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Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Published by IAI Al-Urwatul Wutsqo Jombang
ISSN : 22526099     EISSN : 27212483     DOI : https://doi.org/10.54437/juw
Core Subject : Religion, Education,
Religion Education
Focus: Urwatul Wutsqo focuses to provide readers with best understanding of Islamic studies from various perspectives i.e. education, law, philosophy, theology, sufism, history, culture, economics, social and politics. Scope: Urwatul Wutsqo specializes in Islamic studies from various perspectives i.e. education, law, philosophy, theology, sufism, history, culture, economics, social and politics.
Arjuna Subject : Umum - Umum
Articles 322 Documents
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Internalisasi Internalization of Social Awareness Values in Islamic Religious Education Learning Muhammad Ma'ruf; Muhammad Thoif; Izzatul Laili
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3421

Abstract

This study aims to analyze the strategy of internalizing social awareness values in Islamic Religious Education (PAI) learning at Mandala Trikora Private High School in Jayapura City in a multicultural school context. The method used is a qualitative approach with a case study type. Data were collected through observation, interviews with PAI teachers and students, and documentation. Data analysis used the Miles and Huberman model through reduction, presentation, and conclusion, with validity testing through triangulation of sources and methods. The results show that internalization of social awareness values occurs through three stages, namely value transformation, value transactions, and value internalization. This process is supported by the integration of contextual learning materials, the use of collaborative methods, interactive media, social behavior habits, and teacher role models. As a result, students not only understand the values of social awareness cognitively, but are also able to internalize and implement them in real behaviors such as empathy, tolerance, cooperation, and mutual assistance. However, there are obstacles in the form of environmental influences, social media, and lack of family support. Overall, PAI learning is effective as a means of internalizing values in shaping students' social character holistically.
Islamic Religious Extension Methods In Counseling Residents In Medan City Social Protection Houses Najwa Ulfi Rahmi; Nashrillah M. G
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3453

Abstract

This study aims to analyze the methods employed by Islamic religious Counselors in guiding inmates of the Medan City Social Protection House and to explore how these methods shape changes in religious understanding, behavior, worship discipline, and life motivation among the residents. The study adopts a descriptive qualitative design with data collection techniques including observation, semi-structured interviews, and documentation. The research informants consist of Islamic religious Counselors, employees of the Medan City Social Protection House, and selected inmates recruited through purposive sampling in accordance with the research focus. Data analysis was carried out through iterative processes of data reduction, thematic data presentation, and interpretive verification, while data validity was examined using source triangulation across different participant groups and data collection techniques. The findings indicate that Islamic religious Counselors predominantly employ interactive lectures, questions and answers, individual guidance, exemplary conduct, and habituation with materials on faith, worship, morals, and exemplary stories. These methods are in line with the Islamic da'wah approaches articulated in the Qur'an, namely bil hikmah, mau'izhah hasanah, and mujadalah billati hiya ahsan, and are operationalized in a humanistic and persuasive counseling context within the institution. The guidance activities contribute to strengthening residents’ religious understanding and fostering tendencies toward more disciplined worship and more constructive social behavior; however, these changes are gradual, vary across individuals, and remain contingent upon the residents’ own readiness and awareness to transform, as emphasized in the Qur’an. This study offers a contextualized conceptual account of Islamic religious counseling in social protection institutions by synthesizing da'wah methods, counseling practices, and social rehabilitation objectives, thereby providing an analytical framework that can inform future multisite or comparative studies on Islamic religious counseling for vulnerable social groups
Enhancing History Learning Effectiveness through Teacher Pedagogical Strategies Fatma Fatma; Idrus Rore; Haliadi Haliadi; Juraid Abdul Latief; Hasan Hasan; Iskandar Ahmad
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3454

