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RACHMAD RIZAL YULIANTO
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paiuniramagister@gmail.com
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Jl. Raya Mojosari No.2, Dawuhan, Jatirejoyoso, Kec. Kepanjen, Kabupaten Malang, Jawa Timur 65163
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INDONESIA
An-Nahdloh: Journal of Education and Islamic Studies
Published by Universitas Islam Raden Rahmat Malang
ISSN : -     EISSN : 31098614     DOI : 10.58788
Core Subject : Religion, Education,
Religion Education
AN-NAHDLOH: Journal of Education and Islamic Studies, published by the Master of Islamic Religious Education (MPAI) Postgraduate Program, Raden Rahmat Islamic University (UNIRA) Malang. This journal is published three times a year (January, May, and September). This journal features articles on research results and conceptual studies in Islamic education, both in Indonesia and abroad. Therefore, the editor invites academics, lecturers, and researchers to contribute to this journal. Articles are submitted in Indonesian, English, and Arabic.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 158 Documents
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Pengembangan Pembelajaran Pendidikan Agama Islam yang Integratif-Inklusif dalam Meningkatkan Keberagaman Karakter Peserta Didik Vivi Alvina Damayanti; Muhammad Misbah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

The rapid transformation of 21st-century education requires Islamic Religious Education (PAI) to move beyond knowledge transmission by accommodating learner diversity while strengthening character development. This study aims to analyze the concept of integrative-inclusive PAI learning and examine its contribution to strengthening students' character in diverse educational settings. This research employed a qualitative approach using the library research method. Data were collected through document analysis of books, scholarly journals, scientific articles, and other relevant academic sources, and subsequently analyzed using content analysis to identify, classify, and interpret information in accordance with the research objectives. The findings reveal that integrative-inclusive PAI learning is grounded in strong pedagogical and Islamic normative principles, emphasizing justice, equality, respect for diversity, student-centered learning, and flexibility in instructional practices. Its implementation can be realized through differentiated learning, collaborative learning, Project-Based Learning, contextual learning, the integration of digital technology, and reflective learning activities. These approaches contribute significantly to fostering religious character, tolerance, religious moderation, empathy, social responsibility, collaboration, critical thinking, and communication skills among students. Although its implementation continues to face challenges, including limited teacher competence, inadequate educational facilities, and the predominance of cognitively oriented instructional paradigms, substantial opportunities remain through the implementation of the Merdeka Curriculum, continuous professional development for teachers, educational technology integration, and collaborative partnerships among schools, families, communities, and the government. The findings underscore the importance of developing integrative-inclusive PAI learning as a relevant educational paradigm for cultivating religious, humanistic, moderate, adaptive, and well-rounded students in the context of 21st-century education.   Keywords: Islamic Religious Education, Integrative-Inclusive Learning, Character Building
Tadrij Ibn Khaldun dan Al-Sa'adah Al-Farabi: Landasan Pembelajaran Adaptif Berbasis Kecerdasan Buatan dalam PAI Sita Acetylena; Saida Munawaroh
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

Artificial intelligence is entering Islamic Religious Education (PAI) classrooms, yet AI-based personalization risks collapsing into pure cognitive optimization without explicit philosophical grounding, while existing Islamic education literature responding to the AI era generally stops at general value statements without descending to technical specification or testing against established Western pedagogical theory. This study aims to formulate an integrative philosophical framework from Ibn Khaldun's principle of tadrij and Al-Farabi's thought on ta'dib, ta'lim, and al-sa'adah, map that framework onto the technical components of an AI-based adaptive learning system, and test it against Bloom's mastery learning, Vygotsky's zone of proximal development, and Aristotelian eudaimonia as comparative theories. The study applies a qualitative library research design, analyzing primary texts from the Muqaddimah and Al-Farabi's treatises alongside secondary and tertiary sources on AI-based adaptive learning, AI ethics in education, and Western pedagogical theory. Of the corpus reviewed, thirty-three sources were selected for primary analysis. Content analysis produces a three-stage conceptual mapping, from general introduction to consolidating repetition, corresponding to diagnostic assessment, dynamic sequencing, and mastery-check loops in AI systems, while showing that al-sa'adah fills a character-based normative criterion absent from both AI adaptive learning literature and its secular eudaimonic counterpart. The study concludes that the staging principle in classical Islamic education has a structural counterpart in modern AI architecture but offers a philosophically deeper success criterion than its Western counterpart, a contribution that opens space for character-oriented rather than merely performance-oriented PAI adaptive learning design.   Keywords: Adaptive Learning, Al-Sa'adah, Artificial Intelligence, Islamic Religious Education, Tadrij
Telaah Gender terhadap Konsep Nafkah dalam Islam: Antara Tanggung Jawab Suami dan Kontribusi Istri Mitha Shaskila Sinaga
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

