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Miftahur Rohman
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Bustanul Ulum Journal of Islamic Education
Published by Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah
ISSN : 29885779     EISSN : 29881994     DOI : https://doi.org/10.62448/bujie.v1i1
Core Subject : Religion, Education,
Religion Education
The aim and scope of the journal covering all aspects of Islamic Education in Indonesia. Topics might be about curriculum of Islamic education, innovation of Islamic education, madrasah education, deradicalization of Islamic education, philosophy of Islamic education, Islamic education Policy, gender and Islamic education, comparison of Islamic education, history and thoughts of Islamic education figures, Islamic education and social transformation, Islamic education and science, nusantara Islamic education, pesantren education, leadership of Islamic education, figure of Islamic education, Islamic education managemen, and Islamic education learning model development and action research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 55 Documents
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Enhancing the Understanding of Multicultural Islamic Education Values through the Study of Al-Hikam: The Role of Majelis Taklim Zainul Arifin; Ahmad Marzuki; Saifulah Saifulah; Khimmataliev Dustnazar Omonovich
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.569

Abstract

Islamic teachings support harmonious social life in diverse communities. However, their internalization is often associated with formal education, while the role of nonformal institutions such as Majelis Taklim remains underexplored. One such forum is Majelis Taklim at Pondok Panggung, which regularly studies the classical Sufi text Al-Hikam by Ibn Ata Allah al-Sakandari. The teachings in this text emphasize moral refinement, spiritual awareness, and social harmony, making them relevant to multicultural Islamic education. This study aims to identify multicultural Islamic education values in the Al-Hikam and analyze the role of the Majelis Taklim in enhancing participants’ understanding of these values. This research employed a qualitative descriptive approach. Data were collected through observation, interviews with a religious teacher and congregation members, and documentation of learning activities, and these were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that the Al-Hikam contains key multicultural values, including tolerance (tasamuh), justice (al-‘adl), equality (al-musawah), peace (shulh), and brotherhood (ukhuwah). These values are conveyed through regular religious gatherings led by Manshur Bahruddin using contextual and accessible approaches. The Majelis Taklim functions not only as a space for religious learning but also as a medium for strengthening social interaction, solidarity, and mutual understanding among diverse community members.
Ekosistem Pesantren Ramah Santri: Kajian Strategis Mitigasi Perundungan di Lingkungan Komunal Agung Bintoro; Rina Mida Hayati; Muhammad Irsad
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.572

Abstract

This study aims to analyze the implementation of conflict management in addressing bullying among students at Darul Ishlah Islamic Boarding School Simpang V using the Thomas-Kilmann Conflict Mode Instrument (TKI) framework, which includes five modes: Competing, collaborating, compromising, avoiding, and accommodating. This research employs a qualitative approach with a descriptive method. Data collection was conducted through participatory observation, in-depth interviews, and documentation. Research informants consisted of the pesantren leader, administrators, senior students, and junior students. Data were analyzed through data reduction, data display, and conclusion drawing with source, technique, and time triangulation. The results show that the Competing mode is implemented through strict rule enforcement and educational sanctions. The collaborating mode is applied through mediation and open dialogue that builds mutual awareness. The compromising mode is used to find middle-ground solutions, avoiding for minor conflicts to prevent escalation, and accommodating to maintain harmonious relationships. The flexible combination of all five modes proves effective in creating a safe and conducive pesantren environment. This study integrates modern conflict management theory (TKI) with Islamic values (islah, ukhuwah, musyawarah) in the pesantren context, and specifically examines the handling of bullying among students, which is still rarely discussed
The Triangulation Blueprint: Bridging the Gap Between Rhetoric and Reality in Islamic Religious Education Ridha Aulia; Sazkia Nazilla; Muhammad Naufal Mifta Al Ghifari; Monica Sundawati Susanto; Angga Prasetiya
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.573

Abstract

The transformation of education in the era of Independent Learning necessitates robust character development. However, affective assessment in Islamic Religious Education (PAI) often becomes limited to administrative formalities, risking the reduction of the curriculum’s vision to rhetoric without meaningful behavioral change. This study critically examines the challenges and strategies in implementing affective observation assessment at SMP Negeri 1 Baitussalam, Aceh Besar. Employing a qualitative case study, data were gathered through observation, documentation, and in-depth interviews with PAI teachers and students. Analysis utilized Krathwohl’s Affective Taxonomy and Character Education Theory. Findings indicate that value internalization is hindered by subjectivity bias, students’ psychological barriers to honest self-reflection, social conflicts in peer-assessment, and the “name passenger” phenomenon in group tasks. Instrument triangulation—integrating self-assessment, peer assessment, and teacher journals—emerges as an effective strategy, minimizing data manipulation and fostering internalization of values. This triangulation model is recommended as an authentic standard to strengthen character education in the digital era.
Ritual Mandi Suci di Candi Jolotundo: Integrasi Nilai Pendidikan Islam dan Multikultural Achmad Firdaus; Askhabul Kirom; M. Jamhuri
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.577

