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Suheri Sahputra Rangkuti
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Fahmina Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan
ISSN : -     EISSN : 30476143     DOI : 10.24952/fahmina.v2i1.10731
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Fahmina: Jurnal Pendidikan Islam is an journal published by Pascasarjana Program Magister UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan.The journal has been established with a printed version since 2023 with the name Fahmina: Jurnal Pendidikan Islam with the contents are accessible online. It publishes scholarly research on Islamic educational institutions and Islamic education. The articles of this journal are published bi-annually: June and December. Focusing on the advancement of scholarship both formal and non-formal education. Topics might be about Islamic educational studies in madrasah (Islamic schools), pesantren (Islamic boarding school), and Islamic education and society
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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The Problem of Musyrif in the Development of the Character of Mahasantri in Ma'had Al-Jami'ah Siregar, Rahmadani
Fahmina: Jurnal Pendidikan Islam Vol 3, No 1 (2025)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i1.17767

Abstract

This study aims to identify the problems faced by the musyrif in fostering the character of students at Ma'had Al-Jami'ah, Sheikh Ali Hasan Ahmad Addary State Islamic University of Padangsidimpuan, seen from the aspects of competence, workload, age, and communication skills. This research uses a qualitative method with an inductive approach. Data was obtained through observation, in-depth interviews, and document analysis. The results of the study show that: (1) from the competency aspect, some musyrif do not have sufficient experience and ability in character development; (2) from the aspect of workload, dense academic activities cause character development to not be carried out optimally; (3) from the aspect of age, the proximity of age between the musyrif and the student creates obstacles in the coaching process; and (4) from the aspect of communication, some musyrif still lack confidence in communicating in public. This research emphasizes the need to improve the competence and communication skills of the musyrif so that the development of the character of students can run more effectively.
The Integration of Religious Moderation Values in The Curriculum and Extracurricular Activities at Pesantren Darul Amanah Adinugraha, Hendri Hermawan; Syakirunni’am, Luqman; Lawal, Uthman Shehu
Fahmina: Jurnal Pendidikan Islam Vol 3, No 1 (2025)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i1.17594

Abstract

This study explores the integration of religious moderation values within the formal curriculum and extracurricular activities at Pesantren Darul Amanah, Kendal, Central Java. The research aims to analyse how the principles of tawāsuṭ (moderation), tawāzun (balance), i’tidāl (justice), and tasāmuh (tolerance) are embedded in the school’s educational system and how these values influence students’ social attitudes. Using a qualitative approach with a case study design, data were collected through participatory observation, in-depth interviews with teachers, administrators, and students, as well as a documentation analysis of curriculum and extracurricular programs. The findings reveal that the integration of religious moderation values is reflected explicitly in subjects such as Islamic Jurisprudence, Theology, and Islamic History, and implicitly in activities such as community service, inter-boarding school forums, and social projects. These integrations have strengthened students’ empathy, tolerance, and critical thinking skills, fostering inclusive and peaceful social interactions. The study concludes that Darul Amanah’s educational model demonstrates how Islamic boarding schools can promote religious moderation through pedagogical practices that balance spiritual, intellectual, and social development.
Kyai's Role As an Educator and Moral Builder In Islamic Education In Pesantren: A Response to the Controversy of Trans7 Broadcast Afifah, Farida Nur
Fahmina: Jurnal Pendidikan Islam Vol 3, No 1 (2025)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i1.17568

Abstract

This research examines the role of kyai as a central actor in Islamic education in Islamic boarding schools, especially as educators, moral coaches, and guardians of the moral authority of the ummah in the midst of the challenges of mass media representation. Pesantren as a traditional Islamic educational institution has an important role in the formation of the character, spirituality, and moral values of students. However, in the context of contemporary media, pesantren and kyai figures are often represented simplifying and tend to be negative, thus potentially weakening public trust in the moral authority of pesantren schools. This research explicitly uses the library research method with a qualitative-descriptive approach. Data was obtained through the analysis of scientific literature, official documents, and public statements related to the issue of pesantren representation in the media. The limitation of this study lies in the non-use of direct empirical data from kyai, pesantren communities, and media practitioners, so that the findings produced are conceptual and normative. The scope of the study was limited to the controversy of Trans7 which drew public criticism because it was considered to degrade the values and traditions of the Islamic boarding school. This case is used as an illustrative study to understand the relationship between the mainstream media and Islamic boarding schools. The analysis was carried out using the theoretical framework of moral authority kyai, Islamic moral education, and media representation theory. The results of the study show that kyai plays the role of uswah hasanah, spiritual guide, and director of integral moral education. Disproportionate media representation has the potential to undermine the symbolic legitimacy and moral authority of the kyai. 
Golden Generation 2045 Curriculum: Integrating Islamic Value, Digital Competence, and Reproductive Health To Address Indonesia’s Demographic Bonus Mukhsin, Mukhsin; Alfani, Ilzam Hubby Dzikrillah
Fahmina: Jurnal Pendidikan Islam Vol 3, No 1 (2025)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i1.17579

