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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 92 Documents
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Ulul Albab–Based Lesson Study in Madrasah Aliyah: A School Action Research on Science and Mathematics Teachers’ Pedagogical Transformation Indri Indri; Anniez Rachmawati Musslifah; Harun Joko Prayitno; Sofyan Anif; Mazlini Adnan
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (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.v9i2.422

Abstract

The integration of Islamic values into science and mathematics instruction in madrasahs remains a persistent challenge in Classroom practice. While prior studies on Lesson Study have demonstrated improvements in instructional quality and collaborative reflection, limited attention has been given to how such professional learning structures can support the enactment of value-based pedagogies. This study addresses that gap by examining a modified Lesson Study model grounded in the Ulul Albab framework within a school-based action research design conducted over two cycles at a Madrasah Aliyah in Indonesia. Data were collected through participatory observation, in-depth interviews, and lesson plan analysis. The findings indicate that the model contributed to measurable shifts in teachers' pedagogical practices, particularly in the design of inquiry-based lessons that integrated reflective and ethical dimensions alongside scientific reasoning. However, the integration process was not uniform; some teachers initially reverted to symbolic or add-on approaches before gradually developing more coherent alignment between content and values. Compared to conventional Lesson Study implementations, the Ulul Albab-based model explicitly structures reflective dialogue around the epistemic and ethical dimensions of the subject matter, thereby extending the scope of collaborative inquiry beyond pedagogical techniques. These findings suggest that Lesson Study can function not only as a mechanism for improving instructional strategies but also as a structured space for negotiating the pedagogical meaning of value integration. The study contributes an empirically grounded professional development model that demonstrates both the possibilities and the practical challenges of translating faith-science integration into Classroom practice.
Integrating Educational Psychology and Anti-Corruption Education through Local Wisdom: A Character-Building Model in Indonesian Madrasahs Ni Luh Wayan Yasmiati; I Wayan Lasmawan; Ida Bagus Putu Arnyana; I Wayan Kertih; I Ketut Gading
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (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.v9i2.435

Abstract

This study examines the integration of educational psychology and anti-corruption education grounded in local wisdom as a strategic model for character development in Indonesian madrasahs, contributing to SDG 4, particularly targets 4.7 (education for sustainable development and global citizenship) and 4. a (safe, inclusive, and effective learning environments). The research responds to the persistent challenge of moral degradation among students and the limited availability of holistic, culturally responsive character education models. Employing a qualitative multiple case study design, the study was conducted at MTsN 1 and MTsN 2 Buleleng, involving 26 informants (principals, teachers, students, and parents) selected through purposive sampling. Data saturation was achieved when no new themes emerged across interviews, observations, questionnaires, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, including data reduction, thematic analysis, and verification. The findings demonstrate that integrating psychological principles (self-awareness, empathy, and positive reinforcement) with anti-corruption values (honesty, discipline, and accountability), contextualized through local wisdom such as Tri Hita Karana, significantly enhances students’ character formation. Observable outcomes include reduced cheating behavior, improved task responsibility, increased honesty in daily interactions, and greater participation in collaborative and social activities. Furthermore, the synergy among schools, families, and community cultural practices fosters a sustainable moral ecosystem that supports inclusive and value-based learning environments. This study offers a contextually grounded, scalable model for character education, with practical and policy implications for strengthening culturally responsive, values-based education aligned with global educational goals.
Teachers' Strategies in Cultivating Gratitude Character through Islamic Education and Local Cultural Practices in Primary Schools: A Qualitative Approach Nur Kholik Afandi; Zurqoni Zurqoni
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (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.v9i2.444

Abstract

Fostering the character of gratitude in students often becomes trapped in static doctrinal approaches, failing to reach the affective depth necessary for meaningful transformation. This study aims to explore and analyze pedagogical strategies that synergize the values of Islamic education and indigenous wisdom to nurture gratitude in primary school students. The research adopted a phenomenology design. Data collection techniques included interviews, focus group discussions, and observations. Data analysis in this study utilizes Robert K. Yin's systematic protocol, involving 25 Islamic Religious Education (IRE) teachers as key participants to uncover the essence of their lived experiences in internalizing gratitude values. The findings revealed that cultivating a character is implemented through a comprehensive orchestration of strategies, including systematic habituation, behavioral modeling, reflection through muhasabah (self-introspection), and the application of cooperative and experiential learning methods integrated with local cultural values. These findings asserted that instilling a character of gratitude is not merely an individual theological disposition but a socio-pedagogical construction that requires the fusion of Islamic educational values and indigenous wisdom to establish robust habituation practices. The implications of this study underscore the importance of shifting the paradigm from moralistic instruction to a reflective, contextually aligned pedagogy that resonates with students' spiritual values and sociocultural realities. This study makes a significant contribution to the development of more dynamic and applicable character education curriculum models at the primary school level.
The Dialectics of Lived Moderation in an NU Madrasah Aliyah: Aswaja An-Nahdliyah Education, Ritual Practice, and Student Organization Muhammad Nurul Mubin; Ahmad Syafii; Sihono Sihono; Ahmad Dwi Nur Khalim; Muhammad Taufiqurrahman
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (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.v9i2.413