Abstract

The effectiveness of history learning is strongly influenced by teachers' pedagogical strategies in creating meaningful, interactive, and student-centered learning experiences. However, history instruction in many Indonesian secondary schools continues to face challenges related to teacher-centered practices, limited student participation, and insufficient classroom engagement. This study aims to analyze teachers’ pedagogical strategies in enhancing the effectiveness of history learning at SMA Negeri 1 Parigi Tengah, Indonesia. The study employed a qualitative case study design involving history teachers, students, and school administrators selected through purposive sampling. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that effective history learning is achieved through the integration of classroom discussion, contextual learning, collaborative activities, questioning techniques, multimedia resources, and reflective learning. These pedagogical strategies foster active student engagement, strengthen historical understanding, improve communication skills, and encourage critical interpretation of historical events. The study further reveals that instructional effectiveness is reinforced by institutional support, including instructional leadership, collaborative professional culture, and systematic instructional planning. This study contributes to history education by conceptualizing teacher pedagogical strategies as an integrated pedagogical ecosystem rather than isolated instructional methods. The findings provide theoretical insights into effective history learning and offer practical recommendations for teachers and school leaders in implementing student-centered pedagogy within the context of the Merdeka Curriculum
Madrasah Head's Strategy in Overcoming the Limitations of Learning Facilities and Infrastructure Rifana Rifana; Syahril Syahril; Mastura Minabari
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3456

Abstract

This study aims to analyze the strategy of madrasah heads to overcome the lack of learning facilities and infrastructure at MTs Alkhairaat Tomini. Limited access to educational facilities is a significant obstacle in improving the quality of education and the effectiveness of the teaching and learning process in madrasas. This research aims to find out the strategies used by madrasah heads in managing and overcoming the needs of learning facilities and infrastructure. This research uses a qualitative methodology with a descriptive framework. Data collection methods include observations, interviews, and recordings involving informants such as madrasah heads, teachers, and students. The findings of the study show that madrasah heads implement various strategies, including optimizing the use of facilities, encouraging collaboration with committees and the community, seeking government assistance, and encouraging teachers' creativity in utilizing basic learning media. This solution effectively supports the sustainability of the learning process despite limited facilities and infrastructure. This research advances education management, especially in the leadership of madrasah heads in the management of educational facilities.  The results of this study are an important reference for other madrassas that face similar challenges
The Relationship between Rewards and Punishments in Islamic Religious Education Learning and the Emotional Intelligence Hairil Anwar; Sapiudin Shidiq
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.3516

Abstract

This research aims to determine the relationship between giving rewards and the emotional intelligence of class XII Computer Engineering Network students at SMKN 2 Kisaran, the relationship between giving punishment and the emotional intelligence of class. The type of research conducted is descriptive quantitative research. This study used several research method instruments, namely observation, documentation, and questionnaires. Meanwhile, the author used quantitative data analysis, which emphasizes statistical data in the form of numbers systematically tabulated using multiple-count correlation analysis techniques. The results of this study indicate that: 1) There is a significant relationship between the provision of rewards in Islamic Religious Education learning with the emotional intelligence of class XII TKJ students at SMKN 2 Kisaran with the calculated t for variable X1 (2.859) greater than the t table (1.985) so it is said to be significant. 2) There is a significant relationship between the provision of punishment in Islamic Religious Education learning with the emotional intelligence of class XII TKJ students at SMKN 2 Kisaran with the calculated t for variable X2 (2.210) greater than the t table (1.985) so it is said to be significant. 3) There is a significant relationship simultaneously between the provision of rewards and punishments with emotional intelligence in PAI learning conducted at SMKN 2 Kisaran, with an Ftable value of (3.088) then Fcount (4.330) is greater than Ftable (3.088) with a significant value (0.001) smaller than (0.05) so that the decision of all independent variables is accepted. Thus it can be concluded that there is a significant relationship between rewards and punishments with students' emotional intelligence.
Hadroh in the Mosque from the Perspective of Imam Ibn Hajar al-Haitami and Imam Jalaluddin al-Suyuthi Lafifah Ulfah Dalimunthe; Aripin Marpaung
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3601