Abstract

Indonesia is currently experiencing a demographic bonus period, presenting both a golden opportunity and a significant challenge on the path towards Golden Indonesia 2045. However, low digital competence, moral degradation, and adolescent reproductive health issues threaten the realization of a superior generation. This study aims to formulate an integrative 'Generation 2045' Curriculum Model that unites three main pillars: Islamic values, digital competence, and reproductive health. Employing a holistic curriculum integration framework grounded in the Maqasid al-Shari'ah (Objectives of Islamic Law) and 21st Century Skills paradigms, this research utilizes a qualitative literature study method with content analysis. The study produces a curriculum model that positions Islamic values as the philosophical-ethical foundation, digital competence as the tool, and reproductive health as the well-being guarantor. This model is operationalized through thematic integration, pedagogical approaches such as project-based learning, and implementation at the levels of school operational curriculum, extracurricular activities, and community engagement. Its implementation anticipates key challenges including teacher readiness in interdisciplinary teaching, the need for policy alignment within the Merdeka Curriculum framework, and disparities in digital infrastructure. The findings indicate that integrating these three pillars creates a mutually reinforcing synergy, is culturally relevant, and offers a holistic preventive approach. This model is proposed as an educational strategy to ensure the demographic bonus can be optimally utilized to realize a Golden Generation 2045. Furthermore, it calls for empirical research and development (RD) cycles for model validation and field testing.
Community-Based Islamic Education In Urban Society: A Study Of The Shift Pemuda Hijrah Movement Dilawati, Rika
Fahmina: Jurnal Pendidikan Islam Vol 3, No 1 (2025)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i1.17598

Abstract

This study explores community-based Islamic education in urban contexts through a qualitative case study of the Shift Pemuda Hijrah movement in Bandung, Indonesia. The research responds to the need for adaptive forms of Islamic education that engage with digital culture while addressing the spiritual and social challenges faced by urban Muslim youth. Using a qualitative descriptive approach, data were collected through semi-structured interviews, participant observation, and document analysis involving primarily active members, mentors, and organisers of the community, whose backgrounds vary in age, social experience, and intensity of participation. The data were analysed thematically to capture the meanings, practices, and pedagogical orientations articulated within the movement. The findings suggest that Shift Pemuda Hijrah functions as a non-formal educational space in which spirituality, social engagement, and ecological awareness are integrated through programmes such as Shift Care, Shift Farm, and Pesan Trend. Learning processes are largely experiential and participatory, combining mentoring, social practice, and digitally mediated da‘wah. These processes are perceived by active participants as fostering reflective spirituality and orientations towards religious moderation (wasatiyyah). However, the study does not claim measurable or long-term behavioural transformation, as the findings are derived from self-reported experiences within a cross-sectional research design.This research also recognises several analytical limitations. The qualitative approach prioritises interpretive depth rather than quantitative assessment of effectiveness or sustainability. Moreover, while the study highlights innovative and positive educational dynamics, it offers limited insight into internal resistance, critical perspectives, or power relations within the community. External factors and interactions with formal religious authorities are acknowledged as influential but remain outside the primary empirical scope of this study. Despite these limitations, the study contributes to scholarship on Islamic education by offering a contextual and critically reflexive understanding of how community-based, digitally mediated learning environments shape contemporary Muslim youth religiosity in urban Indonesia.
Systematic Literature Review on The Role of Islamic Educational Values in Islamic Boarding Schools in Minimizing Negative Behavior Among Students Lalu Pradipta Jaya Bahari
Fahmina: Jurnal Pendidikan Islam Vol 3, No 2 (2026)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i2.17616

