Didaktika Religia
DIDAKTIKA Religia is published bi-annually in June and December by Postgraduate Program, State Islamic Institute (IAIN) Kediri. This journal was accredited by Kementerian Riset dan Teknologi/Badan Riset dan Inovasi Nasional No. 200/M/KPT/2020 (SINTA 2). This journal contains a lot of studies about Islamic education. We warmly invite academicians, lecturers, and researchers to submit articles on the area of Islamic Education. This journal is focused on the development of Islamic education, both locally, nationally, and internationally through the publication of articles and research reports. This journal should cover a range of disciplines, and contains a study of Islamic education.
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<![CDATA[Character Education Insertion through Acculturation “Kampung Madinah”: A Living Qur’an Study of Temboro Community, Magetan East Java ]]>
<![CDATA[Huda, M. Dimyati]]>;
<![CDATA[Hakamah, Zaenatul]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3449
<![CDATA[This article examines the social behavior and religious practices of the people of Temboro, Magetan, East Java. The religious behavior of the Temboro community is the result of the insertion of character education values based on the interpretation of Quranic texts (living qur’an) formed through acculturation. Temboro Village is dubbed as “Kampung Madinah” which has a culture similar to Madinah City in terms of dress, religious rituals and social ethics. With a qualitative method using an anthropological approach, this article is a living Qur’an research that defines character education values into the socio-religious and cultural practices of the Temboro community using reception theory, this research produces findings; first, the insertion of character education that shapes the socio-religious behavior of the Temboro community is adapted from the informal rules of kiai in Pesantren Al-Fatah Temboro. Character education in pesantren is socially constructed hidden in the community through acculturation to the recitation tradition, social ethics and daily habits. Second, the behavior and social religious attitudes of the Temboro community follow the interpretation of the Qur’anic text received from divine and human values. These values are controlled by religious authority and local wisdom.]]>
<![CDATA[Integrative Diniyah Curriculum in Formal Schools at Tebuireng Pesantren Jombang ]]>
<![CDATA[Sholihuddin, Ahmad]]>;
<![CDATA[Nidak, Khoiru]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.10
<![CDATA[This article examines the incorporation of diniyah education into formal educational structures, with a particular focus on Tebuireng, with the objective of optimising the efficacy of diniyah learning institutions. A qualitative case study approach was employed, with particular focus on SMP A. Wahid Hasyim and MTs Salafiyah Syafi’iyah Tebuireng in Jombang. The data was gathered through the utilisation of documentation, interviews and observations, with the subsequent analysis conducted in accordance with the principles established by Miles and Huberman. The findings indicate that the integration of the madrasah diniyah pondok pesantren curriculum into formal educational institutions is achieved through the adaptation of grades 7, 8, and 9, with the curriculum and instructional hours tailored to align with the proficiency level of the students. The ‘Ula’ classes are incorporated into the major and junior/senior high school levels, while the ‘Wustha’ classes are integrated into the minor levels. At the middle school level, the Wustha curriculum is aligned with the major level, while the ‘Ulya class is integrated into the minor level. At the MA level, the ‘Ulya and Wustha classes are merged in a 50:50 ratio. The development of teachers is facilitated through the implementation of debriefing, academic activities, and coaching. The provision of supervision and the Subject Teacher Conference (MGMP) facilitate direct feedback, enabling challenges to be addressed and the quality of diniyah education to be enhanced through HR supervision and lesson restructuring.]]>
<![CDATA[Tolerance of Islam, Christianity, and Hinduism in a Plural Society ]]>
<![CDATA[Subakri, Subakri]]>;
<![CDATA[Saihan, Saihan]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3371
<![CDATA[The objective of this study is to ascertain and delineate the manner in which the concept of tolerance is understood and practised by the diverse population of Kedungrejo Village, Rowokangkung District, Lumajang Regency. The village community is a society with a high level of plurality, characterised by the coexistence of diverse religious cultures and sentiments. Nevertheless, there is a clear indication of harmony and mutual respect in everyday life. The village community does not view differences as a cause for conflict; rather, they are regarded as a source of diversity and richness. Consequently, the village community engages in activities and pursuits collectively, irrespective of the discrepancies that exist. This study employs a qualitative approach. The research paradigm is phenomenological or interpretive. A qualitative approach is a paradigm of natural research, which entails developing a theory by drawing upon data derived from the real world. The research location was Kedungrejo Village, Rowokangkung district, Lumajang Regency. The findings of this study indicate that all religions espouse absolutist claims, whether Islam, Christianity, Hinduism, or Judaism. Particularist-subjective monotheistic claims are likely to exacerbate inter-religious conflict, particularly when multiple strong and particularistic religious organisations coexist.]]>
