AN-NUR: Jurnal Pendidikan dan Pembelajaran
AN-NUR: Jurnal Pendidikan dan Pembelajaran is a peer-reviewed open-access academic journal dedicated to the dissemination of high-quality research in the fields of education and learning. This journal publishes theoretical analyses, empirical research findings, and innovative educational practices that contribute significantly to the advancement of knowledge in educational science. The journal serves as an intellectual platform for academics, researchers, educators, practitioners, and students who have a profound interest in current issues, challenges, and developments in education both at a general and specialized level. It aims to foster scholarly dialogue, stimulate critical thought, and promote educational transformation through insightful and original academic contributions. With a commitment to academic excellence, AN-NUR welcomes articles written in either language Indonesia or English. Each submission undergoes a double-blind peer review process to ensure objectivity, relevance, and scholarly integrity. We encourage submissions from multidisciplinary perspectives, including but not limited to educational psychology, instructional technology, pedagogy, curriculum development, Islamic education, inclusive education, and comparative studies.
Articles
42 Documents
<![CDATA[DEKONSTRUKSI NARASI GENDER DALAM KITAB FIKIH MADRASAH ALIYAH: PEMBACAAN DERRIDEAN ]]>
<![CDATA[Abdul Aziz, Muhammad]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.43
<![CDATA[This study aims to deconstruct gender narratives in Islamic jurisprudence (fiqh) textbooks used in Indonesian Islamic senior high schools (madrasah aliyah), utilizing the post-structuralist framework of Jacques Derrida. The research focuses on three core fiqh texts widely referenced in the religious curriculum: Fathul Qarib, Fathul Mu’in, and Kifayatul Akhyar. Employing textual analysis through close reading and Derridean deconstruction, combined with semi-structured interviews with five curriculum authors and analysis of the 2013–2025 national curriculum documents, the study reveals underlying patriarchal biases embedded in the structure of language and classical legal concepts. Findings indicate a problematic binary hierarchy in the portrayal of gender roles, where men are associated with leadership, rationality, and authority, while women are depicted as emotionally unstable, dependent, and confined to domestic spheres. Moreover, the research identifies aporias or internal contradictions in concepts such as qiwamah (male guardianship), nusyuz (disobedience), and wilayatul nikah (marital guardianship), suggesting the possibility of more egalitarian reinterpretations. The study concludes by recommending a revision of religious textbooks to incorporate critical gender perspectives and urges the implementation of teacher training programs in contemporary hermeneutical methods to foster a more equitable and inclusive approach to Islamic education.]]>
<![CDATA[DIGITALISASI KITAB KUNING: ANALISIS DAMPAK APLIKASI FIKIH DIGITAL TERHADAP OTORITAS KEILMUAN PESANTREN ]]>
<![CDATA[Abraar, Muhammad]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.44
<![CDATA[This study aims to analyze the impact of digitizing kitab kuning (classical Islamic texts) through the emergence of digital fiqh applications on religious authority within pesantren environments. Employing a qualitative approach and case study method, this research was conducted in five prominent pesantren in Indonesia: Tebuireng, Lirboyo, Sidogiri, Gontor, and Al-Falah Ploso. Data collection techniques included in-depth interviews with 15 informants senior kyai, ustadz, and active students as well as participatory observation of the usage of apps like Laduni, Taqsim, and Fikih Muamalah. The findings reveal a disruption of traditional scholarly authority, particularly the role of kyai and the system of sanad (knowledge transmission chains). Many students increasingly rely on digital applications rather than direct guidance from their teachers. However, digitalization also brings positive impacts, such as broader access to classical references, time efficiency in bahtsul masail (legal discussions), and a growing interest in reading traditional Islamic texts. The study also highlights the rise of “digital ustadz” who gain scholarly legitimacy without formal pesantren education. Strategic measures from pesantren institutions and the Ministry of Religious Affairs are needed to develop their own digital platforms and regulate fiqh content to preserve the traditional values of Islamic scholarship.]]>
<![CDATA[MEMETAKAN JARINGAN TRANSNASIONAL IDEOLOGI KEAGAMAAN DI KALANGAN MAHASISWA PENDIDIKAN ISLAM ]]>
<![CDATA[Raihan, Muhammad]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.45
<![CDATA[This study aims to map the transnational religious ideological networks influencing Islamic Education students in Indonesia. Using Social Network Analysis (SNA) combined with in-depth interviews, the research explores the structural patterns, key actors, and ideological transmission mechanisms involved. Findings reveal that the networks are not random but hierarchically structured, with hub actors acting as bridges to foreign institutions, particularly in the Middle East and South Asia. Social media emerges as a powerful amplifier, accelerating the dissemination of ideological content through visually engaging and easily accessible narratives. Ideologies such as Salafism, the Muslim Brotherhood, and HTI are dominant within these networks, reinforced by active alumni and digital outreach strategies. The study highlights the urgent need for policy-based interventions to promote religious moderation within Islamic Higher Education Institutions (PTKI), focusing on digital media surveillance, ideological literacy, and the revitalization of locally rooted Aswaja narratives. These findings contribute both theoretically and practically to understanding how global ideological flows transform into local influence within religious higher education settings.]]>
