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Devy Habibi Muhammad
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As-Sulthan Journal of Education
Published by Pt Sulthan Journal Publisher
ISSN : -     EISSN : 30638313     DOI : -
Core Subject : Education, Social,
Education Social Sciences
As Sulthan Journal of Education (ISSN 3063 8313) is a peer reviewed open access journal that publishes high quality research articles in the field of education. The journal operates under a double blind review process to ensure the integrity and rigor of the review process, with the aim of fostering the exchange of ideas and knowledge among researchers, academics, and practitioners. As Sulthan Journal of Educational journal focused on exploring the dialogue between research and practice in educational settings. This journal publishes a range of studies in the fields of research, experience, and perspectives on various aspects of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The journal welcomes articles from various approaches and methods and encourages submissions from the broader fields of education and learning from around the world. As Sulthan Journal of Education is committed to advancing the understanding of education and its role in society. We welcome original research articles, literature reviews, case studies, and conceptual papers that contribute to the body of knowledge in education. As Sulthan Journal of Education is published four times a year, in January, March, May, July, September, November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 87 Documents
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Search results for , issue "Vol. 3 No. 1 (2026): Januari" : 87 Documents clear
TRANSFORMASI PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEWUJUDKAN TRAUMA-SENSITIVE ISLAMIC EDUCATION Nabilah, Maryam
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study aims to map the construction of the role of Islamic Religious Education (PAI) teachers from the perspective of Trauma-Sensitive Islamic Education (TSIE) in response to the growing need for safe, empathetic pedagogical practices that support students' psycho-spiritual recovery. Using a qualitative approach based on a literature review, this study examines literature related to Islamic pedagogy, trauma psychology, spiritual care, and the concept of trauma-informed education to develop a comprehensive theoretical framework. The analysis was conducted using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that TSIE reconstructs the role of Islamic Religious Education teachers into four main domains: (1) Trauma-Sensitive Pedagogical Praxis, namely the restructuring of teaching practices that are gentle, predictable, and avoid triggers of trauma; (2) Emotional Counseling, which is providing emotional and spiritual support through empathy, validation, and a calming relational presence; (3) Spiritual Calming Agency, namely the use of prayer, dhikr, and tadabbur as strategies for emotional regulation and inner recovery; and (4) Safe Space Learning Ecology, namely the development of a safe, supportive, and threat-free classroom ecosystem as a foundation for effective learning. This research confirms that TSIE provides a conceptual foundation for Islamic education that is more humanistic, holistic, and responsive to the psychosocial dynamics of students. However, its implementation requires strengthening teacher capacity through trauma sensitivity training and consistent integration of pedagogical-spiritual practices. Further research is needed to empirically test this model through case studies or classroom ethnography.
TINJAUAN SOSIOLOGIS TENTANG FENOMENA BULLYING DAN KENAKALAN SISWA DI LINGKUNGAN SEKOLAH BERBASIS AGAMA Komariya, Lailatul; Karimah, Milla; Basir Hanif, Ahmad; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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The phenomenon of bullying and student delinquency in faith based schools in Indonesia has become an increasingly complex social issue. Religious schools, which are ideally centers for moral development, are not free from acts of bullying and deviant behavior among students. This study aims to analyze this phenomenon from a sociological perspective, focusing on the influence of social structure, religious culture, and social media on student behavior. The research employs a library research method with a qualitative approach, drawing data from relevant books, scientific journals, and academic articles. The findings reveal that the hierarchical social structure in religious schools reinforces power relations between senior and junior students, which often lead to acts of bullying. Furthermore, an exclusive religious culture fosters social stratification based on moral labeling, while social media serves as a new arena for performing religious identity, intensifying social pressure and symbolic competition among students. This study concludes that bullying and delinquency in religious schools are products of complex social interactions between religious values, social structures, and digital culture.
