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Intelektual: Jurnal Pendidikan dan Studi Keislaman
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : -     EISSN : 26854155     DOI : https://doi.org/10.33367/ji.v14i3
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Intelektual: Jurnal Pendidikan dan Studi Keislaman accepts research results in the fields of research and scholarly discussion concerning the education practices in Islamic educational institutions, both formal and non-formal education in the scope of Islamic education thought, Islamic educational philosophy, Islamic education curriculum, Islamic education learning model, Islamic education learning strategies and methods, Islamic education learning traditions, Islamic family education, and others related to Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 264 Documents
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Pesantren Culture and Character Building of Female Students Kholifatur Rohmah; Fitriyatul Hanifiyah; Prima Cristi Crismono
Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (2026): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v16i2.9547

Abstract

The moral degradation and ethical challenges facing the younger generation in the digital era necessitate a context-based model of character education. This study aims to examine the character formation process of female students (santriwati) and analyze the influence of Islamic boarding school (pesantren) culture on their character. A mixed-methods approach with a sequential exploratory design was employed. Qualitative data were gathered through in-depth interviews and observations, while quantitative data were obtained via questionnaires administered to active students and analyzed using the Wilcoxon signed-rank test. Qualitative results reveal that character formation is systematically integrated across three key domains: daily religious routines, the dynamics of ethical social interaction, and regulations regarding traditional attire, such as sarung and jarik (or sewek), which embody philosophical values ​​of simplicity and modesty. Quantitative analysis reinforces these findings, yielding an Asymp. Sig. (2-tailed) value of 0.001 (< 0.05), thereby demonstrating a significant and consistent influence of pesantren culture on the character formation of female students.
Strategi Guru Pendidikan Agama Islam dalam Penguatan Profil Pelajar Pancasila di Sekolah Menengah Atas Nila Azizah; Nurul Azizah
Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (2026): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v16i2.9572

Abstract

The Independent Curriculum requires schools to connect academic achievement with character development through the Pancasila Student Profile. In practice, Islamic Religious Education (PAI) teachers employ varied approaches, yet these practices have not been comprehensively documented. This study identifies the strategies used by PAI teachers to reinforce the Pancasila Student Profile and examines their relationship with students’ character development. A qualitative case study design was employed at an Islamic senior high school. Data were gathered through observations, interviews, and document review, and were interpreted using an interactive analytical model. The findings indicate that teachers linked PAI content with Pancasila values, employed participatory learning, modeled expected conduct, established religious routines, engaged families, and facilitated P5 activities. These interconnected practices were reflected in stronger worship discipline, social concern, cooperation, independence, critical reasoning, and respect for differences. The effectiveness of the Pancasila Student Profile was shaped primarily by continuity among classroom instruction, teacher conduct, and habituation within the school culture. The findings provide a basis for schools to design a more integrated approach to character education when implementing the Independent Curriculum.
Integrating Islamic Values, Salaf Scholarship, and Nationalism in the Santri's Character Development in Pesantren Moh Inami; Edi Bahtiar; Awwalinnaja Awwalinnaja
Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (2026): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v16i2.9732

Abstract

Although pesantren have long been recognized for fostering religious character, limited research has explained how Islamic values, Salaf scholarship, and nationalism are simultaneously integrated into a coherent educational model for character formation. This study addresses this gap by examining the integration process at Pesantren An-Nawawi Berjan, Purworejo. Employing a qualitative case study, data were collected through participant observation, semi-structured interviews with kiai, ustaz, administrators, and santri, and document analysis, and were analyzed using an interactive model with triangulation and member checking to ensure credibility. The findings reveal that the three value systems are integrated through an interconnected framework comprising curriculum, daily religious practices, Salaf learning traditions (bandongan and sorogan), exemplary leadership of the kiai, pesantren culture, and civic-oriented activities, producing santri who demonstrate strong religiosity, intellectual humility, critical reasoning, moderation, and national commitment. These findings indicate that value integration operates as a holistic educational ecosystem rather than as separate instructional components, extending previous studies that have predominantly examined each dimension independently. Overall, the study demonstrates that sustainable character education in pesantren depends on the dynamic interaction between religious formation, classical Islamic scholarship, and civic engagement. The findings provide a practical framework for strengthening character education in Islamic institutions while contributing a holistic model of value integration that advances contemporary scholarship on Islamic education and pesantren studies.
Adaptasi Metode Pembelajaran Al-Qur’an Santri Berkebutuhan Khusus di Pesantren Inklusi Aisyatul Khoiriyah; Muhammad Syaichu Zakariya; Faza Dzulham Tsaura Azhar; Muhammad Alwi
Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (2026): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v16i2.9744

Abstract

Students with disabilities encounter sensory, communication, cognitive, and behavioral barriers when learning the Qur’an through conventional pesantren instruction. This study analyses how Qur’anic learning methods are adapted to different learner characteristics, identifies observable learning-achievement indicators, and examines the supporting and constraining factors at Nurul Maksum Inclusive Islamic Boarding School, Semarang. The study employed a qualitative single-case study with embedded units of analysis comprising learners with visual, hearing, and behavioral-emotional disabilities. Data were collected on 19 May 2025 through classroom observation, semi-structured interviews with the pesantren leader, teachers, and participating students, and document analysis. The findings reveal a differentiated instructional pattern: Braille Qur’ans supported tactile recognition of hijaiyah letters and independent verse reading among blind students; oral-articulation guidance, SIBI signs, and the Abata sequence supported visual recognition, letter formation, guided reading, memorization, and review among deaf students; while the Fasih Al-Qur’an habituation model supported memorization, regular review, discipline, and behavioral regulation among students with behavioral-emotional difficulties. The study contributes an empirically grounded adaptation matrix that can guide pesantren in designing disability-responsive Qur’anic instruction. Practically, it implies the need for individual learning profiles, teacher training in Braille and sign-supported communication, accessible learning materials, and periodic progress documentation.

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