Abstract

This study is grounded in the growing concern over the rise of negative behaviors among students in the era of globalization and digital transformation, which increasingly challenge moral and ethical values within educational environments. Islamic boarding schools (pesantren), as traditional Islamic educational institutions, are considered to have a strategic role in addressing these challenges through the internalization of Islamic educational values. The urgency of this research lies in understanding how these values function not only as moral teachings but also as effective behavioral control systems in shaping students’ character. Therefore, this study aims to examine the role of Islamic educational values in minimizing negative behavior among students and to answer how these values are internalized and implemented within the pesantren context. This research employs a Systematic Literature Review (SLR) design by collecting and analyzing relevant scholarly articles from peer-reviewed journals. The data analysis involves identifying key themes, comparing findings across studies, and synthesizing a conceptual framework that explains the relationship between Islamic values and student behavior. The findings indicate that core Islamic educational values, such as honesty (ṣidq), responsibility (amānah), discipline (istiqāmah), and respect for teachers (ta‘dhīm al-ustādh) play a central role in reducing negative behaviors, including indiscipline, arrogance, and rule violations . These values are effectively internalized through three main mechanisms: the exemplary behavior of teachers (uswah hasanah), habituation through routine religious activities, and empathetic and participatory moral communication. The study demonstrates that Islamic education functions as a holistic moral control system that fosters self-regulation, moral awareness, and emotional balance among students. In conclusion, Islamic educational values significantly contribute to character formation and the prevention of negative behavior, reinforcing the role of pesantren as moral fortresses in the modern era. However, the study is limited by its reliance on secondary data and specific regional contexts; therefore, future research is recommended to conduct empirical field studies and comparative analyses to further validate and expand these findings.
Transformation of Ecology-Based Islamic Education in Pesantren Communication Aalysis in Internalizing Environmental Values Muhamad Hanif Fuadi
Fahmina: Jurnal Pendidikan Islam Vol 3, No 2 (2026)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i2.19727

Abstract

This study investigates how internal communication patterns in Eco Pesantren Daarut Tauhiid Bandung a nationally recognized Adiwiyata-awarded institution shapes the transformation of Islamic ecological doctrine into embodied social practice. Employing communication ethnography (three weeks of participant observation, in-depth interviews with ten purposively selected informants across hierarchical positions, and systematic analysis of twenty-three institutional documents), data were analyzed through Hymes' SPEAKING model, reflective thematic analysis, and Rogers' diffusion of innovation framework. Three dominant communication patterns emerge: (1) religious hierarchical communication, through which the kiai's spiritual authority legitimizes ecological values via theological framing, generating compliance but producing structural dependency; (2) horizontal collaborative communication, which encourages participatory innovation but remains vulnerable to voice suppression; and (3) ritualization of environmental communication, which integrates ecological messages into Islamic rituals and daily practice but risks ritual hollowing when meaning renewal is absent. The study also maps specific forms of institutional resistance theological skepticism, selective compliance, and instrumentalization of eco-religious framing alongside the structural conditions that produce communicative failures. These findings demonstrate that sustained behavioral change is highest under conditions of integrated spiritual legitimacy, participatory ownership, and ongoing meaning renewal. Theoretically, the study contributes a Triadic Model of Islamic Ecological Education Communication Spiritual Legitimacy, Social Participation, and Value Ritualization that extends organizational communication theory to faith-based hierarchical contexts. Practically, the model offers replicable guidelines for green pesantren program design, emphasizing distribution of communicative legitimacy, institutionalization of participatory forums, and systematic renewal of ecological ritual meaning.
Toward an Integrative Model of Islamic Religious Education For Adolescent Self-Protection: a Systematic Review of Madrasah Contexts Arif Rahmat Triasa
Fahmina: Jurnal Pendidikan Islam Vol 3, No 2 (2026)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i2.19735