TINJAUAN SOSIOLOGIS TENTANG HUBUNGAN KIAI SANTRI DAN FUNGSI JARINGAN ALUMNI DALAM TRADISI PESANTREN Ali, Mahfud; Hardiansyah, Yayak; Abdul Adhim, M.; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Sociologically, the relationship between kiai and santri in Islamic boarding schools (pesantren) transcends a mere teacher-student dynamic, forming a distinctive patron-client pattern. As a patron, the kiai provides education, mentorship, and facilities that create dependency, thereby cultivating an attitude of respect and absolute obedience known as sami’na wa atha’na from the santri within a personal, asymmetric, and enduring bond. On the other hand, the resilience of the pesantren tradition is also underpinned by alumni networks functioning as strategic social capital. These networks allow graduates to assist one another in accessing employment, business capital, and professional support, while simultaneously preserving pesantren values and identity within the broader society. Utilizing a qualitative-descriptive library research method, this study demonstrates that the kiai-santri patronage, supported by a charismatic power structure, and the alumni network operating as collective social capital, mutually complement each other. In conclusion, the synergy between the unique internal kiai-santri relationship and the external solidarity of alumni constitutes the primary sociological foundation maintaining the sustainability of the pesantren tradition. Keywords: pesantren; kiai–santri; patron–client; alumni network; social capital; tradition. Abstrak : Hubungan antara kiai dan santri di pesantren secara sosiologis melampaui sekadar relasi guru-murid, melainkan membentuk pola hubungan patron-klien yang khas. Sebagai patron, kiai menyediakan pengajaran, pengasuhan, dan fasilitas yang menciptakan ketergantungan, sehingga melahirkan sikap hormat dan ketaatan mutlak atau sami’na wa atha’na dari santri dalam sebuah ikatan yang personal, asimetris, dan berjangka panjang. Di sisi lain, kekuatan tradisi pesantren juga ditopang oleh jaringan alumni yang berfungsi sebagai modal sosial strategis. Jejaring ini memungkinkan lulusan saling membantu dalam membuka akses pekerjaan, modal usaha, dan dukungan profesional, sekaligus mempertahankan nilai-nilai serta identitas pesantren di tengah masyarakat. Melalui metode studi kepustakaan kualitatif-deskriptif, penelitian ini menunjukkan bahwa patronase kiai-santri yang didukung oleh struktur kekuasaan karismatik, serta jaringan alumni yang beroperasi sebagai modal sosial kolektif, saling melengkapi satu sama lain. Kesimpulannya, sinergi antara keunikan relasi internal kiai-santri dan solidaritas eksternal alumni merupakan fondasi sosiologis utama yang menjaga keberlangsungan tradisi pesantren.  
REKONSTRUKSI PERAN GURU PENDIDIKAN AGAMA DALAM MEMBENTUK KARAKTER SISWA DI TENGAH KRISIS MORAL REMAJA MODERN Yanto, Andri; Holis Majid, Nur; Ihsan, Maulana; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study examines the reconstruction of the role of Islamic Religious Education (PAI) teachers as a response to the modern adolescent moral crisis, which is characterized by value disorientation due to the dominance of digital technology and popular culture. Using a qualitative approach based on library research framed within the perspective of Sociology of Ereignis, this research explores academic literature to dissect the ontological dynamics of teaching practices, digital ethical challenges, and the necessity for educator role transformation in the 21st century. Data were collected through document reviews and scholarly text analysis, then analyzed to construct a relevant teacher role model. The findings reveal that the current adolescent moral crisis is not merely behavioral delinquency, but a consequence of value alienation within virtual spaces. Therefore, religious teachers must transform from mere transmitters of theological content into "meaning makers," functioning as value facilitators, authentic moral exemplars, and digital moral counselors. The proposed reconstruction strategies include dilemma-based case learning, personal mentoring, and digital ethics literacy. This study asserts that adaptive, humanistic, and contextual religious education is an absolute foundation for safeguarding the character of the young generation in the era of disruption.
REFLEKSI VISI LEMBAGA PENDIRI DALAM MODEL PENDIDIKAN DAN CIRI KHAS SEKOLAH ISLAM Anam, Saipul; Alif Haidir Aziz, M.; Fatahillah, M.; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study examines how the founding institution’s vision functions as the foundation for shaping the distinctive characteristics of Islamic schools through their educational models, curricula, and school cultures. Departing from the gap between theoretical ideals and actual practices, this research highlights that many Islamic schools claim a particular identity without fully internalizing the ideological values of their founding organizations. Through a reflective and comparative library-based analysis, this study reviews literature on various Islamic educational organizations such as Muhammadiyah, Nahdlatul Ulama (NU), Al-Irsyad, Hidayatullah, and Integrated Islamic Schools which demonstrates variations in educational models based on the ideological orientation of their founders. The findings affirm that the founders’ vision acts as an ideological driver influencing the selection of educational models (integrative, holistic, tahfiz, modern pesantren, or full-day school), the development of Islam-oriented curricula, and the formation of religious school culture as institutional identity. This study offers a conceptual framework that explains the causal relationship between the founders’ vision and educational practices in Islamic schools, filling the gap in previous comparative studies that typically focused on single organizations. The results underscore that consistency between the founders’ vision and its educational implementation is a key determinant of the character and uniqueness of Islamic schools.
BEYOND RITUAL EVALUATION: HAFLATUL IMTIHAN AS A MEANINGFUL EVENT OF COMMUNAL BECOMING IN PROBOLINGGO Ilahiyah, Athiyah; Adawiyah, Robiatul; Choiriyah, Mahmadatul; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study explores Haflatul Imtihan at TPQ Tarbiyatul Quran Probolinggo, not merely as an academic examination mechanism, but as a meaningful event (Ereignis) that constitutes the community's spiritual world. While conventional sociological approaches often reduce such rituals to their functional roles as tools for education or social cohesion—this research adopts a Sociology of Ereignis framework to understand how the event discloses the lived religious experience of the participants. Through phenomenological engagement and reflexive observation, the study reveals that Haflatul Imtihan serves as a moment of mutual disclosure where the sacred (the Quran) and the social (the community) are intertwined. It is not just a test of memory, but a transformative event where the identity of the community is continuously re-enacted and the presence of the divine is felt as a shared reality. The findings suggest that true community empowerment emerges not from technical management, but from the authentic participation in these world-shaping events.  