Abstract

This study aims to analyze the differences in opinion between Imam Ibn Hajar al-Haitami and Imam Jalaluddin as-Suyuthi regarding the law of performing hadroh in mosques. This study uses a normative sociological research method with a comparative approach. The types of research used are field research and library research. Primary data was obtained through interviews with the administrators of the Mosque Trust Board, hadroh members, and the community around the mosque, while secondary data was obtained from fiqh books, the works of Imam Ibnu Hajar al-Haitami and Jalaluddin as-Suyuthi, scientific journals, and other supporting literature. The results of the research show that Imam Ibnu Hajar al-Haitami allows the use of hadroh in mosques as long as it aims to spread Islam, does not contain elements of immorality, and maintains mosque etiquette. This opinion is based on the hadith regarding the use of duff in wedding ceremonies in mosques as well as the qiyas approach to other religious activities. Meanwhile, Imam Jalaluddin as-Suyuthi forbade the playing of hadroh in mosques because he considered it to diminish the honor and sanctity of the mosque as a place of worship. The differences in opinion between the two scholars were influenced by differences in the method of istinbat (legal determination), understanding of the function of mosques, use of evidence, and perspectives on art and entertainment in Islam. The practice of hadroh at the Al-Ihsan Tangguk Bongkar IX Mosque is generally carried out during religious activities such as birthdays, isra' mi'raj, and prayer meetings, so that it functions more as a medium for preaching and spreading Islam. After conducting Munaqasyah al-adillah, this research tends to clarify the opinion of Imam Ibnu Hajar al-Haitami as an opinion that is more relevant to the practice of hadroh in mosques, while still paying attention to the boundaries of the Shari'a, mosque etiquette and the solemnity of the congregation.
Integration of Islamic Religious Education through Project-Based Learning in a Baking Class Roisna Kamila; Rahmat Kamal; Rizal Bilhakiki
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 3 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i3.3564

Abstract

Islamic Religious Education (IRE) requires authentic learning experiences that enable students not only to understand Islamic values conceptually but also to practice them through real-life activities. This study aims to analyze the learning process in baking classes, the implementation of Project-Based Learning (PjBL), and its integration with Islamic Religious Education values. A descriptive qualitative approach was employed in baking classes conducted at Onty Cake, Bakery and Resto, Pekalongan. Data were collected through six observations, semi-structured interviews with eight students, four accompanying teachers, and two mentors, as well as documentation. Data credibility was strengthened through source and method triangulation, member checking, and persistent observation. The findings show that baking classes involve instruction, preparation, product creation, guidance, group work, product completion, and evaluation, reflecting key characteristics of PjBL. Students’ levels of involvement were adjusted according to their ages and abilities through varying levels of activity complexity. Each project stage also provided opportunities to introduce, habituate, and practice Islamic values, including prayer, cleanliness (thahārah), the use of halālan ṭayyiban ingredients, responsibility (amānah), cooperation (ta’āwun), discipline, and gratitude. The findings demonstrate that PjBL and Islamic Religious Education can be integrated through authentic activities beyond formal classrooms by positioning project completion as a space for experiencing Islamic values. However, the evidence indicates value habituation and practice rather than deep and lasting internalization. Thus, baking classes provide a contextual, student-centered approach integrating cognitive, affective, and psychomotor dimensions of Islamic Religious Education.
Structural Shared Leadership and Teacher Resilience in the Implementation of the Independent Curriculum Dinda Delfina Septiarany; Meilia Rosani; Neta Dian Lestari
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 3 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i3.3647

