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Fata Asyrofi Yahya
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INDONESIA
Cendekia: Jurnal Kependidikan dan Kemasyarakatan
Published by Institut Agama Islam Negeri Ponorogo
ISSN : 16931505     EISSN : 2477796X     DOI : http://dx.doi.org/10.21154/cendekia
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Cendekia: Jurnal Kependidikan dan Kemasyarakatan is a reputable journal published by the Faculty of Tarbiyah and Teacher Training, The State Islamic Institute of Ponorogo (IAIN Ponorogo), Indonesia. The focus of this journal deals with a broad range of topics related to education in Islamic civilization. Cendekia invites scientists, scholars, researchers, as well as professionals to publish their research in our journal. This journal publishes high quality empirical and theoretical research articles reviewed by the leading experts in the fields. The incoming papers will be selected based on great scientific studies, valuable new insights, and captivating the community in education in Islamic civilization.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 249 Documents
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The Role of Islamic Educational Institutions in Strengthening National Values in a Multicultural Society: Evidence from Kudus, Indonesia Ahmad Fatah; Fa’izah Ainun Nufa; Afifatut Thohiroh; Betania Kartika
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.12200

Abstract

This study aims to examine the role of Islamic educational institutions in strengthening national education within the multicultural society of Rahtawu, Muria Kudus. This research employed a qualitative approach. The data were collected through observations, interviews, and documentation involving religious leaders, community leaders, educators, and residents of Rahtawu Village, Kudus. The data were then analyzed using the interactive model proposed by Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The findings reveal that Islamic educational institutions strengthen national values through religious education, character building, and various social activities that promote tolerance, mutual cooperation, and social responsibility. In addition, local wisdom traditions, such as sedekah bumi, barikan, and bodo contong, serve as important means of fostering social cohesion, religious moderation, and multicultural awareness. The study reveals that the interaction between Islamic educational values and local traditions creates an inclusive educational environment that supports national unity and peaceful coexistence. This research contributes to the understanding of Islamic education as not only a religious learning space but also a social institution that actively shapes civic identity in multicultural communities.
Identifying the Power of Social-Emotional Literacy for Students in Filtering Religious Information in the Digital Era Indah Wigati; Yuniar; Baharudin; Zulmi Ramdani
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.12632

Abstract

The digital era has significantly influenced the dissemination and filtering of religious information. This study aims to analyze students' social-emotional literacy in filtering religious information in the digital era. This type of research is descriptive quantitative. The research instrument consisted of 22 statements based on indicators of self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. Respondents in this study were 179 students at the Islamic College of Palembang. All data obtained were analyzed using percentages. The research results indicate that students have a strong ability to filter religious information, particularly in self-management and decision-making. However, obstacles remain, including limited digital literacy, digital environmental disruption, and a lack of guidance in providing information. This research emphasizes the importance of strengthening socio-emotional literacy through education and a supportive learning environment to enable students to think critically, verify information accurately, and adopt a wise and tolerant approach to the flow of religious information in the digital era.
Psychosocial Predictors of Islamic Education Teachers’ Interest in Implementing Deep Learning: An Application of Social Cognitive Career Theory Abdul Hakim; Amirudin; Abdul Kosim; Mohd. Sobri Bin Ellias
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13008

Abstract

Implementing deep learning in Islamic education requires teachers who are willing to adopt innovative pedagogical approaches. This study examines the relationships among self-efficacy, outcome expectations, environmental support, and Islamic Education teachers’ interest in implementing deep learning, based on Social Cognitive Career Theory (SCCT). A quantitative cross-sectional study was conducted on 29 Islamic Religious Education (IRE) teachers from Madrasah Aliyah in Ponorogo Regency, Indonesia, using purposive sampling. Data were collected through an online questionnaire and analyzed using descriptive statistics and univariable binary logistic regression. The results showed that self-efficacy (OR = 0,100; 95% CI: 0,018-0,556; p = 0,009), outcome expectations (OR = 0,030; 95% CI: 0,003–0,308; p = 0,003), and environmental support (OR = 0,148; 95% CI: 0,029–0,759; p = 0,022) were significantly related to teachers’ interest in implementing deep learning. Teachers with positive self-efficacy, positive outcome expectancy, and high environmental support were more likely to be interested in implementing deep learning. These findings highlight the importance of strengthening teachers’ psychosocial resources to support educational innovation in Madrasah Aliyah.
Integrating Adabul ‘Alim wal Muta’allim into EFL Teacher Professional Identity in the Indonesian Islamic University Context Nuskhan Abid; Rudi Hartono; Rahayu Puji Haryanti; Hendi Pratama; Siti Marpuah; Eko Widianto
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13101