<![CDATA[MEMBONGKAR EPISTEMOLOGI PENDIDIKAN KI HADJAR DEWANTARA DALAM KONTEKS POSTMODERNISME ]]>
<![CDATA[Ramadan, Rizki]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.46
<![CDATA[This study deconstructs the educational epistemology of Ki Hadjar Dewantara (KHD) through the lens of postmodern critique. Using a deconstructive approach, the research investigates the relevance and reinterpretation of KHD’s concepts of the "Tri-Center of Education" (family, school, society) and the among system within the context of postmodern epistemological relativism. The primary texts of KHD are analyzed alongside the theoretical frameworks of postmodern thinkers such as Jean-François Lyotard, Michel Foucault, and Jacques Derrida. The findings reveal both intersections and tensions between KHD’s humanistic vision of education and the postmodern skepticism toward grand educational narratives. On one hand, KHD’s educational philosophy resonates with postmodernism in its resistance to knowledge homogenization and singular authority. On the other hand, a critical gap exists between KHD’s ethical-spiritual orientation and the radical relativism of postmodernism, which often leans toward nihilism. Therefore, this study emphasizes the need to critically reconceptualize KHD’s educational values to remain relevant and transformative amid the fluid, plural, and uncertain conditions of contemporary education. This research contributes to the enrichment of locally grounded critical pedagogy that is culturally rooted yet responsive to global epistemic shifts.]]>
<![CDATA[FILSAFAT PROGRESIVISME JOHN DEWEY DALAM SISTEM PENDIDIKAN HOMESCHOOLING ]]>
<![CDATA[Zianda Alfarizzaki, Muhammad]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.47
<![CDATA[This study examines the relevance of John Dewey’s philosophy of progressivism in the context of homeschooling education in Indonesia. Using a qualitative approach and multi-case study method, this research combines conceptual analysis of Dewey’s key works, such as Democracy and Education and Experience and Education, with empirical data from five homeschooling families across different regions. The focus is on how Dewey’s principles of “learning by doing” and “education as life” are adopted and adapted in home-based education practices. The findings reveal that progressive homeschooling creates a democratic, flexible, and contextualized learning environment, where parents act as facilitators rather than authoritarian instructors. Children are given autonomy to choose subjects and learning methods aligned with their interests and learning styles, while daily experiences and community settings function as dynamic learning environments. The study also highlights the importance of social interaction, critical reflection, and experience-based evaluation in progressive homeschooling models. Despite challenges such as social isolation and limited resource access, this model remains relevant as an inclusive, participatory, and adaptive educational alternative in the face of rapid societal change. The study recommends strengthening homeschooling community networks and providing pedagogical training for parents as strategic efforts to support the growth of non-formal progressive education in Indonesia.]]>
<![CDATA[POLITIK REGULASI PESANTREN: STUDI ATAS PERPRES NO. 82 TAHUN 2021 TENTANG PENDIRIAN LEMBAGA PENDIDIKAN KEAGAMAAN ]]>
<![CDATA[Fata, Fata]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.48
<![CDATA[This article analyzes the political dimensions of pesantren regulation, focusing on Presidential Regulation (Perpres) No. 82 of 2021 on Pesantren Funding. Using a qualitative policy analysis approach through policy network and critical discourse analysis, this study explores how power relations among the state, Islamic organizations, and pesantren communities are articulated in the policy formulation and implementation processes. The findings indicate that the Perpres is the result of compromises among various actors with differing interests, including the Ministry of Religious Affairs, the Ministry of Education and Culture, and major Islamic organizations such as Nahdlatul Ulama and Muhammadiyah. However, the regulation also reveals bureaucratic tendencies that may undermine the autonomy of pesantren, particularly traditional and salafiyah-based institutions. Theoretically, this policy challenges the classical separation between state and civil society in Islamic education and raises debates on education as a public or private good. Looking ahead, successful implementation requires a more collaborative approach that is sensitive to the local wisdom of pesantren. This article recommends a co-regulation model between the state and pesantren, along with affirmative protections for traditional pesantren, to preserve the diversity of Islamic educational systems in Indonesia.]]>
<![CDATA[DINAMIKA PSIKOLOGIS SISWA UNDERACHIEVER DALAM SISTEM PENDIDIKAN KOMPETITIF ]]>
<![CDATA[Baidhawi, Imam]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.54