<![CDATA[Affective Evaluation Model for Islamic Religious Education: Development and Application in Madrasah Aliyah and Pondok Pesantren ]]>
<![CDATA[Tsani, Iskandar]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3382
<![CDATA[The objective of this research is to develop an evaluation model for the affective aspect of Islamic Religious Education (IRE) in Madrasah Aliyah and Pondok Pesantren. This is a developmental research project that employs a mixed-methods approach (quantitative and qualitative), comprising three phases: pre-development, development, and dissemination. The model comprises two components: a guide for the evaluation model and the evaluation instruments, which consist of questionnaires, observation sheets and self-evaluation questionnaires. The validity of the evaluation instruments was determined through the application of expert judgement, while reliability was assessed using Cronbach’s alpha. The construct validity of the instruments, including the questionnaires and observation sheets, was determined through the application of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings revealed that the IRE affective evaluation model (AEIRE) is constituted of three principal components. The instruments demonstrated a satisfactory fit with the Input, Process, and Output components. The model was deemed to be effective for use in Madrasah Aliyah and Pondok Pesantren, and the guide for its application was well received by IRE teachers.]]>
<![CDATA[Multicultural Fiqh Instruction to Improve Religious Tolerance and Moderation Among Pesantren Students ]]>
<![CDATA[Rusydiyah, Evi Fatimatur]]>;
<![CDATA[Jazil, Saiful]]>;
<![CDATA[Zahro, Ahmad]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3383
<![CDATA[This article examines the introduction of special Fiqh textbooks in religious schools to increase religious tolerance and curb religious extremism among the students. This research selected 29 of 179 articles based on inclusion and exclusion criteria such as period, document type, and source. PRISMA was used as a guide for article selection in this study and Lens.org, Eric, and Garuda as literature search databases. The results of research through SLR showed that Fiqh learning methods with innovative approaches can lead to improved learning achievements for students. Fiqh instruction focusing on multicultural communities can foster more tolerant and moderate attitudes among students who learn to respect religious differences, widen their intellectual horizons, be more critical of their own views, and are willing to enter into a constructive dialogue with other communities. This approach can improve their ability to find solutions to multidimensional problems. This integral-holistic method also supports academic, spiritual, emotional, social, and creative aspects of learning how to interact in a multicultural environment .]]>
<![CDATA[Strategies to Foster Pluralism Awareness through Islamic Religious Education at Bumi Damai Foundation Yogyakarta ]]>
<![CDATA[Nashrullah, Muhammad Iqbal]]>;
<![CDATA[Kholis, Nur]]>;
<![CDATA[Mukaromah, Siti]]>;
<![CDATA[Basyir, Kunawi]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3390
<![CDATA[This article aims to analyze the strategies used in cultivating pluralism awareness through Islamic Education at Bumi Damai Foundation, Yogyakarta. This research uses qualitative research methods with a case study approach. Interviews were conducted with caregivers, heads of institutions, and teachers. All interviews are recorded and then transcripts of interview results are provided. Data analysis uses 3 stages: data reduction, data display, and drawing/verifying data conclusions. This study found that the Bumi Damai Foundation in implementing a strategy to foster pluralism awareness through Islamic Education implements several programs, namely: the tahfidz program with emphasis on memorization of the context of pluralism contained in the Qur’an, Da’wah Al-Muhibbin studying several areas from different cultures and religions, applying the motto Hubbul Wathon Minal Iman, visits and social services in several non-Muslim places of worship, and emphasized memorizing and deepening the contents of Asmaul Husna. This research contributes to scarcity studies that uncover strategies and methods for cultivating awareness of pluralism within Social Welfare Institutions. Similar research is appropriate to uncover strategies of Islamic forms of education used to foster awareness of pluralism in social institutions.]]>
<![CDATA[Peace Education of the Sarung-Wearing Community: Nahdlatul Ulama Kiai’s Efforts in Managing Interfaith Diversity through Alternative Education ]]>
<![CDATA[Herawati, Erna]]>;
<![CDATA[Fauzi , Soni]]>;
<![CDATA[Hikmah, Nurul]]>;
<![CDATA[Ningtiyas, Ratih Kusuma]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3394
