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Muhammad Anas Maarif
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INDONESIA
Jurnal Pendidikan Islam
Published by Universitas KH. Abdul Chalim
ISSN : -     EISSN : 26148013     DOI : https://doi.org/10.31538/nazhruna
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
Nazhruna: Jurnal Pendidikan Islam (Islamic Education Journal) is a high-quality open-access peer-reviewed research journal published by Universitas Pesantren KH Abdul Chalim Mojokerto, East Java, Indonesia. Nazhruna Jurnal Pendidikan Islam is the leading journal in Islamic educational institutions concerning Islamic education. The journal promotes research and scholarly discussion concerning Transformative Islamic Education in Academic disciplines and Institutions, focusing on the advancement of scholarship in both formal and non-formal education. Topics might be about Islamic educational studies in madrasah (Islamic schools), and pesantren (Islamic boarding schools).
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 67 Documents
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Analysis of Moral Value Internalization through Dawn Halaqah in Islamic Boarding School Education Noor, Hasni; Murdan, Murdan; Muhdi, Muhdi; Susilawati, Erni; Kartika MR, Galuh Nashrulloh; Suraijiah, Suraijiah
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.262

Abstract

Morals are the main foundation in the formation of the character of students in Islamic boarding schools, but modern challenges such as the influence of globalization and the development of information technology have the potential to weaken the internalization of moral values. In this case, the dawn halaqah activity at the Darul Ilmi Banjarbaru Islamic Boarding School is an important strategy to instill moral values through direct experience, material appreciation, and the example of the supervisors. This research aims to examine the process of internalizing moral values through dawn halaqah as a medium for character development of students. The approach used is phenomenological qualitative, with data collection through in-depth interviews with ustaz, pesantren administrators, and students, as well as participatory observation and documentation. Data analysis is carried out inducively through the stages of reduction, presentation, and drawing conclusions. The results of the study show that dawn halaqah plays a significant role in shaping the attitudes and behaviors of students, including honesty, tawadhu', responsibility, patience, discipline, tolerance, and emotional control, thereby creating a harmonious and conducive pesantren environment. The internalization process takes place through regular habituation, spiritual reflection, and the example of the supervisor, which not only strengthens spirituality, but also builds the emotional and social maturity of the students. These findings confirm the effectiveness of routine religious activities as a medium for character development and show that a hands-on and exemplary approach can strengthen the internalization of moral values. The implications of this research can be the basis for the development of character education strategies in other Islamic boarding schools and religious education institutions, as well as provide guidance for teachers to design activities that are more contextual, systematic, and oriented towards the formation of a complete character. The uniqueness of this study lies in the discovery that the intensity of student involvement in the dawn halaqah is a key factor that directly accelerates the process of internalizing moral values, something that has not been widely revealed in previous research.
Arabic Loanwords Integration in Indonesian Madrasah Education: Analysis of Pedagogical Effectiveness and Cross-Linguistic Transfer Dimyathi, Muhammad Afifudin; Junaedi, Junaedi; Syaifuddin, Syaifuddin; Mas’ud, Ali
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Transformative Islamic Education
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i3.266

Abstract

This study examines the integration of Arabic loanwords into Indonesian madrasah education through a mixed-methods analysis. With 2,000-3,000 documented Arabic loanwords in the Indonesian lexicon, these borrowings offer unique pedagogical potential. The research employed a convergent parallel Design with 147 students and 15 teachers across six Madrasah Tsanawiyah in Surabaya, utilizing questionnaires, interviews, and textbook analysis. Content analysis identified 412 Arabic loanwords across grades 7-9 textbooks (18.7% of the vocabulary corpus), with religious vocabulary at 62%, everyday vocabulary at 34%, grammatical terms at 16%, and environmental vocabulary at 12%. Student recognition patterns showed religious vocabulary highest (88%), followed by everyday (65%), grammatical (48%), and abstract vocabulary (37%). Overall, 78% reported enhanced learning confidence and 84% improved comprehension, with strong multimedia preference (90%). However, 15% experienced semantic confusion when Indonesian meanings diverged from Arabic contexts. Teachers universally recognized the pedagogical value of loanwords, employing comparative linguistic analysis, multimedia integration, and contextual reinforcement strategies. Challenges included semantic drift (50%), grammatical complexity regarding gender distinctions (37.5%), and time constraints. The study recommends enhanced contrastive linguistic analysis in teacher preparation, etymology-based supplementary modules, and standardized loanword pedagogy approaches for Indonesian madrasah contexts.
200 Years of Pesantren: Tradition, Reform, and the Institutional Trajectory of Pesantren Tremas Ratnasari, Dwi; Putri, Luqyana Azmiya; Abrori, M Sayyidul; Alsulami, Naif Daifullah
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.314

