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Riza Faishol
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MUMTAZ: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Ibrahimy Banyuwangi
ISSN : -     EISSN : 2809204X     DOI : https://doi.org/10.69552/mumtaz
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
MUMTAZ : Jurnal Pendidikan Agama Islam focuses on issues found in the field of Islamic Education, both as material objects and or as formal objects. We invite scientists, academics, researches, practitioners, and observers in the field of Islamic Education to publish the result of their research that focuses on : Islamic Studies Religious Studies Islamic Educational Philosophy Islamic Educational Science Educational Psychology Islamic Education Curriculum Islamic Education Teaching Teaching Technology Religious Learning Assessment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 84 Documents
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Transforming Islamic Education Through Eco-Pedagogy: Strategic Leadership of Kiai in Pesantren Aminah, Siti; Prayogo, Muhammad Suwignyo
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3621

Abstract

The increasing severity of global environmental crises demands educational responses that are not only technical but also value-based and transformative. Islamic educational institutions, particularly pesantren, possess strong moral and spiritual resources to cultivate ecological awareness, yet empirical studies examining eco-pedagogy within pesantren leadership remain limited. This study explores the transformation of Islamic education through eco-pedagogy under the strategic leadership of the kiai at Pesantren Ra’iyatul Husnan Wringin Bondowoso. Eco-pedagogy in this study is understood as an educational praxis integrating critical consciousness, ethical responsibility, and environmental stewardship rooted in Freirean pedagogy and Islamic values. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving the kiai, pesantren administrators, teachers, and students during November-December 2025. Data were analyzed using an interactive model supported by triangulation and member checking. The findings reveal that eco-pedagogical transformation occurs through three interconnected stages: strategic formulation of an ecological vision by the kiai, participatory implementation through curriculum integration and daily practices, and institutionalization via habituation, exemplary leadership, and institutional regulations. This process fosters ecological awareness, emotional attachment, learning motivation, and a strong institutional identity as an environmentally friendly pesantren. The novelty of this study lies in integrating Freirean eco-pedagogy with the strategic and spiritual leadership of the kiai, demonstrating how Islamic education can become contextual, transformative, and sustainable through value-based leadership.
From Subordination to Authority: Women’s Negotiation in Pesantren’s Patriarchal Order Bella, Sinta; Syaifuddin, Helmi; Jamilah
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3624

Abstract

This study begins with the reality that pesantren as traditional Islamic educational institutions often maintain patriarchal structures that place women in subordinate positions. The research addresses three main questions. First, how does women’s subordination appear within the patriarchal system of the pesantren? Second, what negotiation strategies do women use to gain space and authority? Third, how do Islamic pesantren women produce authority within patriarchal domination? The study uses a qualitative approach with a multi-site case study method. Data were collected through structured interviews, participant observation, and document analysis in several pesantren. The results show, first, that women’s subordination appears in four forms: structural, normative, cultural, and linguistic. Second, women negotiate these conditions through subtle, ethical, and adaptive strategies. Third, women build their authority through everyday ethical practices, which gradually become cultural and symbolic capital. This process helps them gain cultural recognition that eventually leads to formal acknowledgment. These findings contribute to gender studies in Islamic education by highlighting the active role of pesantren women in challenging and reshaping unequal power relations.
Moral Education Models in Traditional and Modern Pesantrens: A Comparative Ethnography of Character Building in Banten Sunandar, Dadan; Syafei, Zakaria; Muhajir; Wasehudin
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3657

Abstract

Islamic boarding schools shape students' character through intensive education, exemplary leadership (uswah hasanah), religious practices, and comprehensive moral development. This study analyzes the moral education models in two types of Pesantrens, encompassing guidance systems, implementation factors, and the internalisation of spiritual values. Employing a qualitative ethnographic approach, data were gathered through interviews, observations, and documentation. The analysis followed the stages of data condensation, display, and conclusion drawing, with validity ensured through triangulation. The findings reveal that: (1) The moral education model instills adab (etiquette), piety, and responsibility through worship, spiritual guidance, and social habituation grounded in the Quran and Hadith. (2) The educational process—comprising ritual worship, Quranic memorization, classical text (Kitab Kuning) studies, and methods such as exemplary behavior, counseling, and dialogue—plays a pivotal role in fostering discipline and deepening spiritual understanding. (3) The outcomes demonstrate significant positive behavioral shifts, including enhanced politeness, spiritual awareness, independence, and empathy. (4) Implementation is supported by routine worship and a conducive environment, though challenged by educator coordination gaps and external cultural influences via technology. (5) Comparative analysis indicates that while traditional (Salafiyah) Pesantrens focus heavily on adab and classical texts, modern Pesantrens integrate moral values systematically into the broader curriculum. Both models effectively cultivate religious character through discipline, respect, and social concern.
Spiritual Pedagogy of the Sufism Model in Pesantren: Effectively Shaping Inclusive and Moderate Character Among Students Mahrus, Mokhamad; Yusuf, Achmad; Saifulah; Sholikhudin, M. Anang
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3660

Abstract

This study analyzes the concept, implementation, and spiritual impact of Sufism pedagogy in shaping inclusive and moderate character among students at the Bahruddin Islamic Boarding School. Employing a qualitative approach with a case study design, data were collected through observation, interviews, and document analysis to address three research questions concerning the conceptual framework, implementation model, and educational outcomes. The findings reveal, first, that the concept is realized through the integration of Sufi moral principles with spiritual practices such as dhikr and muhasabah, transmitted through direct guidance (talaqqi) and the exemplary role modeling (uswah) of the kyai. Second, the model is implemented through a hidden curriculum that instills values of mahabbah (love), tasamuh (tolerance), and tawazun (balance) in daily life, reinforced through dialogue and cross-group social activities. Third, this implementation significantly contributes to the development of more inclusive religious attitudes among students, characterized by appreciation of diversity and commitment to the middle path (wasatiyyah), as reflected in their rejection of extremism. The study concludes that Sufism education based on spiritual pedagogy constitutes an effective holistic model for instilling inclusive and moderate character, offering a relevant framework for strengthening religious moderation in Islamic educational environments.

Page 9 of 9 | Total Record : 84

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