsal. Tasmī’ functions as a formative assessment mechanism that provides immediate correction, strengthens preparedness for examinations, and encourages disciplined learning routines. Document review also shows that the tahfidz program applies semester-based targets and differentiated guidance for santri who require additional support. Thus, the integration of Murāja’ah and Tasmī’ contributes to a more organized memorization culture and reinforces learning discipline within the pesantren context. Abstrak Penelitian ini mengkaji bagaimana metode Murāja’ah (pengulangan terstruktur) dan Tasmī’ (setoran/evaluasi bacaan) diterapkan untuk mendukung kualitas hafalan Al-Qur’an santri di Pondok Pesantren Daarul Khoir Gunung Sindur, Kabupaten Bogor. Penelitian menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi, wawancara semi-terstruktur, serta telaah dokumen (jadwal, catatan setoran, dan arsip program tahfidz). Informan dipilih secara purposive meliputi pengasuh pesantren, musyrifah, guru tahfidz, santri terpilih, serta satu perwakilan wali santri. Hasil penelitian menunjukkan bahwa Murāja’ah yang dijadwalkan membantu menjaga kesinambungan hafalan melalui peningkatan kelancaran bacaan dan pengurangan kesalahan tajwid dan makhraj karena latihan yang berulang dan terpantau. Sementara itu, Tasmī’ berfungsi sebagai evaluasi formatif melalui koreksi langsung, penguatan kesiapan ujian, serta pembiasaan disiplin belajar. Telaah dokumen juga menunjukkan adanya target semesteran dan mekanisme pendampingan bagi santri yang memerlukan penguatan. Secara keseluruhan, integrasi Murāja’ah dan Tasmī’ mendukung terbentuknya budaya menghafal yang lebih teratur dan disiplin di lingkungan pesantren.
The Implementation of the Fun School Movement (GSM) in Moral Education at MI Soebono Mantofani, Tangerang Azmi, Nurul; Syarif, Fajar
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.34110

Abstract

This study examines the implementation of the Fun School Movement (Gerakan Sekolah Menyenangkan/GSM) in moral education at MI Soebono Mantofani, South Tangerang. Using a qualitative case study design, data were collected through classroom and school-environment observations, semi-structured interviews with key stakeholders (school leaders, teachers, students, and parents), and document analysis. The findings indicate that GSM is implemented as a school-wide cultural orientation emphasizing emotional safety, student participation, and supportive learning routines. A central operational feature is the use of thematic classroom zones that function as routine reference points to structure interaction and reinforce moral habituation. The Emotional Zone supports attention to students’ readiness before learning, while Attendance and Aspiration Zones reinforce discipline routines and future orientation; the Goodness Zone provides moral reminders linked to everyday behavior. Teachers and parents perceived moral education as integrated into daily practice through habituation, teacher modeling, and value consistency across school and home contexts. The study suggests that GSM supports moral education by translating values into visible and repeated classroom routines, sustained through leadership commitment and parental involvement. Abstrak Penelitian ini mengkaji penerapan Gerakan Sekolah Menyenangkan (GSM) dalam pendidikan akhlak di MI Soebono Mantofani, Tangerang Selatan. Penelitian menggunakan desain studi kasus kualitatif. Data dikumpulkan melalui observasi kelas dan lingkungan sekolah, wawancara semi-terstruktur dengan pemangku kepentingan utama (pimpinan sekolah, guru, siswa, dan orang tua), serta analisis dokumen. Hasil penelitian menunjukkan bahwa GSM diterapkan sebagai orientasi budaya sekolah yang menekankan keamanan emosional, partisipasi peserta didik, dan rutinitas belajar yang suportif. Salah satu fitur operasional utama adalah penggunaan zona-zona tematik di kelas yang berfungsi sebagai rujukan rutinitas untuk menata interaksi dan memperkuat pembiasaan nilai. Zona Emosi mendukung perhatian terhadap kesiapan peserta didik sebelum pembelajaran, sedangkan Zona Kehadiran dan Zona Harapan memperkuat pembiasaan disiplin dan orientasi masa depan; Zona Kebaikan menjadi pengingat nilai yang dikaitkan dengan perilaku sehari-hari. Guru dan orang tua memandang pendidikan akhlak terintegrasi dalam praktik harian melalui pembiasaan, keteladanan guru, dan konsistensi nilai antara sekolah dan rumah. Penelitian ini menunjukkan bahwa GSM mendukung pendidikan akhlak melalui penerjemahan nilai ke dalam rutinitas kelas yang tampak dan berulang, dengan dukungan kepemimpinan sekolah dan keterlibatan orang tua.
Morning Routines as a Discipline-Oriented Character Education Mechanism in an Islamic Boarding Junior High School Nisa, Fadhilatun; Rena, Syahidah; Al-Ghifary, Muh Ubaydillah
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.34119