Abstract

Pesantren Tremas has endured for more than 200 years. Amid dynamic socio-historical changes, the characteristics of a traditional pesantren remain firmly embedded as its distinctive identity. On this basis, this study aims to explore the traditions, reforms, and institutional trajectory of Pesantren Tremas. The study employs a qualitative, historical case study Design, with the unit of analysis focusing on Pesantren Tremas, an Islamic educational institution that has developed over time. The data were analyzed using a thematic analysis combined with historical analysis to identify the transmission of knowledge and the institutional development processes over a long period. The findings reveal that Pesantren Tremas responds to the challenges of changing times by maintaining consistency in its modes of knowledge transmission, such that this traditional legacy is not merely a form of unreflective repetition, but instead functions as a foundation and framework that ultimately shapes the pesantren’s epistemology. Pesantren Tremas does not exhibit resistance to modernity. Instead, it serves as an example of how a traditional pesantren can endure in an increasingly interconnected era without losing its identity as a salafiyah pesantren. Furthermore, the openness demonstrated by the pesantren represents a form of responsiveness that does not isolate itself from emerging educational systems, whether introduced by the state or driven by broader global developments. This study contributes to the scholarship on Islamic education by offering a historically grounded and conceptually robust account of how traditional pesantren sustain epistemic continuity while engaging institutional change, thereby providing a critical reference for understanding the resilience and adaptability of salafiyah educational institutions in contemporary contexts.
Transforming Religious Education Through Inclusivity: How Indonesian Pesantren Cultivate Moderate Islamic Values and Da'wah Practices Iwan Setiawan, Asep; Zaenal Abidin, Yusuf; Rustandi, Ridwan; Sarbini, Ahmad; Aziz, Rohmanur
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.406

Abstract

The challenge of religious extremism in multicultural societies demands educational institutions that can cultivate moderate Islamic values and inclusive attitudes. This research investigates how Indonesian pesantren (Islamic boarding schools) transform into inclusive spaces that strengthen religious moderation (wasathiyyah) and moderate da’wah (Islamic propagation) practices. Employing an interpretive paradigm with qualitative methods, this study examines two pesantren models: Pesantren Persatuan Islam Manbaul Huda in Bandung City and Pesantren Welas Asih in Garut Regency through observation, in-depth interviews with pesantren leaders, and document analysis. The findings reveal that pesantren inclusivity is driven by structural factors, particularly government policies promoting wasathiyyah Islam, and cultural factors embedded in institutional management. The cultivation of religious moderation occurs through five interconnected roles of ustaz (Islamic teachers): as conservators, preserving authentic Islamic teachings; as innovators, creating integrated spiritual-nationalism programs; as transmitters, disseminating moderate values; as transformators, modeling exemplary behavior through interfaith learning initiatives; and as organizers, implementing systematic character-strengthening activities. These pesantren successfully produce Muslim cadres with open-minded, wise, moderate perspectives who embody Islam as rahmatan lil alamin (mercy to all worlds), demonstrating that religious education institutions can serve as effective epicenters for cultivating tolerance, justice, and balanced attitudes in addressing Indonesia’s spiritual and cultural plurality.
Integrating Islamic Values in Community Service: Strengthening Competence and Character in Vocational Education Syarif, Izuddin; Supriyanto, Achmad; Hadi, Syamsul; Sunandar, Asep; Supriyanto, Supriyanto; Puspitasari, Fantika Febry; Sumarno
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.419