Abstract

This research explores the values of Islamic education and multicultural Islamic education embedded in the sacred life-water bathing ritual at Jolotundo Temple, East Java. This field research employed a qualitative method with a phenomenological approach to examine the subjective experiences of individuals involved in the ritual. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed inductively through phenomenological stages and thematic categorization. The findings reveal that the ritual consists of four stages: intention (niyyah), prayer, the bathing process, and final contemplation, symbolizing physical and spiritual purification in line with the concept of tazkiyatun nafs in Islamic education. Referring to James A. Banks’ theory, the ritual reflects five dimensions of multicultural education. Involving participants from diverse religious and cultural backgrounds, the ritual functions as a socio-spiritual learning medium that internalizes tolerance, justice, equality, and acceptance in a pluralistic society. Theoretically, this study expands multicultural Islamic education discourse beyond formal institutions, while practically it may support religious moderation and culture-based Islamic education in multicultural society.
Learning Model of Prophet Stories in the Islamic Education Curriculum to Instill the Value of Honesty in Children at Raudhatul Athfal Mursal Aziz; Dedi Sahputra Napitupulu; Suciati Suciati
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.584

Abstract

This research is motivated by the importance of instilling honesty values ​​from an early age through the Islamic Education curriculum amidst the decline in children's moral character in everyday life. One effort is to implement a learning model of the stories of the prophets as an interesting character education medium and appropriate for early childhood development. This study aims to describe the learning model of the stories of the prophets in the Islamic Education curriculum to instill the value of honesty in children at RA Miftahul Ilmu. The study used a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. Research informants consisted of the principal, teachers, parents, and students. The results showed that the learning model was implemented through storytelling methods, habituation, teacher role models, educational games, and direct interaction with children. The story of the Prophet Muhammad SAW as an example of honesty became the main material in the learning. The impact of this implementation model is seen in changes in children's behavior such as daring to tell the truth, admitting mistakes, and taking responsibility. This study concludes that the learning model of the stories of the prophets is effective in instilling honesty values ​​and shaping Islamic character in early childhood gradually and sustainably.  
Humanizing Islamic Education for Autistic Children: A Case Study at State Special Schools Ria Maharani; Martin Kustati; Nana Sepriyanti; Arsanur Rahman
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.600

Abstract

This study investigates the implementation of humanizing Islamic education for autistic children at Sri Soedewi Masjchun Sofwan State Special School. The study was motivated by the tendency of Islamic Religious Education to prioritize cognitive achievement while overlooking students emotional and psychological needs. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and documentation involving Islamic education teachers, assistant teachers, and parents of autistic students. The data were analyzed using thematic analysis through data condensation, data display, and conclusion drawing. The findings indicate that humanizing Islamic education was implemented through compassionate interaction, adaptive communication, emotional sensitivity, visual instruction, and repetitive learning strategies. Emotional comfort emerged as a prerequisite for students engagement in religious learning activities. Environmental and physiological factors, including dietary patterns, also influenced students concentration and classroom behavior. Despite these challenges, autistic students were able to participate in prayer practice, Qur’anic recitation, and religious habituation through patient guidance and collaboration between teachers and parents. This study is limited to one state special school and may not represent other inclusive educational settings
Mapping the Values of Religious Moderation in Indonesian Islamic Boarding Schools: A Systematic Literature Review (2020–2024) Al Anhar; Mukhsin Mukhsin; Febri Amin Nurrohman; M. Khozinul Huda; Muhammad Ihsan Siregar
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.578