Abstract

This study aims to examine morning routine activities as a discipline-oriented character education mechanism at SMP Islam Al-Falah Rempoa Boarding School, South Tangerang. The research employed a qualitative descriptive case study approach, with data collected through observations, semi-structured interviews, and document analysis involving the school principal, vice principal for student affairs, vice principal for curriculum, Islamic Religious Education (PAI) teachers, duty teachers, and students. The findings indicate that morning routines are planned collaboratively, implemented through structured time–place arrangements and role distribution, and framed within an Islamic educational orientation. Consistent implementation is associated with discipline-related behaviors reflected in students’ rule compliance, punctuality, learning readiness, and responsibility in completing tasks, across both school and dormitory contexts as described in this study. However, student engagement varies, particularly in activities perceived as less interesting, suggesting the importance of routine refinement through activity variation and student-involving formats to strengthen intrinsic motivation. The study concludes that morning routines can function as an effective instrument of character education when systematically designed and supported by school stakeholders, while continuous evaluation is needed to address engagement differences. Abstrak Penelitian ini bertujuan menganalisis morning routine sebagai mekanisme pendidikan karakter berorientasi disiplin di SMP Islam Al-Falah Rempoa Boarding School, Tangerang Selatan. Penelitian menggunakan pendekatan studi kasus deskriptif kualitatif, dengan pengumpulan data melalui observasi, wawancara semi-terstruktur, dan analisis dokumen yang melibatkan kepala sekolah, wakil kepala sekolah bidang kesiswaan, wakil kepala sekolah bidang kurikulum, guru Pendidikan Agama Islam (PAI), guru piket, serta siswa. Hasil penelitian menunjukkan bahwa morning routine direncanakan secara kolaboratif, dilaksanakan melalui pengaturan waktu–tempat yang terstruktur dan pembagian peran, serta dipahami dalam bingkai orientasi pendidikan Islam. Implementasi yang konsisten berkaitan dengan perilaku disiplin yang tercermin pada kepatuhan terhadap aturan, ketepatan waktu, kesiapan belajar, dan tanggung jawab dalam penyelesaian tugas, baik di lingkungan sekolah maupun di lingkungan asrama. Namun demikian, partisipasi siswa masih bervariasi, terutama pada kegiatan yang kurang diminati, sehingga diperlukan penyempurnaan rutinitas melalui variasi aktivitas dan format yang lebih melibatkan siswa untuk memperkuat motivasi intrinsik. Secara keseluruhan, morning routine dapat menjadi instrumen pendidikan karakter yang efektif apabila dirancang secara sistematis dan didukung oleh warga sekolah, disertai evaluasi berkelanjutan untuk mengatasi perbedaan keterlibatan siswa.
Integrating Ecotheology into Islamic Religious Education: A Systematic Literature Review on Students’ Spiritual, Social, and Cognitive Character Development Sapitri, Elfira Yunita; Hamami, Tasman; Muttakin, Khaerul
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.34136