Abstract

The integration of religious ethics within English as a Foreign Language (EFL) remains underdeveloped, often sidelined by an epistemological dichotomy between general and religious disciplines. This study investigates how the ethical dimensions of K.H. Hasyim Asy’ari’s classical text, Adabul ‘Alim wal Muta’allim, are integrated into the professional identity and pedagogical practices of English teachers at an Indonesian Islamic university. Employing a narrative inquiry, data were collected through in-depth interviews with five English teachers and observations. Findings indicate that the integration of adab is manifested in (1) intention and sincerity as part of teacher identity, (2) teachers as exemplary models of Islamic ethics, (3) Islamic ethics as non-discrimination and fairness pedagogy, and (4) harmonious relationships to foster an inclusive learning environment. Practical manifestations of adab integration in the teaching process include fair assessment practices and extraordinary patience with students' grammatical and pronunciation errors. This study contributes to Islamic education by providing a clear framework to bridge knowledge gaps and eliminate scientific dichotomies between secular language teaching and religious ethics, and offering an in-depth model for a holistic teacher identity. This study offers a model for updating the curriculum to integrate strong language skills with the development of religious ethics in teacher professional identity construction and pedagogical practices.
Reconstructing the Curriculum of Love: Perspective of Modern Islamic Education Philosophy Minhah Makhzuniyah; Ahmad Suhaimi; Achmad Yusuf; Ida Faridatul Hasanah; Donna Tihnike; Saodat Khamidovna Gayupova
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13198

Abstract

This study reconstructs the Curriculum of Love within Modern Islamic Philosophy of Education to counter the cognitive-centric focus of contemporary Islamic education, which neglects affective and spiritual growth and departs from the holistic ideal of insan kamil. Employing qualitative library research and philosophical inquiry, it integrates the work of classical thinkers (Al-Ghazali, Ibn Miskawayh) with modern perspectives (Al-Attas, Nasr) and humanistic pedagogy. The Curriculum of Love, a core pedagogical principle, comprises four domains: love for God (spirituality), love for humanity (social empathy), love for knowledge (intellectual curiosity), and love for nature (ecological stewardship). It unifies tarbiyah, ta’dib, and ta’lim, with love balancing reason and spiritual insight. Theoretically, it offers a humanistic-spiritual paradigm bridging tradition and modern demands. Practically, it provides a strategic blueprint for Islamic schools to design inclusive, character-focused curricula that enhance psychological well-being, foster empathy, and promote social harmony. Love thus becomes the transformative axis aligning intellectual growth with spiritual depth to realize insan kamil and cultivate balanced, empathetic, ecologically conscious individuals.
The Correlation between Emotional Intelligence and Social Skills among Islamic Boarding School Students: The Moderating Role of Dormitory Multicultural Environment Taufik Agung Pranowo; Panggih Wahyu Nugroho; Beta Pujangga Mukti
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13323

Abstract

This study investigates the direct effect of emotional intelligence on social skills and the moderating role of the dormitory multicultural environment among Islamic boarding school students. This study employed a quantitative cross-sectional design that involved 600 students aged 13-18 years from 40 pesantren in Central Java and the Special Region of Yogyakarta, selected through multistage cluster random sampling. Data were collected using three adapted and re-validated instruments: the Emotional Intelligence Scale (16 items), the Social Skills Scale (70 items), and the Multicultural Environmental Perception Scale (12 items). Moderated Structural Equation Modeling revealed that emotional intelligence has a significant positive direct effect on social skills (β = 0.35; p < 0.001). The multicultural environment significantly moderates this relationship (β = 0.18; p < 0.01). Simple slope analysis indicated that in dormitories with high-quality multicultural management, the relationship between emotional intelligence and social skills is strong and positive (β = 0.48; p < 0.001). Conversely, in poorly managed multicultural environments, this relationship becomes non-significant (β = 0.10; p > 0.05). These findings confirm that the translation of internal emotional capacity into external social competence is contingent on the dormitory's social climate. The study contributes to educational psychology by validating a moderation model in Indonesian pesantren.
Religious Moderation in PAI Learning: Local Wisdom of Sunan Kudus Ahmad Falah; Muhdhor Muhammad Sodiqin; Dany Miftah M. Nur; Muhammad Yusril Muna
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13327

