Tafkir: Interdisciplinary Journal of Islamic Education
Focus. The focus is to provide readers with a better understanding of Islamic education and present developments through the publication of articles. Scope. Study of Al-Quran and Hadith on Education; Philosophy of Islamic Education; History of Islamic Education; Theological Foundation of Education; Policies of Islamic Education; Politics of Islamic Education; Islamic Education Professionalism; Islamic Education Curriculum; ICT in Islamic Education; E-Learning in Islamic Education; Islamic Education Institution; Teaching and Learning in Islamic Education; Ethnography on Islamic Education; Local Wisdom-Based Islamic Education; Development of Learning Theory and Design; Psychology of Islamic Education; Islamic Education Paradigms; Character of Islamic Education; and Gender in Islamic Education.
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<![CDATA[Innovative Government Transformation in The Equalization of Teachers and Education Personnel ]]>
<![CDATA[Suhendra, Adi]]>;
<![CDATA[Rosidah]]>;
<![CDATA[Harefa, Herman Yaarozatulo]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.513
<![CDATA[This article aims to develop video learning media specifically crafted to assist educators in presenting learning materials more tangibly and understandably, particularly within early childhood education. Guided by the Research and Development (R&D) process, the study focuses on two primary objectives: (1) elucidating the intricacies of developing STEAM-based video learning media for Early Childhood Education, incorporating Religious and Moral Values, and (2) evaluating the appropriateness and effectiveness of such media in the educational context. Adopting the ADDIE development model, the research encompasses five pivotal stages: Analysis, Design, Development, Implementation, and Evaluation. The validation process for the developed product entails collaboration with media, material, and design experts, complemented by feedback from colleagues. One-to-one tests, Small Group Tests, and Field Test methods are employed to assess the effectiveness of the media. Validation results from these experts affirm that the developed media aligns seamlessly with the criteria for successful application in educational settings. During the product implementation phase involving 15 students, it became evident that this development was an effective learning tool. The post-test scores surpassing the pre-test scores indicate the product's efficacy in enhancing the understanding of morning phenomena, instilling religious and moral values, and fostering STEAM creativity in early childhood education.]]>
<![CDATA[Developing Spiritual Intelligence Through The Internalization of Sufistic Values: Learning From Pesantren Education ]]>
<![CDATA[Abidin, Zainal]]>;
<![CDATA[Sirojuddin, Akhmad]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.783
<![CDATA[This study aims to analyze and describe the concept and implementation of spiritual intelligence development through the internalization of Sufi values within the Islamic boarding school education system. The method employed in this research is a qualitative approach using a case study method. The case studied in this research is the interconnected system within Islamic boarding schools in developing spiritual intelligence through the internalization of Sufi values. Findings from this research indicate that the development concept. The research utilizes a qualitative approach with a case study method. The case examined in this research is the development of spiritual intelligence through the internalization of Sufi values supported by the sub-system of Islamic boarding schools. The findings of this research are: (1) the transformation of Sufi values is divided into three domains: individual-social, vertical-horizontal, and human-cosmic. This development is carried out with rational values such as social sciences, natural sciences, and humanities, (2) the transaction of Sufi values is supported by the Sufi environment of the Islamic boarding schools such as dhikr (remembrance of God), spiritual struggle (mujahadah), thariqah rituals, and beneficial admonitions (mauidloh hasanah), (3) the transinternalization of Sufi values to develop spiritual intelligence is developed through academic environments such as research, discussion, and interaction.]]>
<![CDATA[Character Development Strategy for Tolerance in Islamic Boarding Schools ]]>
<![CDATA[Muid, Abdul]]>;
<![CDATA[Shohib, Muhammad]]>;
<![CDATA[Askarullah, Anas]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.833
<![CDATA[This study aims to describe the character of tolerance and its development strategy at Mathlabul Ulum Jambu Lenteng Islamic Boarding School Sumenep. The research method used is a qualitative approach with data collection techniques through interviews, observation, and documentation. The results showed that the character of tolerance at Mathlabul Ulum Islamic Boarding School was developed through four forms, namely planting tolerance values, learning tolerance values, acculturation of tolerance, and Niha'i program. The cultivation of tolerance values has been the core strategy of the pesantren since its inception, which is motivated by the historical reality of the surrounding community, which is full of conflict and disharmony. The learning of tolerance values is integrated into the formal curriculum and the teaching of moral books. Acculturation of tolerance is done through activities that involve interaction with the community, such as gotong royong, night patrols, imamah prayers, and routine recitations. The Niha'i program, which consists of Real Work Lectures (KKN) and community service, is the culmination of tolerance character development. The strategy of developing a tolerance character is carried out through exemplary kai/caregiver, fostering tolerance values, and community service. The findings of this study confirm and strengthen the urgency of tolerance education in pesantren, as well as contribute a new perspective on a comprehensive and systematic model of tolerance character development.]]>