Social and economic transformations have increased wives’ involvement in meeting household needs, although Islamic law normatively places the primary obligation of family maintenance on husbands. This development raises questions concerning the legal status of wives’ economic contributions, their rights over personal income, and the distribution of domestic responsibilities within the family. This study aims to analyze the Islamic concept of maintenance, husbands’ responsibilities, wives’ economic contributions, and the division of marital roles from the perspectives of gender theory and Maqashid al-Shari’ah. This qualitative study employs library research by examining the Qur’an, Hadith, Islamic jurisprudential literature, legal regulations, books, and relevant journal articles. The collected data are examined using qualitative content analysis. The findings demonstrate that the primary obligation to provide maintenance remains with the husband and is not automatically transferred to the wife, even when she is employed or earns a higher income. A wife’s financial contribution is voluntary or based on mutual agreement, while her earnings remain her individual property. From a gender perspective, wives’ participation in supporting the family economy should be accompanied by a proportional redistribution of domestic work and childcare to prevent a double burden. From the perspective of Maqashid al-Shari’ah, such contributions may support the protection of religion, life, intellect, lineage, and property when undertaken lawfully, fairly, and without causing harm. Therefore, financial relations within marriage should be founded on responsibility, reciprocity, consultation, and respect for each spouse’s rights.   Keywords: Wife’s Economic Contribution, Husband’s Responsibility, Maqashid Al-Shari’ah
Digitalisasi Kitab Kuning bagi Santri Generasi Alpha: Model Sistem Among dan 3N Ki Hajar Dewantara Linda Puspitasari; Sita Acetylena
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

Generation Alpha students, raised amid digital technology from birth, now study kitab kuning through sorogan and bandongan methods that have barely changed for centuries, a gap demanding a pedagogical rather than merely technical response. Pesantren have responded through digital collections, hybrid methods, interactive multimedia, and accelerated text-reading models, though most efforts emerge from practical field needs without explicit pedagogical grounding, and broader program evaluations show technology adoption across pesantren remains far from even. The problem is compounded by shifting scholarly authority: legitimacy in understanding kitab kuning, traditionally anchored in sanad, is now also shaped by digital platform popularity. This study analyzes how Ki Hajar Dewantara's Among System and 3N strategy (Niteni, Nirokke, Nambahi) relate to existing kitab kuning digitalization practices and proposes a model for their application. The study uses a qualitative library research approach, with primary data from Dewantara's original writings and secondary data from more than thirty recent sources on kitab kuning digitalization, pesantren scholarly authority, and empirical applications of the 3N strategy, analyzed through data reduction, display, and conclusion drawing. Results show existing digitalization models fill the Niteni and Nirokke stages, while the Nambahi stage, where students produce their own understanding equivalent to the creation level in Bloom's taxonomy, remains largely empty. The study concludes that the Among System, through the educator's role as pamong, offers a framework to fill that gap without abandoning sanad-based authority or rejecting technology, while opening space for further empirical testing.   Keywords: 3N Strategy, Among System, Generation Alpha, Kitab Kuning Digitalization, Ki Hajar Dewantara, Scholarly Authority
Analisis Pemanfaatan Artificial Intelligence dalam Pengembangan Teknologi Pembelajaran Pendidikan Agama Islam di Madrasah Nurul Aini; Sita Acetylena
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly transformed various sectors, including education. In Islamic Religious Education (IRE), AI offers opportunities to enhance learning technologies through adaptive learning resources, personalized instruction, lesson planning, and digital learning media development. However, AI implementation also raises challenges related to the accuracy of religious information, academic ethics, data privacy, and the evolving role of teachers. This study aims to analyze the development of AI utilization in Islamic Religious Education, identify its opportunities in educational technology development, and examine the ethical challenges associated with its implementation in madrasahs. This study employed a qualitative descriptive approach using library research. Data were collected through documentation studies of scholarly articles, books, and relevant policy documents and analyzed using content analysis techniques. The findings indicate that AI can improve learning effectiveness by supporting instructional material development, interactive learning media, assessment design, and personalized learning experiences. Nevertheless, its implementation requires teachers' digital literacy, careful verification of AI-generated information, and adherence to Islamic ethical values to ensure that AI serves as a supportive educational tool rather than replacing the essential role of teachers. Therefore, integrating AI into Islamic Religious Education should prioritize pedagogical, ethical, and spiritual considerations. Keywords: Artificial Intelligence, Educational Technology, Islamic Religious Education, Madrasah, Library Research
Implementasi Program Sunnah Culture melalui KKN dalam Membangun Budaya Kerja Islami pada UMKM Laundry Syari Kampung Maghfirah Sarah Rifat Al Hawari; Hera Rachmadini; Lely Nuralfi Laili; Sakho’ Labiibah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

