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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 46 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.
Strategi Mitigasi Perundungan di Institusi Pendidikan Islam: Studi Kasus di Pondok Pesantren 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

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