Abstract

Adolescents in the digital era face increasingly complex moral, psychological, and digital risks, including cyberbullying, harmful online content, substance abuse, online gambling, and mental health problems, requiring self-protection capacities that extend beyond cognitive skills alone. Conventional educational approaches remain predominantly cognitive-behavioral and fragmented, often failing to address the holistic development needed to navigate these multidimensional challenges. Islamic Religious Education (PAI) in madrasah contexts offers a promising alternative by integrating moral values, spiritual formation, and psychosocial development into character education. In this review, adolescent self-protection is understood as the capacity to anticipate, avoid, manage, and recover from moral, psychological, social, and digital risks through moral self-regulation, emotional resilience, digital-ethical literacy, adaptive coping, and protective decision-making. This study aims to synthesize existing evidence on PAI-based strategies for adolescent self-protection and to develop an integrative conceptual model. Using a systematic literature review based on the PRISMA 2020 framework, fifty peer-reviewed journal articles published between 2017 and 2025 were selected through predefined inclusion and exclusion criteria and analyzed using thematic synthesis. The findings identify four interconnected dimensions of PAI-based self-protection: the internalization of Islamic moral values, transformative psycho-theological pedagogy, preventive and risk-responsive educational interventions, and ecological collaboration among schools, families, and communities. The review also highlights contextual factors and implementation barriers influencing these strategies. The study proposes an evidence-informed integrative model that positions Islamic Religious Education as a holistic and context-adaptive protective system for adolescent development in madrasah settings, while emphasizing the need for future empirical validation.
Orientation of Islamic Education Materials in Indonesia: An Overview of the Typology of Approaches Rohman Rohman
Fahmina: Jurnal Pendidikan Islam Vol 3, No 2 (2026)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i2.20112

Abstract

These dynamics have given birth to diverse paradigms in the construction and implementation of PAI materials, each reflecting a different understanding of the relationship between Islamic teachings and educational goals. This study aims to analyze the typology of Islamic Religious Education material in Indonesia and examine its implications for the development of contemporary Islamic education. This research uses a qualitative approach with the library research method. Data was collected from books, journal articles, scientific papers, and various documents relevant to Islamic education thinking and the development of Islamic Religious Education materials. Data was analyzed through content analysis and critical-interpretive approaches to identify the dominant paradigm underlying Islamic Religious Education material. The results of the study show that there are five main typologies of Islamic Religious Education materials in Indonesia. First, a formalistic typology that emphasizes the transmission of religious norms, legal doctrines, and Islamic symbols as the basis of the educational process. Second, a substantivistic typology that prioritizes the internalization of Islamic universal values such as justice, tolerance, humanity, and social welfare rather than symbolic religious expressions. Third, a transformative typology that views Islamic Religious Education as an instrument of social change with an emphasis on critical awareness, liberation, and social responsibility. Fourth, a totalistic typology that views Islam as a comprehensive system that covers all aspects of life and seeks to integrate Islamic principles into every dimension of education. Fifth, an idealistic typology that emphasizes the realization of "Ideal Islam" through the formation of Qur'anic ethics and moral values as the main goal of education. This study concludes that Islamic Religious Education material in Indonesia cannot be understood through a single paradigm. Instead, the material reflects on various intellectual traditions that contribute to shaping educational discourse and practice. Therefore, a balanced integration between normative, substantive, transformative, comprehensive, and ethical dimensions is needed to develop Islamic Religious Education materials that are relevant, inclusive, and responsive to the challenges of contemporary Indonesian society.
The Effect of Islamic Education on the Religiousness And Social Participation of The Community of Ay Banda Neira Island Muhammad Aldi; Retisfa Khairanis; Akhmad Nurul Kawakip; Sulthan Al Aziz
Fahmina: Jurnal Pendidikan Islam Vol 3, No 2 (2026)
Publisher : UIN SYEKH ALI HASAN AHMAD ADDARY PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fahmina.v3i2.17554

Abstract

This study aims to analyze the influence of Islamic education measured through the intensity of formal madrasah activities and non-formal majelis taklim activities on religiosity as indicated by ritual practices and the internalization of values and social participation as indicated by mutual aid and social concern among the residents of Ay Island, Banda Neira. The response to modernization serves as the backdrop for this study in this island region with limited access. Using a quantitative correlational approach, the sample was selected through proportional random sampling, comprising 100 respondents including religious leaders, educators, and the general public across all ages and genders. Questionnaire data were analyzed using multiple linear regression. Statistical test results indicate that Islamic education has a positive and significant effect on religiosity R² = 0.465, p = 0.000 and social participation R² = 0.374, p = 0.003. Simultaneously, the two variables contributed 54% F = 15.284, p = 0.000 to social participation, with no significant differences in influence found among the respondents’ professional groups. These findings confirm that Islamic education serves as a foundation for strengthening social solidarity. Nevertheless, this study has limitations regarding generalizability because it focuses on only one island, has not explored local cultural and economic factors, and is susceptible to social desirability bias regarding issues of religiosity. It is recommended that local governments develop policies to strengthen non-formal institutions, and it is suggested that future researchers use qualitative or longitudinal approaches to explore the underlying causes and the subjective motivations of the community.

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