Abstract

Religious moderation is widely promoted in Indonesia to counter online-fuelled radical and intolerant narratives, yet its enactment at the school level often remains policy-driven and pedagogically thin. This study examines how moderation is internalized in an NU-affiliated Madrasah Aliyah in Jepara through Aswaja An-Nahdliyah lessons, collective rituals, and student organizations. Based on a qualitative case-study design, data were collected through classroom and school-activity observations, semi-structured interviews with seven informants (school leaders, an Aswaja teacher, and students), and document analysis of syllabi, lesson plans, textbooks, and internal policies (November 2023 to January 2024). The findings show that internalization progresses through intertwined stages of knowing, feeling, and doing that correspond to national commitment, tolerance, anti-violence, and cultural accommodation. However, the process remains uneven due to delayed learning resources, lecture-dominated instruction, and inconsistent family reinforcement. Sustaining moderation, therefore, requires an integrated ecosystem that links dialogical pedagogy, ritual participation, and community collaboration so that moderation becomes a lived civic-religious habit rather than a slogan.
The Relationship between Islamic Boarding Schools and Islamic Politics: Democratic Literacy Education for First-Time Voters in West Java Kunkunrat Kunkunrat; Ade Priangani; Willya Achmad
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (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.v9i2.567

Abstract

Islamic boarding schools (pesantren) are important institutions for shaping students' (santri) political knowledge, especially among first-time voters. Democratic literacy is a key component in developing rational, critical, and responsible voters. Nevertheless, this relationship is still viewed in the narrow context of pesantren as a political weapon to mobilize an Islamic group, leading to a need for a deeper exploration of pesantren's educational role in democracy. Thus, this study seeks to examine the interplay between pesantren and Islamic politics in the context of democratic literacy education for first-time voters in West Java. This study is qualitative in nature and employs a case study method. These findings indicate that pesantren influences students' (santri) democratic literacy by instilling Islamic moral values, rational and critical political literacy, and maslahatan, or an understanding of the public interest. The influence of the kiai (Islamic clerics) is normative and ethical, but does not necessarily determine students' political preferences. As first-time voters, students show moderate and inclusive integration of Islamic values with democratic principles. This study shows that pesantrens are active contributors to generating first-time voters through democratic awareness, political responsibility, and a quality-of-democracy orientation.
Examining Emotional Intelligences as A Mediator Between Social Support and School Climate to Enhance Adolescent Subjective Well-Being Uswatun Hasanah; Akif Khilmiyah; Fitriah M. Suud
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 3 (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.v9i3.547

Abstract

This study is to investigate the function of emotional intelligence as a mediator between social support and school climate in improving the subjective well-being of teenagers in Yogyakarta. Subjective well-being is a crucial component of adolescent psychological development, shaped by the social and emotional context within educational settings. The research methodology employs a quantitative approach, utilizing a sample of students from boarding schools in Yogyakarta. Data were gathered using a questionnaire assessing levels of social support, school atmosphere, emotional intelligence, and subjective well-being. Path analysis was performed to investigate the links among variables and the mediating function of emotional intelligence. The findings indicate that social support and school climate exert a direct positive influence on adolescents' subjective well-being, with emotional intelligence serving as a substantial mediator in this relationship. These findings highlight the significance of cultivating emotional intelligence, alongside fostering good social support and a conducive school atmosphere, to improve the psychological well-being of adolescents in boarding school settings. These findings conceptually endorse Bronfenbrenner's theory of developmental ecology, which posits that an individual's well-being is shaped by the interplay between personal variables and their social environmental milieu.
Institutional Transformation of Modern Islamic Madrasah Langsa Adaptive Strategy in Facing Changes in Contemporary Islamic Education Amiruddin Amiruddin; Ismail Fahmi Arrauf Nasution; Sulaiman W. Sulaiman W.; Yustizar Yustizar; M. Anzaikhan
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 3 (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.v9i3.633