<![CDATA[This article examines the pivotal role played by Nahdlatul Ulama (NU), an Islamic organisation in Indonesia, in embracing religious and cultural diversity through alternative education. The study concentrates on the efforts of NU Kiais (religious leaders) in the Kasembon House of Worship, Malang, in fostering harmony among religious communities and creating a peaceful environment through education. Adopting a specific approach, this peace education not only concentrates on academic learning but also on the formation of character based on humanitarian values, tolerance, and respect for religious differences. This article employs a descriptive-analytical approach to examine the strategies employed by NU Kiais to promote peaceful education. Through interviews, observations, and document analysis, this research identifies specific actions undertaken by Kiais to foster inclusive perspectives and a deeper comprehension of religious values and human universality. The findings indicate that the alternative education provided by NU Kiais has effectively created an environment conducive to interfaith dialogue, enhanced mutual understanding, and facilitated cross-faith collaboration.]]>
<![CDATA[Policy Challenges for Campus Teaching Programs in Non-Educational Study Programs ]]>
<![CDATA[Ambarwati, Arie]]>;
<![CDATA[Pramudiana, Ika Devy]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3424
<![CDATA[The objective of this research is to identify and elucidate the obstacles encountered by non-educational study programmes in facilitating their students’ participation in the Kampus Mengajar programme, which constitutes one of the Merdeka Belajar Kampus Merdeka (MBKM) policy initiatives. This research employs a descriptive approach, utilising qualitative research methods. The research employed a variety of data collection techniques, including in-depth interviews, observation, and document analysis. The research findings indicate that there are two principal challenges: those of an administrative nature and those of a technical nature. The administrative challenge is that universities must align their implementation of the MBKM with their financial conditions and capabilities. The implementation of the Teaching Campus MBKM programme is hindered by two main challenges: a lack of funding, particularly from students, and an inadequate academic information system. Furthermore, there is a dearth of information regarding the technical implementation of the MBKM programme. The challenges described are not unique to this particular university; they are common to many other universities as well. These include funding, academic systems, quality, and productivity of human resources. Technical challenges in Kampus Mengajar programs include issues of communication competence in teaching, challenges of literacy skills, and the importance of a positive mental attitude in learning activities.]]>
<![CDATA[Family as a Social Influence Manager in Determining the Lifestyle of Students in the Campus Environment ]]>
<![CDATA[Maunah, Binti]]>;
<![CDATA[Komsiyah, Indah]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3425
<![CDATA[The objective of this article is to examine the role of the family in shaping student lifestyle on the campuses of UIN Sunan Kalijaga Yogyakarta, UIN Sayyid Ali Rahmatullah Tulungagung, and IAIN Kediri. The methodological perspective adopted was that of qualitative field research with a multi-case study approach. In order to collect data, in-depth interviews, participatory observation and documentation were conducted. This article concludes that the family exerts a significant influence on the lifestyle patterns of students on the three campuses. The family exerts considerable influence over the lifestyle choices of students within the campus environment. The values, habits and beliefs instilled by the family during childhood have a profound impact on the lifestyle of students. Additionally, the lifestyles of students are influenced by the habits of their immediate environment. Several challenges were identified in regulating student lifestyles. The campus has implemented effective solutions to ensure that student lifestyles adhere to ethical standards.]]>
<![CDATA[Internalization and Reflection of Sufism-Based Character Education Values from Syi’Ir Tanpo Waton ]]>
<![CDATA[Soraya, Irma]]>;
<![CDATA[Abitolkha, Amir Maliki]]>;
<![CDATA[Imaniar, Fahmi]]>
<![CDATA[ Didaktika Religia Vol. 11 No. 2 (2023): December ]]>
Publisher : <![CDATA[Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v11i2.3427
<![CDATA[The formation of character represents the ultimate objective of education. However, the internalisation of character into social attitudes and behaviour continues to present a significant challenge. Pondok Pesantren Ahlus Shofa Wal Wafa in Sidoarjo has the potential to instill character traits through the use of Syi’ir Tanpo Waton, which has the capacity to influence the behaviour of students and congregation members. This study has two objectives. The first is to examine the process of internalising the values of character education expressed in Syi’ir Tanpo Waton within the Sufistic context of the language dauroh congregation. The second is to assess the reflection of these values and their impact on the Sufistic behaviour of the congregation. This qualitative research employs a multi-method approach, integrating a normative-manuscript and phenomenological perspective. The primary data were gathered from key informants, including the caregiver and principal of the Pondok Pesantren. The findings indicated that the internalisation process was facilitated by active participation and routine engagement in the activities of the pesantren and its foundation organisation. The values of character education were reflected in both concrete and abstract behaviours exhibited by the congregation]]>