Abstract

The implementation of the Independent Curriculum requires teachers to continuously adapt to changes in instructional practices, technology integration, assessment, and increasingly diverse learning needs, making teacher resilience an important capacity for sustaining professional performance . This study aims to examine the relationship between the structural dimensions of shared leadership and teacher resilience in public elementary schools during the implementation of the Independent Curriculum. A quantitative approach with an explanatory survey design was employed involving 127 teachers from 12 public elementary schools in Air Kumbang District, Banyuasin Regency, South Sumatra, Indonesia, selected through proportional random sampling. Data were collected using a 55 item questionnaire and analyzed using descriptive statistics and multiple linear regression. The findings show that participative decision making, collaborative professional practice, teacher empowerment, organizational support, and shared responsibility were positively and significantly associated with teacher resilience. Collectively, these five dimensions explained 67.9% of the variance in teacher resilience (R² = 0.679; F = 51.218; p < 0.001). Organizational support emerged as the strongest predictor (β = 0.301), followed by collaborative professional practice (β = 0.267), participative decision making (β = 0.218), teacher empowerment (β = 0.193), and shared responsibility (β = 0.176). The study contributes empirical evidence that teacher resilience during curriculum reform is associated not only with individual capacity but also with organizational leadership conditions. These findings highlight organizational support and professional collaboration as particularly relevant dimensions of shared leadership for strengthening school environments that support teacher resilience
Applied Fiqh in KH. M. Hasyim Asy’ari’s Jāmi‘at al-Maqāṣid: Integrating Aqidah, Fiqh, and Tasawuf Fitria Muktisari; Khoirotul Idawati; Hanifudin Hanifudin; Badar Alam Kalasuba
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 3 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i3.3653

Abstract

Fiqh is often approached primarily as a body of normative legal rulings, although its role in Muslim life also involves practical, ethical, and spiritual dimensions. This study aims to analyze and reconstruct the concept of applied fiqh in KH. M. Hasyim Asy’ari’s Jāmi‘at al-Maqāṣid and examine its relevance to contemporary Islamic jurisprudence. The study employed qualitative library research with a descriptive analytical approach. Jāmi‘at al-Maqāṣid served as the primary source, while relevant studies on KH. M. Hasyim Asy’ari, Islamic jurisprudence, pesantren scholarship, and contemporary fiqh were used as secondary sources. Data were analyzed through qualitative content analysis by identifying, classifying, relating, and interpreting the major themes and structural relationships within the text. The findings reveal that applied fiqh in Jāmi‘at al-Maqāṣid is constructed through three interconnected dimensions: aqidah as the theological foundation, fiqh as the practical implementation of religious obligations, and tasawuf as ethical and spiritual refinement. This construction displays four characteristics: integrative, practical, gradual, and ethically oriented. The study contributes to existing scholarship by repositioning Jāmi‘at al-Maqāṣid from a practical manual of religious obligations toward an integrated framework of applied fiqh that connects theological understanding, legal practice, and spiritual formation. Its contemporary relevance lies in providing a conceptual orientation for maintaining normative Islamic legal authority while connecting religious practice with practical needs and ethical responsibility
Analysis of School Culture in the Development of Religious Character Nia Atikah Rahma; Enny Nazrah Pulungan
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 3 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i3.3738

Abstract

This study aims to describe the implementation of school culture in the development of religious character, identify the factors influencing its execution, and analyze the challenges faced in developing religious character at SMP Swasta Ar-Rahman Percut. The study employs a qualitative approach and is descriptive in nature. The research subjects consist of the school principal, the Islamic Religious Education teacher, and other parties involved in the implementation of the school culture. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles, Huberman, and Saldaña model, which encompasses data condensation, data display, and conclusion drawing and verification. Data validity was ensured through source and technique triangulation. The research findings indicate that the school culture at SMP Swasta Ar-Rahman Percut is implemented through the habitual practice of acts of worship such as reciting prayers, Quran memorization (tahfiz), and performing Dhuha and Zuhur prayers in congregation as well as the application of the 5S culture (Smile, Greet, Say Hello, Be Polite, and Be Courteous), the enforcement of discipline focused on guidance, the integration of Islamic values into the learning process, and the creation of a religious school environment. The challenges faced include the lack of optimal awareness and consistency among some students in practicing religious values, the influence of peer environments and digital media, and varying backgrounds regarding religious upbringing within the family. Thus, school culture proves to be a crucial factor in developing students' religious character through the processes of habituation, role modeling, and the continuous internalization of Islamic values

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