Abstract

This study aims to identify and map the values of religious moderation implemented in Islamic boarding schools (pesantren) in Indonesia, as well as to describe the social orientation of these values within the context of community life. The method employed is a Systematic Literature Review (SLR) following the Kitchenham & Charters (2007) protocol, reported in accordance with the PRISMA 2020 guidelines. Article searches were conducted on Google Scholar and ScienceDirect databases for the period 2020–2024, using keywords such as religious moderation, Islamic boarding schools, and Islamic values. From an initial pool of 1,662 documents, following the screening and quality assessment stages, 27 articles were identified as relevant and meeting the inclusion criteria. The findings reveal 12 dominant values of religious moderation taught in pesantren, namely: tasamuh (tolerance), tawazun (balance), i'tidal (justice), musawah (equality), tahaddur (civility), syura (deliberation), qudwah (exemplary leadership), ishlah (reform), muwathanah (patriotism), al-la'unf (non-violence), i'tiraf al-'urf (cultural friendliness), and tatawwur wa ibtikar (dynamism and innovation). Collectively, these values are oriented toward strengthening four main indicators of religious moderation: national commitment, anti-violence, tolerance, and acceptance of local traditions. This study concludes that pesantren function not only as institutions for the transmission of Islamic scholarship but also as agents for reinforcing religious moderation through the character development of students (santri) who appreciate diversity. The contribution of this research lies in providing a comprehensive map of moderation values in pesantren, which can serve as a reference for policymakers and future studies
Kepemimpinan Digital Berbasis Tradisi Pesantren: Transformasi Tata Kelola dan Manajemen Pesantren Modern Sofwan Manaf; Hasim Abdul Jamil; Mastur Mastur; Towil Akhiruddin; Arizqi Arizqi
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.596

Abstract

Islamic boarding schools (pesantren) in Indonesia face increasing pressure to adopt digital technologies while preserving their traditional values. However, no systematic digital leadership model has yet integrated these seemingly opposing poles. This study aims to identify how traditional pesantren values are integrated into a digital leadership framework, analyze the challenges and supporting factors for implementation, and evaluate the impact of such a model on governance quality and organizational sustainability. A qualitative single case study design was employed, with data collected through semi-structured interviews at Pondok Pesantren Darunnajah, Jakarta. The findings reveal that values such as Panca Jiwa (sincerity, simplicity, self-reliance, Islamic brotherhood, and freedom) are systematically integrated into digital systems including cashless payments, E-Reports, virtual accounts, and the Darunnajah Smart System. Major challenges include resistance to change, infrastructure disparities, low digital literacy among senior teachers, and balancing digital efficiency with humanistic values. Supporting factors include committed kiai leadership, systematic cadre development, active alumni networks, economic self-reliance, and standardized procedures. The model significantly enhances transparency, accountability, participation, and organizational sustainability. This study concludes that tradition-based digital leadership is not only possible but proven successful, with digitalization serving as an instrument for preserving—not eroding traditional pesantren identity.
Islamic Education Based on Prophetic Values in the Formation of Female Students' Creative Minority Agung Rezki; Tumin Tumin
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.605

Abstract

Gender inequality, stereotypes, and sexual violence remain issues in higher education. This study aims to analyze the implementation of Islamic education based on Islamic values in forming a creative minority of students through the Dirasah Nisaiyah program at the Muhammadiyah Student Association, Faculty of Islamic Civilization, University of Muhammadiyah Yogyakarta. This study uses a qualitative case study approach involving 16 informants consisting of founders, organizers, and participants of Dirasah Nisaiyah 2024–2026 period. Data were collected through interviews, observations, and documentation, then analyzed using Miles and Huberman's analysis model. The validity of the data is strengthened through triangulation of sources and techniques. The findings show that Dirasah Nisaiyah functions as a space for Islamic education through Islamic studies and contextual learning about women's issues. The material discussed includes feminism, gender equality, prevention of sexual violence, mental health, and women's leadership. The program contributes to improving participants' understanding of Islam, critical thinking skills, leadership awareness, and social sensitivity to gender justice issues. In addition, participants became more confident in expressing their opinions. This study concludes that Dirasah Nisaiyah represents a transformative Islamic education model that empowers Muslim female students critically, socially, and spiritually.
Etnografi Pembelajaran PAI: Bagaimana Sekolah Alam Mengintegrasikan Sains dan Agama? Brillian Agree El Islamy; Darmanto Darmanto
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.610

Abstract

Islamic Religious Education in elementary schools is still frequently taught separately from science education, resulting in students being unable to fully understand the relationship between Islamic values and natural phenomena. This study aims to describe the integration of science into experiential learning Islamic Religious Education, particularly in Islamic elementary schools that adopt a nature school approach. The study employed a qualitative method using a case study design. Data were collected through observations, interviews, and documentation involving the principal, PAI teachers, classroom teachers, and students. Data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the integration of science into IRE learning was implemented through the utilization of the natural environment as a learning resource, the observation of natural phenomena, environmental exploration, experiential reflection, and the integration of scientific concepts with Qur’anic verses and Islamic values. Experiential learning encouraged students to engage in active, contextual, and reflective learning processes. In addition to enhancing students’ religious understanding, the learning process also promoted scientific literacy, critical thinking skills, environmental awareness, and spiritual consciousness. These findings indicate that the integration of science into experiential learning-based Islamic Religious Education can serve as a holistic, meaningful, and relevant learning model that addresses the demands of twenty-first-century education.

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