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INDONESIA
AN-NUR: Jurnal Pendidikan dan Pembelajaran
Published by Yayasan An-Nur Meunara Baro
ISSN : 31105599     EISSN : 31101496     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
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.
Arjuna Subject : Umum - Umum
Articles 53 Documents
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MODERASI BERAGAMA MELALUI KURIKULUM FIQIH BERBASIS KITAB KUNING: STUDI KOLABORASI PENDIDIKAN PESANTREN DAN PERGURUAN TINGGI Diana Puspita Kusuma Wardani; Elisa Nafilatun Naja
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 1 (2026): AN-NUR: Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v2i1.124

Abstract

This study aims to analyze the collaborative curriculum model between higher education and pesantren in strengthening religious moderation through fiqh learning at Universitas Kiai Abdullah Faqih (UNKAFA). The research focuses on the integration of classical Islamic texts into the university curriculum and the mechanism of internalizing moderation values. This study employs a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and document analysis of curriculum and fiqh teaching materials. The findings show that UNKAFA implements an embedded curriculum model by integrating the classical text Yaqutun an-Nafis as the main reference in fiqh learning across all study programs. This text serves as an epistemological foundation shaping students’ intellectual framework. Curriculum differentiation and stratification, along with the application of a spiral curriculum, enable gradual, in-depth, and contextual learning. The internalization of religious moderation is carried out through a contextual hermeneutical approach, where classical texts are dialogically interpreted in relation to contemporary realities. This model successfully fosters students’ moderate religious attitudes, including tolerance (tasamuh), balance (tawazun), and moderation (tawassut). Students demonstrate the ability to understand Islamic law contextually and avoid rigid or extreme interpretations. In conclusion, the collaborative curriculum model at UNKAFA effectively integrates pesantren traditions with modern higher education, contributing to the development of a moderate, contextual, and intellectually grounded Islamic education.
INOVASI TEKNOLOGI DALAM KURIKULUM MERDEKA Zulkifli Zulkifli
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 1 (2026): AN-NUR: Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v2i1.187

Abstract

The implementation of technological innovation in the Merdeka Curriculum plays a vital role as the main driver of educational transformation toward the Society 5.0 era. However, empirical realities still reveal practical gaps, including low socialization, immature preparation, teachers' limited digital literacy, and contradictory curriculum subject regulations. This study aims to analyze the application of the six axes of technological innovation in the Merdeka Curriculum, map teachers' structural barriers, and formulate its reconstructed meaning from the theological perspective of Islamic Religious Education (IRE). The research method employed is descriptive qualitative through library research with a content analysis model, utilizing theoretical literature and previous research studies published within the 2018–2026 range. The results indicate that the adoption of technological innovation positively contributes to realizing flexibility, personalized learning, and alignment with the modern working world (link and match). To address educators' digital literacy issues, the government must provide structural interventions through continuous and gradual training programs. From the IRE perspective, merdeka belajar is reconstructed as an internal transformative process based on human nature (fitrah) to lead individuals toward becoming complete human beings (insan kamil) by embedding the theological values of monotheism (tauhid) and the concept of ikhtiar (freedom of choice that contains goodness). The history of Islamic civilization proves that a liberating and interactive learning atmosphere successfully revives the spirit of curiosity without disciplinary boundaries to produce multitalented scholars who are resilient in the digital age.
AN ANALYSIS OF COMMUNICATIVE FUNCTIONS IN CONVERSATIONS IN AN ENGLISH TEXTBOOK Nisrina Nisrina; Isti Komah; Rahma Sarita; Oriza Sativa; Rahmad Ade Akbar
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 1 (2026): AN-NUR: Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v2i1.234

Abstract

This study aims to analyze the variations of communicative functions in the conversations of an English textbook for Grade VIII Junior High School based on Michael Halliday’s theory of communicative functions. Communicative competence is the primary goal in English language learning; thus, conversational materials in textbooks must reflect real-life communication situations. This study employed a descriptive qualitative method. The research data consisted of dialogue transcripts found in the textbook, which were then classified into seven types of communication functions according to Halliday, namely instrumental conversation, social conversation, dialogue, expressive conversation, ritual conversation, discussion, and debate. The results indicate that only four types of communicative functions dominantly appear in the textbook, which include instrumental conversation (to obtain information/assistance), social conversation (to build interpersonal relationships), dialogue (two-way information exchange), and expressive conversation (expressions of emotion/admiration). Meanwhile, the other three functions ritual conversation, discussion, and debate were not found in the analyzed data. This shows that although the textbook has successfully supported basic everyday communication competence, the presented materials remain limited and under-facilitate students' higher-order thinking skills (HOTS), such as argumentation and problem-solving skills. Therefore, it is recommended that curriculum developers and future textbook writers integrate a more balanced variety of communication functions to comprehensively support students' cognitive and intercultural development.

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