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Nusantara Education
Published by PT. Islamic Research Publisher
ISSN : -     EISSN : 2985329X     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
The scope of Nusantara Education are Education Studies; Teaching and learning, Curriculum, Pedagogy, Reading comprehension, Philosophies of education, Vocational education, Higher education, Multicultural Education studies, Educational approaches, Formal and Informal Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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The Role of Cultural Sufism Education in Efforts to Strengthen Religious Moderation in Multicultural Societies Giyarsih
Nusantara Education Vol. 2 No. 2 (2023): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v2i2.74

Abstract

.This research aims to discuss the educational role of cultural Sufism teachings in strengthening religious moderation in society. This research adopts a qualitative approach by applying descriptive-analytical methods. The type of data collected in this research is qualitative and not in the form of statistical figures. The main research data sources include literature related to cultural Sufism, religious moderation, and wahidiyah teachings. In addition, secondary sources for this research include references related to the main topic, taken from articles, books, and documents from previous research. The results of this research show that the role of wahidiyah as one of the products of cultural Sufism in Indonesia in strengthening religious moderation can be seen from the implementation of wahidiyah teachings, especially wahidiyah teachings which cover the social field, namely: 1) the principle of indiscriminate broadcasting and development of wahidiyah ; 2) Group division is based on general social differentiation in society, they have the same rights and obligations; 3) "strategy for establishing social balance" which originates from the fourth principle of Wahidiyah teachings, namely yukti kulla dzi haqqin haqqoh (giving rights to everyone who has the right; carrying out obligations without demanding rights); 4) The core teaching of "efficiency and productivity of personal and social life" which originates from the main teachings of Wahidiyah, namely taqdimul aham fal aham tsummal anfa' fal anfa' (to prioritize things that are more important and more useful than those that are important and useful). By implementing Wahidiyah teachings according to the guidance provided in the Wahidiyah prayer, the values ​​of religious moderation have been well formed in every person practicing Wahidiyah, whether as an individual, a servant of God, or a member of society in the dimension of diversity in general.
Curriculum Management for Strengthening Religious Moderation in Islamic Boarding Schools Al Mukmin Doki Hermanto
Nusantara Education Vol. 2 No. 2 (2023): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v2i2.84

Abstract

PPIM Ngruki has attracted controversy and is considered contrary to the New Order government since its establishment fifty years ago. This is because some of its founders rejected the establishment of the Single Principle of Pancasila as the State Ideology. Since then, the founders of PPIM Ngruki, including Abu Bakar Baásyir and Abdullah Sungkar, have been fugitives from the New Order government. Despite the fact that some PPIM Ngruki alumni are involved in such terror activities, people with links to the Al-Mukmin Ngruki pesantren are often considered members of the same group. Literature research or literature study uses a qualitative approach to obtain data and uses various literature as sources. In this study, researchers use the results of previous research on the subject or type of research related to the research subject. The instillation of tolerance values in the curriculum, teachers, and students shows the strengthening of religious moderation education. The cultivation of PPIM Ngruki's tolerance value is also seen from two things: first, PPIM Ngruki does not impose the enforcement of Islamic law; second, PPIM Ngruki received positive responses and had a middle stance on politics. Thus, it can be concluded that the cultivation and implementation of tolerance values in religious moderation education at PPIM Ngruki has gone well.
The Concept of Learning Celestial Science in the Book "Wasilah al-Mubtadi'in Fi Risalah al-Qamarain” Badrun Taman; Doki Hermanto; Agustini; Rindom Harahap; Nur Hidayat
Nusantara Education Vol. 3 No. 1 (2024): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v3i1.100

Abstract

This study explores the concepts of celestial science education within the work of Muhammad Yunus bin Abdullah, a lesser-known Falak scholar in Indonesia, particularly in East Java, and his book "Risālatil Qamaraīn Fī Ijtimā’in Nayyiraīn." Classified as Taqribi Hisab Hakiki, the book undergoes an extensive content analysis, involving a literature review and qualitative interviews with celestial science experts. The findings indicate that the book "Wasīlah Al Mubtadi’īn Fī Tarjamati Risālatil Kamaraīn Fī Ijtimā’in Nayyiraīn" presents a comprehensive approach to learning celestial science, covering fundamental concepts, intricate calculations of the lunar month initiation, and detailed explanations of astronomical phenomena. Utilizing classical Arabic terms explained in Javanese Arabic (pego), the book maintains a connection with traditional celestial science while ensuring local accessibility. Emphasizing the disparities between sidereal and synodic months, the text integrates practical applications of arithmetic and trigonometric principles. Notably, acknowledging multiple sources indicates a broad approach to celestial science education, and the inclusion of practical information fosters a balance between theoretical and applied knowledge, aligning the study with both classical and modern perspectives in celestial science.
The Understanding of Purbosari Village Community Regarding Hadith as the Foundation of Islamic Education Febi Nina Barokah
Nusantara Education Vol. 3 No. 1 (2024): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v3i1.104