<![CDATA[This study investigates the psychological dynamics of underachieving students those with high cognitive potential but low academic performance within Indonesia’s competitive educational system. Employing a qualitative narrative and phenomenological approach, the research engaged 20 junior and senior high school students from five top-performing schools, all of whom had IQ scores ≥120 yet consistently performed below class averages. Findings revealed four dominant psychological factors contributing to underachievement: (1) misalignment between individual learning styles and standardized curricula, (2) maladaptive perfectionism that fosters a fear of failure, (3) evaluation anxiety, and (4) social alienation within academic environments. Thematic analysis uncovered how competitive pressure exacerbates underachievement through mechanisms such as self-handicapping and learned helplessness, where students unconsciously create barriers to protect their academic self-concept. The study highlights the need for a reimagined educational strategy, advocating for differentiated curricula, strength-based counseling, and teacher training to support gifted students at risk of underachievement. This research offers new insights into the necessity of holistic and humane approaches to foster student potential in competitive yet uniform academic systems.]]>
<![CDATA[EKONOMI POLITIK PENDANAAN PENDIDIKAN ISLAM: ANALISIS ALOKASI DANA BOS MADRASAH 2015-2025 ]]>
<![CDATA[Putri, Rida]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.55
<![CDATA[This study analyzes the allocation patterns of the BOS (School Operational Assistance) Fund for Madrasahs from 2015 to 2025 through a political economy lens. Employing a sequential explanatory mixed-methods approach, it combines quantitative analysis of secondary data from the Ministry of Religious Affairs with in-depth interviews involving 30 stakeholders across two key provinces (West Java, West Nusa Tenggara). The findings reveal significant disparities in fund distribution, influenced not solely by objective needs but also by electoral political interests. The concentration of funds in regions aligned with ruling party strongholds and spending surges in electoral years (e.g., 2018 and 2023) highlight systemic politicization. While certain regions saw improvements in madrasah infrastructure, the overall impact on teaching quality particularly in underdeveloped areas remains limited. This study recommends a restructured allocation formula based on real needs, local fiscal capacity, and institutional performance. Additionally, it proposes the establishment of an independent body to depoliticize Islamic education funding. The findings aim to guide policymakers in crafting a more equitable, evidence-based, and transparent budget allocation framework for religious education.]]>
<![CDATA[DAMPAK KEBIJAKAN ZONASI TERHADAP KUALITAS PEMBELAJARAN PAI DI DAERAH PERBATASAN ]]>
<![CDATA[Nabawi, Nisbaul]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.56
<![CDATA[This study examines the impact of school zoning policy on the quality of Islamic Religious Education (PAI) instruction in ten border schools located along the Indonesia–Malaysia and Indonesia–Timor Leste frontiers. Using a mixed-methods approach that combines surveys of 120 PAI teachers and in-depth case studies in five schools, the study finds that zoning policy has exacerbated disparities in PAI instruction quality. Three main mechanisms are identified: (1) unequal redistribution of PAI teachers, leaving border schools without qualified instructors; (2) the lack of significant incentives to attract and retain competent teachers in remote areas; and (3) insufficient religious instructional resources such as learning media and worship facilities. The study also notes the absence of religious education considerations in the current zoning policy framework, which has led to the marginalization of PAI’s role in border school curricula. This research recommends the implementation of geographically targeted affirmative policies to ensure the equitable distribution of qualified PAI teachers, the provision of adequate religious learning infrastructure, and the strengthening of madrasah diniyah networks and local religious institutions. The findings are expected to contribute to the development of a more inclusive and context-sensitive educational policy framework.]]>
<![CDATA[DAMPAK PHUBBING OLEH GURU TERHADAP MOTIVASI BELAJAR SISWA KELAS MENENGAH ]]>
<![CDATA[Mustaqim, Mustaqim]]>
<![CDATA[ AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yayasan An-Nur Meunara Baro ]]>
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DOI: 10.65802/an-nur.v1i2.57
<![CDATA[This study examines the impact of teacher phubbing the act of ignoring social interactions due to smartphone use on students’ academic motivation in Indonesian urban middle schools. Employing a quantitative correlational design, the study surveyed 150 junior and senior high school students across five schools in Jakarta and Bandung, supplemented by unobtrusive classroom observations of 20 teachers. Instruments included an adapted version of the Generic Scale of Phubbing for educational settings, the Academic Motivation Scale (AMS-C 28), and a teacher phubbing behavior checklist. The findings reveal a significant negative correlation between teacher phubbing frequency and students' intrinsic motivation (r = -0.42, p < 0.01). Three main mechanisms were identified: (1) student perception of teacher disinterest, (2) disruption of pedagogical attachment, and (3) decreased classroom engagement. The study contributes theoretically by expanding the construct of digital distraction within educational psychology, and practically by advocating for mindful teaching and digital awareness training for educators. These findings highlight the necessity of embedding digital ethics into 21st-century teaching professionalism to sustain meaningful teacher-student interactions in tech-saturated classrooms.]]>