This study aims to analyze the implementation of the Sunnah Culture program in building an Islamic work culture at Laundry Syari Kampung Maghfirah. The program was carried out through the Kuliah Kerja Nyata II (KKN II) activities by implementing several practices, such as playing Qur’anic murottal, habituating prayers before work, performing dhuha prayer, and applying a dhuha checklist. This study employed a qualitative approach using the Participatory Action Research (PAR) method. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The results showed that the implementation of the Sunnah Culture program had a positive influence on the formation of an Islamic work culture, particularly in creating a calmer, more conducive, and spiritually nuanced work environment. In addition, the program strengthened the habituation of worship and workers’ spiritual awareness within the workplace. However, several programs were not implemented optimally due to limited implementation time and the high operational activities of the laundry business. Overall, the implementation of the Sunnah Culture program contributed positively to the development of an Islamic work culture, although consistency and sustainability are still needed for its implementation.   Keywords: Sunnah Culture, Islamic Work Culture, KKN, Laundry Syari
Komunikasi Pembelajaran Fikih Ibadah melalui Demonstrasi Berbasis Video Step-by-Step dalam Meningkatkan Keterampilan Praktik Wudhu dan Sholat Peserta Didik Mohammad Rofiq; Mashfufatur Rohmah; Sayidatur Rohmah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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Abstract

Islamic jurisprudence (fiqh al-'ibadah) learning requires students not only to understand Islamic legal concepts but also to perform acts of worship correctly in accordance with Islamic teachings. Therefore, instructional communication plays a crucial role in connecting knowledge transmission with the development of practical skills. This study aims to analyze the instructional communication process in Islamic jurisprudence learning through step-by-step video-based demonstrations, examine the interaction patterns between teachers and students, and explain their contribution to students' ablution (wudhu) and prayer (shalat) practice skills. This study employed a qualitative approach using a library research design by reviewing scholarly articles, academic books, and other relevant scientific sources, particularly those published between 2021 and 2026. The collected data were analyzed using content analysis and thematic analysis to identify major themes and synthesize previous research findings. The results indicate that instructional communication is implemented through six interconnected stages: learning orientation, conceptual explanation, video-based demonstration, guided practice, feedback, and reflection. The interaction pattern is characterized as dialogic, interactive, collaborative, and multimodal through the integration of verbal communication, visual media, nonverbal cues, and direct practice. Furthermore, instructional communication contributes to strengthening conceptual understanding, improving psychomotor skills, and fostering the internalization of Islamic values in students' worship practices. This study concludes that instructional communication serves as an integrative component that determines the effectiveness of step-by-step video-based demonstrations in Islamic jurisprudence learning. These findings provide a conceptual foundation for developing more innovative, interactive, and practice-oriented instructional strategies in Islamic Religious Education.   Keywords: Instructional Communication; Islamic Jurisprudence Learning; Demonstration Method; Step-By-Step Video; Practical Skills
Metode Klasikal Individual dan Kemampuan Membaca Al-Qur'an: Studi Kasus TPQ Nur Iman Banjarejo Pagelaran Zainal Mustofa; Sita Acetylena
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

This study aims to describe the implementation of the classical-individual learning method at TPQ Nur Iman Banjarejo Pagelaran, identify its supporting and inhibiting factors, and analyze its implications for santri's Qur'an reading ability. The study employs a descriptive qualitative approach with a case study design. Primary data were obtained through observation of the learning process and in-depth interviews with the TPQ head, ustaz/ustazah, santri, and their parents, complemented by secondary data from administrative documents and santri achievement records. Data were analyzed through data reduction, data display, and conclusion drawing, with validity checked through source, technique, and time triangulation. The findings show that the classical-individual method is carried out in three stages: classical instruction for delivering material collectively, individual instruction through a read-and-listen technique for personal correction, and daily evaluation covering reading etiquette alongside fluency, articulation points, and tajwid. Supporting factors include teacher competence, a systematic method, santri motivation, parental support, and a conducive learning environment, while inhibiting factors include varying santri abilities, limited instructional time, a less-than-ideal teacher-santri ratio, and inconsistent attendance, with a similar pattern of constraints also found at other Qur'anic education institutions. This classical-individual structure is consistent with patterns found in the Tilawati, Qiraati, Ummi, and Usmani methods. It aligns with both the sorogan-bandongan tradition rooted in pesantren education and the principle of stepwise mastery in modern educational theory, indicating that success depends on the consistency of individual correction and the quality of teacher-santri interaction rather than on the method's name alone.   Keywords: Case Study, Classical-Individual Method, Qur'an Reading Ability, Supporting and Inhibiting Factors, TPQ

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