<![CDATA[Utilizing Class Points in Islamic Religious Education With A Multidisciplinary Approach ]]>
<![CDATA[Sholihah, Ni'matus]]>;
<![CDATA[Salamah Zainiyati, Husniyatus]]>;
<![CDATA[Kholis, Nur]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.888
<![CDATA[Islamic religious education is one of the disciplines that play a crucial role with significant impacts on human life, from birth in this world to one's existence in the afterlife. In its current context, especially with the rapid development of information and communication technology, the learning of Islamic religious education can be made more effective and efficient for educators, students, and educational institutions. One way to achieve this is by utilizing the Classpoint learning application software, integrated with Microsoft PowerPoint, which facilitates the delivery of instructional material through engaging presentations. This article aims to describe the utilization of the Classpoint application in Islamic religious education learning with a multidisciplinary approach. The research employs a literature review study method with data collection techniques involving literature review and the Systematic Literature Review method. Tools such as Watase Uake, EBSCO, Google Scholar, and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique are used in the study. The research findings demonstrate that in Islamic religious education learning with a multidisciplinary approach, three perspectives – historical, anthropological, and sociological disciplines–can be effectively and efficiently conveyed through the Classpoint application.]]>
<![CDATA[The Culture and Tradition of Educational Practice In Madrasah ]]>
<![CDATA[Mantau, Burhanudin Abdul Karim]]>;
<![CDATA[Buhungo, Ruwiah Abdullah]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.890
<![CDATA[This article aims to explore the tradition and culture of education in madrasahsMadrasah to see the educational construction found in the reinforcement of a nation’s character. This study used a qualitative approach of ethnography study, which emphasizes the importance of the central role of culture in understanding the way of life of observed groups through the ethnography method. Furthermore, the data source consists of primary data such as the words or spoken stuff and the behaviors from the subjects related to the Madrasah’s educational instruction in the reinforcement of characters and secondary data such as text, recording, or pictures, which is related to educational practices conducted. The findings show that the educational culture and tradition of the Madrasah have transformed the characters’ values scientifically through the tradition implemented in the daily activity of the people in the Madrasah. The uniqueness of characteristics of people in the Madrasah is shown through the individual or group behavior, language, and tradition, which can reflect the values of honesty, togetherness, tolerance, respect, and others, which all values are part of the substance in reinforcing characters. The reinforcement of students’ character at Madrasah is through the process of self-establishment, the habituation of good students’ behavior through every activity until they become strong cultural characters.]]>
<![CDATA[Burhani Epistemology in The Scientific Development of Contemporary Pesantren ]]>
<![CDATA[Ma'rufi, Anwar]]>;
<![CDATA[Saifudin]]>;
<![CDATA[Nisa’, Khorun]]>;
<![CDATA[Muhajir]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.937
<![CDATA[This paper aims to analyze and prove that the scientific development tradition of contemporary pesantren has begun to adopt a system of rational thinking (burhānī), which so far is still considered incapable of breaking away from the bayānī and 'irfanī reasoning. The dominance of bayānī and 'irfanī reason was assessed by Muhammad Abid Al-Jabiri as the source of the decline of Arab-Islamic civilization. The study in this paper is included in the qualitative research category through a literature study whose data sources come from books and journals. The data analysis technique follows the pattern developed by Miles and Huberman with a philosophical approach. The results of this research found that the tradition of contemporary pesantren scientific development has begun to follow a system of thinking in the progressive burhānī epistemology. This is characterized by: (1) the transformation of the Islamic boarding school/pesantren education system driven by visionary Kiai and (2) the pattern of development of fiqh and ushul fiqh that is appropriate to the times following the principles contained in the burhānī thinking system. This study revises previous research, which assessed that the tradition of scientific development in pesantren still follows the system of thinking in bayānī and 'irfanī reasoning.]]>
<![CDATA[Tahfidzul Qur'an Curriculum Media Innovation in Islamic Boarding Schools ]]>
<![CDATA[Aziz, Mursal]]>;
<![CDATA[Nasution, Zulkipli]]>;
<![CDATA[Lubis, M. Syukri Azwar]]>;
<![CDATA[Suhardi]]>;
<![CDATA[Harahap, Muhammad Rifai]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.970