Abstract

The global ecological crisis demands an educational response that is not only technical but also ethical and spiritual. This study systematically reviews the integration of ecotheology into Islamic Religious Education (IRE) and synthesizes evidence on its effects on students’ spiritual, social, and cognitive character development. Using a Systematic Literature Review design guided by PRISMA 2020, we searched Scopus and Google Scholar for peer-reviewed studies published between 2020 and 2025 using Boolean combinations of eco-theology/Islamic environmental ethics, Islamic education/IRE, and character-related outcomes. After identification, deduplication, screening, and full-text eligibility assessment, 33 studies met the inclusion criteria and were analyzed through thematic narrative synthesis. The findings show that ecotheology is integrated into IRE through three main pathways: (1) curriculum strengthening (learning objectives, content, and materials grounded in Islamic ecological principles), (2) contextual–reflective pedagogies (including problem-based, experiential, and project-based learning), and (3) authentic assessment (e.g., reflective journals, portfolios, and behavior-based observation). Across the reviewed literature, ecotheology integration tends to enhance students’ spiritual awareness, strengthen socio-ecological responsibility and solidarity, and foster critical and reflective thinking about sustainability. However, a key limitation across studies is the lack of standardized learning-outcome indicators and validated evaluation instruments for ecotheology within IRE. This review highlights the need for a structured pedagogical framework and an assessment system to support consistent implementation and measurable outcomes in ecotheology-oriented Islamic education. Abstrak Krisis ekologi global menuntut respons pendidikan yang tidak hanya bersifat teknis, tetapi juga etis dan spiritual. Penelitian ini menyajikan tinjauan literatur sistematis mengenai integrasi ekoteologi dalam Pendidikan Agama Islam (PAI) serta mensintesis temuan-temuan empiris terkait dampaknya terhadap pengembangan karakter spiritual, sosial, dan kognitif peserta didik. Penelitian menggunakan desain Systematic Literature Review (SLR) dengan panduan PRISMA 2020. Proses penelusuran dilakukan melalui basis data Scopus dan Google Scholar terhadap artikel ilmiah yang dipublikasikan antara tahun 2020 hingga 2025, menggunakan kombinasi Boolean yang mencakup konsep ekoteologi/etika lingkungan Islam, pendidikan Islam/PAI, serta dimensi karakter. Setelah melalui tahap identifikasi, eliminasi duplikasi, penyaringan, dan evaluasi kelayakan teks penuh, sebanyak 33 artikel memenuhi kriteria inklusi dan dianalisis melalui pendekatan sintesis naratif tematik. Hasil kajian menunjukkan bahwa integrasi ekoteologi dalam PAI berlangsung melalui tiga jalur utama: (1) penguatan kurikulum (perumusan tujuan pembelajaran, materi, dan konten berbasis prinsip ekologi Islam), (2) penerapan pedagogi kontekstual-reflektif (termasuk problem-based learning, experiential learning, dan project-based learning), serta (3) penggunaan asesmen autentik (seperti jurnal reflektif, portofolio, dan observasi perilaku). Secara umum, integrasi ekoteologi berkontribusi pada peningkatan kesadaran spiritual peserta didik, penguatan tanggung jawab sosial-ekologis, serta pengembangan kemampuan berpikir kritis dan reflektif terhadap isu keberlanjutan. Namun demikian, keterbatasan utama yang teridentifikasi adalah belum tersedianya indikator capaian pembelajaran yang terstandar serta instrumen evaluasi yang tervalidasi untuk ekoteologi dalam PAI. Kajian ini menegaskan urgensi pengembangan kerangka pedagogis dan sistem asesmen yang sistematis guna mendukung implementasi yang konsisten dan terukur dalam pendidikan Islam berbasis ekoteologi.
Dayah MUDI Samalanga in Aceh: Teungku Authority, Sociocultural Religion, and the Popularity of an Islamic Education Center Husna, Fathayatul; Sariyanti, Lilis; Fitri, Ainal; Nova, Mirza Adia
DAYAH: Journal of Islamic Education Vol. 8 No. 1 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i1.34144

