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Siti Rofi'ah
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jiep.unhasy@gmail.com
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+6281233972464
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jiep.unhasy@gmail.com
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Jl. Irian Jaya No. 55, Tebuireng Cukir Diwek Jombang Jawa Timur Indonesia (61471)
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JIEP : Journal of Islamic Education and Pesantren
Published by Universitas Hasyim Asy'ari
ISSN : -     EISSN : 28076060     DOI : https://doi.org/10.33752/jiep.v4i1
Core Subject :
JIEP: Journal of Islamic Education and Pesantren is a peer-reviewed academic journal published by the Master’s Program of Islamic Religious Education, Universitas Hasyim Asy’ari Tebuireng Jombang. The journal publishes original research articles, review articles, and short communications that contribute to the advancement of knowledge in the field of Islamic education. JIEP aims to promote scholarly discussion and academic inquiry into Islamic education and its teaching practices in madrasah (Islamic schools), pesantren (Islamic boarding schools), and Islamic higher education institutions. The journal seeks to strengthen the contribution of Islamic education scholarship in addressing contemporary educational challenges at conceptual, philosophical, policy, and institutional practice levels. The scope of JIEP includes, but is not limited to, the following areas: Islamic Studies, Religious Studies, Islamic Education, Educational Psychology, Learning and Teaching, Curriculum of Islamic Education, Evaluation of Islamic Education, and Educational Philosophy. All manuscripts published in JIEP are expected to provide clear theoretical and/or practical implications for the development of Islamic education. JIEP is published biannually, in March and September, and applies a rigorous peer-review process to ensure academic quality, scholarly integrity, and ethical publication standards.
Arjuna Subject : -
Articles 63 Documents
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Ethical Foundations of Knowledge in Hasyim Asy’ari’s Thought: Relevance for Pesantren Andragogy Jasminto
Journal Of Islamic Education And Pesantren Vol 4 No 2 (2024): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v4i2.11542

Abstract

This study aims to analyze the ethical foundations of knowledge in the thought of KH Hasyim Asy’ari and their relevance to pesantren andragogy through a literature-based research approach. The study is grounded in the view that pesantren education, particularly for adult learners, is constructed upon a strong and systematic tradition of scholarly ethics. Employing a qualitative philosophical approach, this research uses a literature review method by examining the works of KH Hasyim Asy’ari-especially Adab al-‘Ālim wa al-Muta‘allim-along with relevant secondary literature in the fields of Islamic philosophy of education and andragogy theory. The analysis reveals that the ethical foundations of knowledge in KH Hasyim Asy’ari’s thought emphasize sincerity, proper conduct toward teachers and knowledge, moral discipline in the learning process, and the integration of knowledge, practice, and moral character. These principles demonstrate a conceptual correspondence with the characteristics of pesantren andragogy, which stress self-awareness, ethical responsibility, and experiential learning among adult learners. This study concludes that KH Hasyim Asy’ari’s concept of scholarly ethics is not merely normative-theological in nature but also holds philosophical and pedagogical significance as a conceptual foundation for the development of pesantren-based andragogy rooted in the Islamic scholarly tradition.
Manhaji Fiqh Learning and the Strengthening of Istinbath Reasoning among Mahasantri in Ma’had Aly
Journal Of Islamic Education And Pesantren Vol 5 No 2 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i2.11541

Abstract

This study aims to analyze the implementation of Manhaji Fiqh learning and its contribution to strengthening the istinbāṭ reasoning of mahasantri at Ma’had Aly Mamba’ul Ma’arif Denanyar Jombang. The research employs a qualitative approach with a phenomenological design to understand the academic experiences of students in the process of methodology-based fiqh learning. Data were collected through in-depth interviews, classroom observations, and documentation related to curriculum and learning practices. Data analysis was conducted through data reduction, categorization, and thematic interpretation, while data validity was ensured through source and method triangulation. The findings reveal that Manhaji Fiqh learning is implemented through the integration of traditional pesantren methods such as bandongan and lectures with dialogical approaches including discussions, question-and-answer sessions, and baḥṡ al-masā’il practices. The learning materials focus on the understanding of qawāʿid fiqhiyyah and uṣūl al-fiqh as methodological foundations for deriving Islamic legal rulings. The implementation of this learning model encourages a cognitive transformation among students from a purely textual understanding of fiqh toward a methodological approach in analyzing Islamic legal issues. Furthermore, active participation in the baḥṡ al-masā’il forum enhances students’ analytical and argumentative skills in the process of legal reasoning. Therefore, Manhaji Fiqh learning plays a strategic role in developing methodological competence and Islamic legal reasoning within the Ma’had Aly educational environment.
Educational Hermeneutics of al-Hikam: A Contemplative Learning Model for Pesantren Teachers
Journal Of Islamic Education And Pesantren Vol 5 No 1 (2025): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v5i1.11546

Abstract

This article examines the Hermeneutics of Education in al-Hikam as a foundation for developing a contemplative learning model for pesantren teachers. al-Hikam, authored by Ibn ‘Atha’illah al-Sakandari, has long been understood as an ethical-spiritual Sufi text; however, its potential as a source of reflective pedagogy has not yet been systematically explored. This study employs a qualitative-hermeneutic approach by integrating philosophical hermeneutics and critical pedagogy to interpret the aphorisms of al-Hikam within the context of pesantren educational praxis. The findings indicate that the core values of al-Hikam-such as intentional awareness (niyyah), inner discipline, critique of formalism, and an orientation toward self-transformation-can be formulated into a contemplative learning model that emphasizes the integration of cognition, affection, and the teacher’s spirituality. This model positions teachers not merely as transmitters of knowledge, but as reflective subjects who continuously engage in pedagogical self-examination (muhasabah). The primary contribution of this study lies in the formulation of a conceptual framework for contemplative learning grounded in the classical Sufi tradition, which remains relevant to the contemporary challenges of pesantren teacher professionalism. These findings enrich the discourse of Islamic education by offering an alternative paradigm that balances pedagogical competence with spiritual depth as the foundation of transformative learning in pesantren.

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