Abstract

This study investigates the effectiveness of community service-based learning in electrical installation techniques for vocational high school students in South Kalimantan. It addresses key challenges in vocational education, including the gap between hard and soft skills, limited practical facilities, insufficient character formation, and weak community participation. Using a qualitative case study with an Accidental Ethnography approach, data were gathered from 89 respondents through observation, interviews, and documentation from 2020 to 2024. The findings reveal that students’ involvement in home electrical installation repairs enhances both their technical competence and customer satisfaction, as indicated by reliability, assurance, attention, responsiveness, and tangible results. Values of social worship, intention, responsibility, and care were effectively internalized, reaching an average achievement of 92%. The program achieved a 100% completion rate and over 96% customer satisfaction. In total, 412 students contributed to 226 service points in 88 households, making community homes serve as contextual learning laboratories that also address limited school facilities. Since 2024, interschool collaboration has expanded the program’s reach and impact. The study concludes that community service-based learning transforms vocational education by producing graduates who are technically skilled, ethically grounded, and socially beneficial, reinforcing emotional, social, and spiritual intelligence.
Digital Literacy as a Transformative Framework for Character Education: A Case Study in Madrasah Ibtidaiyah Putra, Purniadi; Ilias, Mohd Faeez; Hartono, Rudi; Burhanuddin, Burhanuddin; Saputra, Nanda; Barsihanor, Barsihanor
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.429

Abstract

Digital transformation has significantly changed learning practices in Islamic primary education; however, the role of digital literacy as a transformative framework for character education, particularly through collaboration between teachers and parents in Madrasah Ibtidaiyah, remains under-explored. To address this research gap, this study investigates how digital media facilitates the internalisation of core moral values, strengthens participatory character building, and enhances students’ ethical reasoning within the Islamic educational context. The research employs a qualitative case study Design, complemented by descriptive quantitative data to ensure triangulation and robust interpretation of findings. Data were collected through systematic classroom observations, in-depth interviews with the madrasah principal, teachers, and students, and digital documentation of learning activities. Qualitative data were analysed using NVivo for thematic coding and pattern validation, while quantitative data were examined using mean score calculations to support the qualitative insights. The findings indicate that digital media effectively enhance students’ understanding of moral values, promote emotional engagement, and provide opportunities for reflective moral reasoning. Teachers demonstrate strong competence in integrating technology into learning, yet parental involvement remains moderate due to constraints in digital literacy and accessibility. Based on these findings, this study proposes a digital literacy-based character education model grounded in transformative and sociocultural learning perspectives. The model provides practical guidance for developing collaborative, technology-integrated character education policies and offers strategies for strengthening teacher-parent partnerships. Ultimately, the study contributes to advancing character education in Islamic primary schools by bridging theoretical, technological, and sociocultural dimensions of moral learning.
Tafsir Tarbawi of Restorative Justice in Qur’anic Jinayat Verses; Nahdatul Ulama Pesantren Perspective Junaedi, Junaedi; Dimyathi, Muhammad Afifudin; Aswadi, Aswadi; Syafi'i, Imam; Tutik, Titik Triwulan
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.470

Abstract

This study examines the implementation of restorative justice in Qur’anic jinayat verses (QS. Al-Baqarah 178-179; Al-Maidah 45) through a tafsir tarbawi approach and the Aswaja Nahdlatul Ulama (NU) theological framework within pesantren character education. Employing a mixed-methods Design with 71 respondents 45 from the general public and 26 NU pesantren education experts this study reveals three significant findings. First, islah (reconciliation) and diyat (compensation) are reinterpreted as theological foundations of Islamic restorative justice within pesantren contexts. Second, the NU character education model, based on al-muhāfaẓah ’alā al-qadīm al-ṣāliḥ (preserving valuable traditions) and al-akhdh bi al-jadīd al-aṣlaḥ (adopting beneficial innovations), creates a natural ecosystem for restorative practices. Third, the principle of maqāṣid syarī’ah functions as a harmonizing axis between local ’urf values and global restorative justice norms. Theoretically, the study constructs a Restorative Justice Theology integrating Bayani (textual) and Burhani (rational-contextual) epistemologies characteristic of NU pesantren education. Practically, it provides an operational model for transforming qishāṣ from retribution to restoration, institutionalizing ṣulḥ (reconciliation) in conflict resolution, and aligning character education with SDGs Goal 16 on peace and justice.

Page 7 of 7 | Total Record : 67

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