Abstract

This study examines Dayah MUDI Samalanga as an Islamic education center within the sociocultural context of Aceh, focusing on teungku authority and the institution’s contemporary popularity. While modernization and digital communication are often assumed to weaken traditional religious authority, this article argues that teungku authority persists and is rearticulated through institutional visibility, community engagement, and media practices. Employing a qualitative approach using virtual ethnography (netnography), the study analyzes publicly accessible institutional digital content—including the official website, social media platforms, and video-based channels—alongside relevant literature to trace how authority and institutional identity are narrated in online public spaces. The findings show that teungku authority remains a key source of legitimacy for Dayah MUDI, constructed through scholarly credibility, symbolic positioning, and continuity of religious traditions. The popularity of Dayah MUDI is shaped by the interaction of leadership authority, institutional branding, educational modernization (including the expansion of higher education initiatives), and sustained media visibility through social media and institutional broadcasting channels. Digital media therefore function not merely as communication tools but as arenas where religious authority and institutional identity are publicly reproduced and extended beyond local communities. This study contributes to discussions on religious authority, Islamic education, and digital mediation by demonstrating that dayah institutions actively negotiate continuity and change in contemporary socioreligious environments. Abstrak Penelitian ini mengkaji Dayah MUDI Samalanga sebagai pusat pendidikan Islam dalam konteks sosiokultural Aceh, dengan menyoroti otoritas teungku serta popularitas institusi tersebut pada masa kini. Di tengah asumsi bahwa modernisasi dan komunikasi digital cenderung melemahkan otoritas keagamaan tradisional, artikel ini berargumen bahwa otoritas teungku tetap bertahan dan mengalami reartikulasi melalui visibilitas institusional, keterlibatan komunitas, serta praktik-praktik media. Dengan menggunakan pendekatan kualitatif melalui etnografi virtual (netnografi), penelitian ini menganalisis konten digital institusional yang dapat diakses publik, meliputi situs web resmi, platform media sosial, dan kanal berbasis video, serta literatur relevan untuk menelusuri bagaimana otoritas dan identitas institusi dinarasikan dalam ruang publik daring. Temuan menunjukkan bahwa otoritas teungku tetap menjadi sumber legitimasi utama bagi Dayah MUDI, yang dibangun melalui kredibilitas keilmuan, peneguhan simbolik, dan kesinambungan tradisi keagamaan. Popularitas Dayah MUDI dibentuk oleh interaksi antara otoritas kepemimpinan, praktik branding institusional, modernisasi pendidikan (termasuk ekspansi inisiatif pendidikan tinggi), serta visibilitas media yang berkelanjutan melalui media sosial dan kanal penyiaran institusional. Media digital, karenanya, berfungsi bukan semata sebagai alat komunikasi, tetapi juga sebagai arena reproduksi otoritas keagamaan dan identitas institusi, sekaligus memperluas jangkauan pengaruhnya melampaui komunitas lokal. Studi ini berkontribusi pada diskusi tentang otoritas keagamaan, pendidikan Islam, dan mediasi digital dengan menunjukkan bahwa dayah secara aktif menegosiasikan kesinambungan dan perubahan dalam lingkungan sosioreligius kontemporer.
Backbiting and Its Consequences on The Psychological Dimensions of The Perpetrator: An Analysis from The Perspectives of The Qur’an and Hadith Soewandi Putri, Halimah
DAYAH: Journal of Islamic Education Vol. 8 No. 1 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i1.34241

Abstract

This study aims to examine the psychological impacts of backbiting (ghibah) on the various dimensions of the human psyche from the perspectives of the Qur’an and Hadith. The research employs a qualitative method using a library research approach by analyzing relevant Qur’anic verses, Prophetic traditions, and scholarly literature related to Islamic psychology. The findings indicate that backbiting exerts destructive effects on five major dimensions of the human psychological structure: an-nafs (the self), al-‘aql (intellect), al-qalb (heart), ar-rūḥ (spirit), and fiṭrah (innate human disposition). Psychologically, engaging in gossip may trigger stress, anxiety, feelings of guilt, envy, and emotional instability, which can disrupt an individual’s mental and spiritual balance From the Qur’anic perspective, this behavior is likened to consuming the flesh of one’s deceased brother (Qur’an 49:12), while the Hadith categorizes it as a grave sin capable of eroding the rewards of good deeds. This study highlights that controlling one’s speech is not merely a moral obligation in Islam but also functions as a psychological and spiritual mechanism for maintaining inner balance and achieving spiritual tranquility (as-sakīnah).
Inovasi Pemberdayaan Generasi Z: Peran Guru BK dalam Peningkatan Kemampuan Komunikasi Interpersonal Siswa Yacob, Fakhri
DAYAH: Journal of Islamic Education Vol. 8 No. 1 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i1.34919