PENGGUNAAN PROGRAM UNGGULAN KEAGAMAAN DALAM STRATEGI PENCITRAAN MEREK SEKOLAH ISLAM MODERN Ayu Saputri, Dinda; Izzah, Nailul; Huwaida, Nisrina; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study aims to analyze how the concept of branding is applied in the context of modern Islamic educational institutions and how religious excellence programs contribute to building the school’s image and strengthening public trust. Branding in modern Islamic schools is not merely a promotional tool but a strategic effort to reflect Islamic values integrated with scientific and technological advancement. Programs such as Qur’an memorization (Tahfizh), bilingual education, and Islamic character development serve as distinguishing features that define the identity of modern Islamic schools. The findings indicate that the effectiveness of religious programs significantly influences public interest and parental trust in these institutions. The success of branding in modern Islamic education is determined by the consistency between claimed values, professional program implementation, and tangible results in shaping students’ character. Therefore, modern Islamic schools successfully integrate spirituality, intellectuality, and modernity, making them trusted and preferred institutions within society.
STRATIFIKASI PENDIDIKAN ISLAM: ANALISIS KEPUSTAKAAN TENTANG REPRODUKSI KELAS SOSIAL DI SEKOLAH ISLAM MODERN Alifatur Rodziah, Dinda; Jannah, Royanatul; Zahro, Lutfiatuz; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This article explores social inequality within Islamic education, particularly focusing on the divide between elite Islamic schools catering to the upper class and modest Islamic schools serving ordinary communities. The study aims to conceptually examine how this disparity affects the core Islamic values of social justice and equality in education. Employing a library research method with a descriptive qualitative approach, data were collected and analyzed from relevant academic literature. The findings reveal that while the modernization of Islamic education has contributed positively to improving quality and professionalism, it has also generated negative effects such as commercialization and the loss of autonomy in grassroots Islamic schools. The study argues that reform in Islamic education is essential to ensure inclusivity and equity in access to quality learning. Efforts such as scholarship programs, cross-subsidization, and strengthening of madrasah institutions are crucial to restore the fundamental purpose of Islamic education as a means of enlightenment and empowerment grounded in social justice.  
THE CONCEPTS OF LONG LIFE EDUCATION AND EDUCATION FOR ALL: THEORY, IMPLEMENTATION AND DEVELOPMENT ANALYSIS Atsira, Luthfia; Sepriyanti, Nana; Martin, Kustati
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study examines two fundamental concepts in educational theory: Long Life Education and Education For All. Long Life Education emphasizes continuous learning throughout human life, from prenatal to death, encompassing formal, non-formal, and informal education. Education For All advocates for universal access to education regardless of social, economic, or demographic backgrounds. This research employs a literature review methodology, analyzing various educational theories, Islamic perspectives, and international declarations including the Jomtien (1990) and Dakar (2000) frameworks. Findings reveal that both concepts are deeply rooted in Islamic teachings, supported by constitutional mandates, and essential for human development in the modern era. The study concludes that integrating these concepts is crucial for creating inclusive, equitable, and continuous learning opportunities that address technological advancement, social change, and individual potential development
VISUAL KINESTHETIC BASED INSTRUCTIONAL STRATEGIES IN ISLAMIC RELIGIOUS EDUCATION TO ENHANCE WORSHIP COMPREHENSION AMONG DEAF LEARNERS Maharani, Ria; Kustati, Martin; Sepriyanti, Nana; Rahman, Arsanur
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Islamic Religious Education for deaf students requires adaptive instructional strategies because auditory limitations make it difficult for them to fully understand religious material when it is delivered verbally. This study aims to develop and analyze a visual kinesthetic based learning strategy to enhance students’ understanding of basic Islamic worship practices, particularly wudu and prayer. Using a qualitative approach with a case study design, data were collected through observations, in depth interviews, and documentation, then analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings show that the use of visual media (sequential images, demonstrative videos, and worship sign cards) combined with kinesthetic activities (prayer movement exercises, wudu simulations, and repeated demonstrations) significantly improves student engagement and strengthens procedural memory among deaf learners. This strategy also fosters greater confidence and independence in performing worship because learning is presented in a more concrete, structured, and meaningful manner. Therefore, visual kinesthetic based Islamic Religious Education instruction is proven to be an effective, inclusive, and responsive pedagogical approach that aligns with the unique learning needs of deaf students and offers practical recommendations for teachers in designing inclusive religious education.

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