Abstract

This study analyzes the institutional transformation of the Modern Islamic Madrasah (MIM) Langsa through adaptive strategies in response to the dynamics of contemporary Islamic education. The main problem studied is how the institution can maintain its identity while remaining relevant to the pace of modern education. This study used a qualitative case study approach. Data were obtained through observation and analysis of institutional documents, supplemented by in-depth interviews with teachers, madrasah leaders, and alums. Thematic analysis of the transformation data identified patterns in the institution's adaptive strategies. The results of the study show that the transformation of the MIM Langsa institution was implemented using a value-based adaptive strategy with a scope of four main mechanism concepts, namely: (1) transformation of institutional governance towards a more institutional managerial system, (2) integration of religious and general science curricula, (3) strengthening organizational culture through disciplined and participatory leadership within the institution, and (4) strengthening the alum network as a source of social legitimacy in supporting the institution. These findings conclude that institutional sustainability in Islamic educational institutions is achieved not only through structural reform but also through the institution's ability to integrate Islamic values through adaptive innovation.
Teacher Well-Being Challenges: A Multigroup Analysis of Gender Differences Rita Pusvitasari; Muhammad Anas Ma'arif; Chantana Viriyavejakul; Piyapong Sumettikoon
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 3 (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.v9i3.453

Abstract

Teacher turnover is a concern for private Islamic elementary schools operating in conflict zones in Thailand’s southern regions, primarily due to economic instability, heavy workloads, and security threats to their sustainability. This research examines the relationships between teachers’ income, disciplinary problems, workload, job insecurity, lack of commitment, and intention to leave the profession. The study used a quantitative design and a convenience sampling approach, involving 375 teachers from private Islamic elementary schools on Thailand's southern border. The study used an online questionnaire and PLS-SEM to analyze the data. The study used a multiple-group analysis (MGA) to examine gender differences. The study found that income, discipline issues, workload, and job insecurity significantly predicted turnover intention. However, the hypothesized lack of commitment had an insignificant impact on turnover intention. MGA showed substantial gender differences in some correlations between teachers’ income, workload, and job insecurity. Additionally, gender moderately affects disciplinary problems and turnover intentions. The results complement efforts to promote SDGs 4 (quality education) and 5 (gender equality) in marginalized and conflict-affected areas and provide theoretical and practical implications for teacher turnover intention.
Integrating Ecological Fiqh into Transformative Pesantren Education Erina Pane; Ahmad Fauzan; Nurnazli Nurnazli; Adam Muhammad Yanis
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 3 (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.v9i3.554

Abstract

Environmental crises challenge Islamic educational institutions to translate religious ethics into sustained ecological practice. This study examines how ecological fiqh operates as a pedagogical and institutional mechanism in pesantren education and identifies the conditions that shape its integration. A qualitative multiple-case design was used across ten pesantren in Sumatra and Java. The study analyzed evidence from semi-structured interviews, participatory observations, and curriculum and institutional documents thematically and compared it across cases. Five themes were identified: institutionalization of ecological responsibility, curriculum and pedagogy, internalization of ecological fiqh, institutional capacity and constraints, and resource stewardship. Integration was strongest where Islamic ecological reasoning was connected to experiential learning, repeated routines, student participation, leadership, and material support; where these conditions were weak, practices remained fragmented or extracurricular. Practically, the findings indicate that leaders and educators should align curriculum, teacher development, student responsibilities, and resource-management routines. The study's originality lies in proposing a provisional normative-pedagogical-institutional chain that explains how religious ethics can move from normative meaning to learning, habitual enactment, and environmental stewardship.
From Educational Access to Indigenous Human Capital Development: MUIS’s Role Through the Special Arabic Language Program Abd. Aziz Rekan; Nurhasfirah Rosin; Muhamad Nasir Mohamad Salleh; Mohd Fauzi Hamat; Hafeezur Rahman Howell
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 3 (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.v9i3.577

Abstract

This study examines the role of the Sabah Islamic Religious Council (Majlis Ugama Islam Sabah, MUIS) in expanding access to Islamic higher education for Indigenous Sabahan communities through the Special Arabic Language Program (SALP). Although Islamic religious institutions have long supported education, empirical studies critically examining their role in facilitating educational access and human capital development among Indigenous populations remain limited. Addressing this gap, the study explores how MUIS contributes to educational access, continuity, and human capital development through sustained institutional support. A qualitative case study design was employed. Data were collected through semi-structured interviews and focus group discussions with 23 SALP alumni and analyzed thematically using the framework proposed by Miles, Huberman, and Saldaña. The findings indicate that MUIS contributes through two interrelated mechanisms. First, sustained zakat-based financial support serves as a structural gateway that reduces economic barriers, enhances academic stability, and enables educational continuity. Second, SALP serves as a structured and inclusive educational pathway that supports Indigenous human capital development by facilitating educational progression from pre-university to postgraduate levels and fostering locally grounded professional development. Overall, MUIS contributes to inclusive Islamic education and Indigenous human capital development through sustained financial support and structured educational pathways in Sabah.

Page 9 of 10 | Total Record : 92

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