Abstract

This article examines the role of school counselors in improving students’ interpersonal communication skills through Generation Z empowerment innovation. The study was conducted at SMA Negeri 8 Banda Aceh using a mixed methods approach with a convergent parallel design. Qualitative data were collected through observations of school counselor activities and interviews with the school counselor and principal, while quantitative data were obtained through an interpersonal communication skills questionnaire administered to 10 students. The instruments consisted of the School Counselor Activity Observation Sheet (LOAGBK), School Counselor Interview Guidelines (PWGBK), Principal Interview Guidelines (PWKS), and the Students’ Interpersonal Communication Skills Questionnaire (KKKIS). The findings show that school counselor activities in strengthening students’ interpersonal communication were in the very good category, with an observation score of 87.5%. The school counselor implemented communicative and interactive services through group guidance, individual counseling, communication simulations, small-group discussions, and the use of digital media, including Google Form, WhatsApp groups, educational videos, and interactive presentations. The questionnaire results showed that students’ interpersonal communication skills reached 81%, which falls into the very high category. The strongest aspects were polite language use and group cooperation. However, students’ confidence in expressing opinions in class, ability to resolve conflicts through communication, and tendency to communicate more comfortably through social media still require further strengthening. The study suggests that school counseling services can support students’ interpersonal communication development when implemented through structured, reflective, and balanced approaches between digital media use and face-to-face communication practice. Abstrak Artikel ini mengkaji peran guru BK dalam meningkatkan kemampuan komunikasi interpersonal siswa melalui inovasi pemberdayaan Generasi Z. Penelitian dilakukan di SMA Negeri 8 Banda Aceh dengan menggunakan pendekatan mixed methods bertipe convergent parallel design. Data kualitatif diperoleh melalui observasi aktivitas guru BK dan wawancara dengan guru BK serta kepala sekolah, sedangkan data kuantitatif diperoleh melalui kuesioner kemampuan komunikasi interpersonal yang diberikan kepada 10 siswa. Instrumen penelitian terdiri atas Lembar Observasi Aktivitas Guru BK (LOAGBK), Pedoman Wawancara Guru BK (PWGBK), Pedoman Wawancara Kepala Sekolah (PWKS), dan Kuesioner Kemampuan Komunikasi Interpersonal Siswa (KKKIS). Hasil penelitian menunjukkan bahwa aktivitas guru BK dalam penguatan komunikasi interpersonal siswa berada pada kategori sangat baik dengan capaian observasi sebesar 87,5%. Guru BK melaksanakan layanan yang komunikatif dan interaktif melalui bimbingan kelompok, konseling individual, simulasi komunikasi, diskusi kelompok kecil, serta pemanfaatan media digital seperti Google Form, grup WhatsApp, video edukasi, dan media presentasi interaktif. Hasil kuesioner menunjukkan bahwa kemampuan komunikasi interpersonal siswa mencapai 81% dan berada pada kategori sangat tinggi. Aspek yang paling kuat tampak pada penggunaan bahasa yang santun dan kemampuan bekerja sama dalam kelompok. Namun, keberanian siswa dalam menyampaikan pendapat di kelas, kemampuan menyelesaikan konflik melalui komunikasi, dan kecenderungan sebagian siswa lebih nyaman berkomunikasi melalui media sosial masih perlu diperkuat. Kajian ini menunjukkan bahwa layanan BK dapat mendukung pengembangan komunikasi interpersonal siswa apabila dilaksanakan secara terstruktur, reflektif, serta seimbang antara pemanfaatan media digital dan latihan komunikasi tatap muka.

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