Abstract

Hadith, as one of the primary sources of Islamic teachings after the Qur'an, plays a significant role in guiding the lives of Muslims. This research delves specifically into the community's perception of the importance of Hadith in Islam, aiming to explore both theoretical and practical implications. Theoretically, this study provides an initial foundation for further exploration of community perceptions regarding Hadith's significance, while practically, it offers insights for advancing studies on this topic. Using a qualitative approach with a descriptive-analytical method, the research collects qualitative data from primary sources, including literature reviews of various perspectives, and secondary sources, such as articles, books, and prior research. The findings reveal that the community's perception of the importance of Hadith is reflected in its implementation within their social environment, emphasizing universal principles without discrimination, equal rights and responsibilities across social groups, and fostering harmonious relationships. By adhering to Hadith teachings in alignment with Islamic principles, the values of community life manifest in the behavior of individuals as servants of Allah and as members of society, promoting virtuous and harmonious living.
Case Study: Problems and Solutions for Learning to Read and Write the Qur'an at TPQ Al-Huda, Darat Sawah Village, Seginim District. Midela Eka Putri; Asmara Yumarni; Giyarsi
Nusantara Education Vol. 3 No. 2 (2024): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v3i2.106

Abstract

The study of the Qur'an is a fundamental obligation for every Muslim, playing an important role in shaping religious character from an early age. This research explores the problems and solutions in learning to read and write the Qur'an at the Al-Qur'an Education Park (TPQ) Al-Huda, Darat Sawah Village, Seginim District, South Bengkulu Regency. The main focus of this research is to analyze the learning process, identify the obstacles faced, and develop effective solutions to improve the quality of education in TPQ. The methodology used is qualitative descriptive research with a case study approach. The research subjects consisted of the head of TPQ, educators, students, guardians of students, and students. Data is collected through observation, in-depth interviews, and documentation, then analyzed through data reduction techniques, data presentation, and conclusion drawn. The data credibility test was carried out by extending participation, diligent observation, triangulation of methods, and data sources. The results of the study showed various problems in learning to read and write the Qur'an, including the difficulty of students in understanding the material, lack of family support, low interest in learning religion, the number of materials taught, monotonous teaching methods and media, limited facilities and infrastructure, and the lack of quality of teachers. The solutions identified include more attention from teachers, memorization at home, giving supportive assignments, variations in teaching methods, support from the government, counseling on the importance of religious knowledge to the community, regular meetings with students' parents, providing motivation to students, and teacher coaching or training. This research contributes significantly to the field of education by providing in-depth insights into the challenges and solutions in learning to read and write the Qur'an. This finding is expected to be a reference for other TPQs and similar educational institutions in an effort to improve the effectiveness and quality of Qur'an education in Indonesia. The results of the study also emphasize the importance of collaboration between teachers, families, and the government in creating a conducive and sustainable learning environment.
Multicultural-Based Islamic Religious Education Learning Design in Indonesia Saharuddin, Munawir; St Wardah Hanafie Das
Nusantara Education Vol. 3 No. 2 (2024): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v3i2.114

Abstract

Multicultural-based Islamic Religious Education (PAI) in Indonesia has an important role in building a harmonious and tolerant society. This study aims to formulate Islamic Religious Education learning design that integrates diversity values into the curriculum, teaching methods, and evaluation. Through a qualitative and descriptive approach, this study collected data from various literature sources, including relevant journals and books. The results showed that PAI curriculum design should include clear learning objectives, relevant materials, and interactive and participatory teaching methods. In addition, collaboration between educational institutions, teachers and the community is essential in implementing this curriculum. Learning evaluation should also include aspects of students' knowledge, attitudes, and skills in interacting with diversity. Thus, education can act as a tool to create peace and mutual respect among various groups of society. This research is expected to contribute to the development of religious education that is more inclusive and responsive to diversity in Indonesia.
Issues Causing the Solidarity and Unity of Indonesia Perspective of Islamic Religious Education Asmiatin, Asmiatin; St Wardah Hanafie Das
Nusantara Education Vol. 3 No. 1 (2024): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v3i1.115

Abstract

Abstract: This study examines the role of Islamic Religious Education (PAI) in strengthening Indonesia's unity and unity, which is often threatened by problems such as radicalization, social polarization, and intolerance. Given the diversity of religions, ethnicities, and cultures in Indonesia, PAI has a responsibility to instill Islamic values that emphasize peace, tolerance, and unity. This study uses a literature review approach to identify various strategies that can be applied in PAI to reduce social tension and strengthen interfaith relationships. The strategies discussed include strengthening Islamic ukhuwah, the implementation of religious moderation, Islamic character education, digital literacy, and the integration of local values in PAI learning. The findings of the study show that PAI, through its approach to religious moderation and character education, can play an important role in shaping a more inclusive and respectful society, while strengthening national unity. In addition, digital literacy applied wisely can help address the dissemination of information that undermines unity, while the integration of local values in PAI offers an approach that is relevant to Indonesian culture. This article emphasizes that PAI has great potential as an agent of change in easing polarization and creating a harmonious society in the midst of diversity
Enhancing Learning Outcomes in Islamic Cultural History Using the Think-Talk-Write Model Umami, Halida; Azmil, Rosidah; Firmansah, Defi
Nusantara Education Vol. 4 No. 01 (2025): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v4i1.123