<![CDATA[This research aims to investigate how the curriculum is innovated in the Tahfizhul Qur'an learning media at the Purbabaru Musthafawiyah Islamic Boarding School. The research method used is qualitative. The findings of this research are as follows: The curriculum at the Musthafawiyah Purbabaru Islamic boarding school employs a unique approach, primarily utilizing classical books that are not arranged linearly (Kitab Turash). The Musthafawiyah Islamic Boarding School in Purbabaru, North Sumatra, follows the Mu'ilah curriculum, an internally designed curriculum tailored to the needs of the Islamic boarding school, incorporating various innovations aligned with community needs and the goals established by the school. Among the programs within this curriculum is the Tahfizhul Qur'an program. To support the success of the Tahfizhul Qur'an at the Musthafawiyah Islamic Boarding School in Purbabaru, North Sumatra, appropriate Tahfizhul Qur'an media are necessary. Tahfizhul Qur'an media at the Musthafawiyah Islamic Boarding School in Purbabaru, North Sumatra, facilitate curriculum innovation through the use of specialized Qur'ans, tahfidh tables, blackboards, and Al-Quran murattal. Through the implementation of these media, it is hoped that the curriculum objectives can be achieved successfully, effectively, and efficiently.]]>
<![CDATA[Increasing Understanding of the Islamic Religion Through Interactive Methods for Children with Special Needs ]]>
<![CDATA[Mirrota, Dita Dzata]]>;
<![CDATA[Hasan, Moch. Sya'roni]]>;
<![CDATA[Ainiyah, Qurrotul]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.998
<![CDATA[This study aims to design and implement interactive learning methods in Islamic Religious Education (PAI) subjects, in particular, intellectual disability (tuna daksa) classes at SMA LK As Shofa Mojokerto, as well as analyze the effectiveness of these methods in improving students' understanding of PAI subject matter. The interactive methods applied include group discussions, role-playing, and demonstrations. The study employs a qualitative approach with a case study design. The research subjects are PAI teachers and students in a particular tuna daksa class at the high school. Data is collected through interviews, observations, and documentation studies. The results show that the application of interactive learning methods can improve intellectually disabled students' understanding of Islamic religious subject matter. Students have become more active and enthusiastic in PAI learning activities. They also find it easier to understand the material through direct activities and role-playing so that their religious learning outcomes improve. This study contributes to the development of innovative and contextual PAI learning methods for students with intellectual disabilities in inclusive schools.]]>
<![CDATA[Revolution of Islamic Education Thought in the Era of Society 5.0: Correction and Review of Field Studies ]]>
<![CDATA[Mudhiah]]>;
<![CDATA[Shapiah]]>;
<![CDATA[Suraijiah]]>;
<![CDATA[Rusdiah]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.1015
<![CDATA[This research aims to explore the revolution of Islamic education thinking in the era of Society 5.0 with a focus on the integration of religious values with technology at UIN Antasari Banjarmasin. The research method used is qualitative with in-depth interviews with lecturers and direct observation of teaching practices on campus. The results showed that lecturers at UIN Antasari Banjarmasin are actively involved in efforts to integrate religious values with technology-based teaching methods, creating an educational environment that is responsive to the demands of the Society 5.0 era. This research provides a scientific contribution by confirming the importance of this integration in shaping a balanced and relevant Islamic education during rapid technological development. However, there are limitations to the study, including limited generalizability and the need for further research with a quantitative approach to gain a more in-depth and comprehensive understanding. Future research could involve a wider sample and contextual variations to test the validity of the findings. In addition, a quantitative approach could provide a more robust statistical analysis to support the qualitative findings. Thus, the results of this study provide a basis for further development in exploring the role of integrating religious values with technology in improving the quality of Islamic education in the era of Society 5.0.]]>
<![CDATA[Entrepreneurship in Islamic Education Institutions: Pesantren Strategy in Responding to the Industrial Revolution 4.0 ]]>
<![CDATA[Rouf, Abdur]]>;
<![CDATA[Syukur, Fatah]]>;
<![CDATA[Maarif, Samsul]]>
<![CDATA[ Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 2 (2024): Integrative Islamic Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas KH. Abdul Chalim ]]>
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DOI: 10.31538/tijie.v5i2.1115
<![CDATA[This study aims to explore the proactive steps of pesantren in improving the entrepreneurial skills of Santri to respond to the Industrial Revolution 4.0. The study, which was conducted at Pesantren Al-Mawadah Honggo Suco Kudus, used a case study approach with data collection techniques through observation, interviews, and document analysis. The collected data were analyzed using a qualitative approach with thematic analysis techniques. The results showed that Pesantren Al-Mawadah Honggo Suco Kudus has four excellent programs to support these goals. First, through training and workshops that focus on developing digital skills such as programming, graphic design, and social media management. Second, by strengthening technology-based education through curriculum relevant to Industry 4.0, such as artificial intelligence, data analysis, and the Internet of Things (IoT). Third, through collaboration with related companies and institutions to provide access to pesantren and students in understanding the latest industry needs and building networks that are useful in the business world. Fourth, by applying an experiential learning-oriented learning approach to teach students how to think creatively, innovatively, and adaptively. The challenges faced are the lack of understanding of entrepreneurial concepts and practices among pesantren teachers and managers as well as access to resources and capital to develop entrepreneurial activities. This research provides a foundation for the development of an entrepreneurship curriculum that is relevant and useful for Santri in welcoming industry 4.0.]]>