Abstract

Religious moderation has become a strategic issue in contemporary Islamic education due to the increasing challenges of intolerance, religious exclusivism, and social fragmentation in multicultural societies. This study aims to analyze the implementation of Islamic Religious Education (PAI) learning grounded in the local wisdom of Sunan Kudus as a pedagogical strategy to strengthen religious moderation at SMK Raden Umar Said Kudus and SMAN 01 Bae Kudus. This research employed a qualitative approach with a multi-site case study design. Data were collected through participatory observation, in-depth interviews, and documentation studies. Data analysis was conducted through the stages of data condensation, data display, and conclusion drawing, combined with thematic analysis. The findings reveal that the internalization of religious moderation was implemented through the integration of Sunan Kudus local wisdom values into the PAI curriculum, the application of reflective-dialogical learning strategies, teacher role modeling, and the habituation of attitudes that respect cultural and religious diversity. This study confirms that contextual Islamic learning based on local wisdom constitutes an effective pedagogical model for strengthening religious moderation and preventing intolerance in secondary education.
Artificial and Spiritual Intelligence Synergy in Madrasah Digital Transformation Iwan Hermawan; Oyoh Bariah; Nur Aini Farida
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13463

Abstract

This study examines the synergy between artificial intelligence (AI) and spiritual intelligence (SI) in the digital transformation of State Islamic Senior High Schools (MAN) in Karawang Regency in the Society 5.0 era. Specifically, it aims to: (1) identify AI utilization in pedagogical and administrative practices; (2) analyze its impacts, supporting factors, and barriers; and (3) formulate an empirical model of AI–SI synergy for value-based madrasah transformation. This study employed an explanatory sequential mixed-methods design involving 235 respondents: principals, teachers, administrative staff, students, and community/religious leaders. Data were collected through online questionnaires, semi-structured interviews, documentation analysis, and direct observation. Quantitative data were analyzed descriptively, while qualitative data were interpreted through condensation, display, and verification. The findings reveal that AI is used for learning material development, interactive assessment, attendance automation, grade processing, and digital archiving. AI improves learning effectiveness and administrative efficiency, supported by institutional policy and innovation motivation, yet constrained by unstable internet access and limited technical training. More importantly, AI–SI synergy emerges when AI serves as a cognitive-administrative assistant, while teachers remain muaddib through five Islamic value pillars: amanah, ikhlas, responsibility, adab, and tawakal. The study concludes that Civilized AI provides an ethical framework for madrasah digital transformation.
Advancing Islamic Education in the Bangsamoro Region: The Recognized Islamic Higher Education Institution Rakim Sammy; Abdul Lantong
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13763

Abstract

Islamic education in the Philippines struggled to modernize due to its strong emphasis on religious knowledge. The new Bangsamoro autonomy has renewed hopes to strengthen Islamic education through the establishment of the Bangsamoro Kulliyyah for Islamic Studies (BKIS). Through a qualitative case study approach, this study explores BKIS's evolving role in advancing Islamic education and how Indonesia's intervention has shaped its institutional direction. Data gathered through guided interviews with key stakeholders, FGDs with faculty and students, and document analysis of curricula, MoUs, and policies. Thematic analysis and data triangulation confirm that BKIS plays a transformative role in reforming BARMM's Islamic education alongside Indonesia's transnational contribution, providing significant support. However, the success of this cooperation hinges on the contextual adaptation of foreign models, the building of local capacity, and the political will to sustain reforms. BKIS thus represents both an innovation hub and a symbol of Bangsamoro identity, bridging global influences with local needs. BKIS served as a testament to the Bangsamoro's continuous efforts to advance Islamic education. This study contributes to the development of Islamic education, particularly in Islamic higher education.

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