Abstract

The history of Islamic civilization is a subject designed to deepen sthe faith of elementary school students at the 'MI' (Madrasah Ibtidaiyah) level, emphasizing the cultivation of piety. Despite its focus on the history of Islamic civilization, many students face challenges in grasping the material, leading to subpar learning outcomes. This is largely due to their limited understanding of Islamic cultural history. The lack of diverse teaching models employed by teachers contributes to a monotonous and unengaging learning experience.This research is a qualitative descriptive approach based on the classroom action research method by Stephen Kemmis and Robyn McTaggart, the research involved 24 students, employing data collection methods such as observation, tests, documentation, and interviews.The results indicate the effectiveness of the Think Talk Write (TTW) Cooperative Learning model in improving both learning outcomes and student engagement. In the initial cycle, the learning outcomes percentage was 25%, which significantly rose to 91.67% in the subsequent cycle. Similarly, students' activeness increased from 50.41% in the first cycle to 89.58% in the second cycle.Based on these findings, it is recommended that teachers adopt cooperative learning models like Think Talk Write to enhance student engagement and learning outcomes
Bridging Educational Traditions: A Comparative Study of Curriculum Reform in Southeast Asia and Europe Ruslana Lyzhychko
Nusantara Education Vol. 3 No. 1 (2024): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v3i1.237

Abstract

Curriculum reform has become a central agenda in global education systems as countries seek to balance tradition, innovation, and the demands of contemporary society. This study aims to analyze and compare the dynamics of curriculum reform in Southeast Asia and Europe, focusing on how educational traditions are integrated with modern pedagogical approaches. The research seeks to identify key similarities and differences in reform strategies, policy orientations, and implementation frameworks across both regions. This study employs a qualitative comparative research design using a systematic literature analysis and policy document review. Data were collected from academic publications, governmental curriculum frameworks, and international education reports related to curriculum reform in selected Southeast Asian and European countries. The data were analyzed through thematic comparative analysis to identify patterns of reform, institutional drivers, and contextual influences shaping curriculum transformation. The findings reveal that curriculum reform in Southeast Asia tends to emphasize cultural values, national identity, and competency-based learning aligned with socio-economic development goals. In contrast, European curriculum reforms focus more strongly on learner autonomy, interdisciplinary learning, and the integration of digital and critical thinking skills within broader frameworks of educational globalization. Despite these differences, both regions demonstrate a converging trend toward competency-based curricula, inclusive education, and the integration of 21st-century skills. The study also highlights that successful reform initiatives rely heavily on policy coherence, teacher capacity development, and adaptive governance mechanisms. This research contributes to the comparative education literature by providing a cross-regional analytical framework that bridges educational traditions with contemporary curriculum innovation. The study offers insights for policymakers and educators seeking to design contextually responsive curriculum reforms while maintaining global competitiveness and cultural relevance within evolving educational landscapes.
Educational Transformation in the Global South and Europe: Comparative Perspectives on Policy and Innovation Omar Abdel Rahman Rasyid
Nusantara Education Vol. 3 No. 1 (2024): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v3i1.238

Abstract

Educational transformation has become a central agenda in many countries as they respond to rapid technological change, globalization, and shifting socio-economic demands. However, the trajectory and policy orientation of educational reform often differ significantly between regions. This study aims to analyze and compare the dynamics of educational transformation in the Global South and Europe, with a particular focus on policy frameworks and innovation strategies that shape contemporary education systems. By examining these comparative perspectives, the research seeks to identify patterns, challenges, and opportunities that influence the direction of educational reform across different socio-political contexts. This study employs a qualitative comparative research design using a systematic literature review approach. Academic articles, policy reports, and scholarly publications indexed in major international databases were analyzed to explore key themes related to educational policy reform, institutional innovation, governance models, and the integration of technology in education. The analysis was conducted through thematic coding and comparative synthesis to identify similarities and divergences between educational transformation strategies in the Global South and European countries. The findings reveal that educational transformation in the Global South is largely driven by efforts to expand access, improve institutional capacity, and address structural inequalities, often supported by international cooperation and development-oriented policies. In contrast, European education systems tend to emphasize innovation-driven reforms, including digital learning ecosystems, research-based policy development, and collaborative governance among educational stakeholders. Despite these differences, both regions increasingly prioritize curriculum modernization, digital transformation, and inclusive education as key components of educational reform. This study contributes to the scholarly discourse on global education policy by offering a comparative framework that highlights how contextual factors—such as governance structures, economic capacity, and socio-cultural dynamics—shape educational transformation. The findings provide valuable insights for policymakers, educators, and researchers seeking to develop adaptive and context-sensitive strategies for sustainable educational innovation in diverse global settings.

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