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Al-Munawwarah : Jurnal Pendidikan Islam
Published by STAI Nahdlatul Wathan Samawa
ISSN : 20888503     EISSN : 26218046     DOI : https://doi.org/10.35964/munawwarah
Core Subject :
Al-Munawwarah : Jurnal Pendidikan Islam contains studies on Islamic Education covering Islamic education, Islamic thought, Islamic education management, and other Islamic studies.
Arjuna Subject : -
Articles 128 Documents
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Pembelajaran Pendidikan Agama Islam (PAI) berbasis Pembinaan Akhlak Peserta Didik di Madrasah Aliyah Al-Azhar Center Baturaja Rahmawati Rahmawati; Danyi Riyani; Desi Oktarianti
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i1.805

Abstract

This study aims to analyze the implementation of Islamic Religious Education (IRE) learning in fostering students' moral character at MA Al-Azhar Center Baturaja, describe the actual condition of students' morality, and identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative approach with a descriptive design. Data were collected through observation, in-depth interviews, and document analysis involving the principal, Islamic Religious Education teachers, and students. Data were analyzed using the interactive model consisting of data condensation, data display, and conclusion drawing, while data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that the implementation of IRE learning has been systematically carried out through the integration of classroom instruction, teacher role modeling, and religious habituation that collectively shape the school's religious culture. The students' moral character was generally categorized as good, as reflected in their religious attitudes, discipline, responsibility, and social awareness, although several behavioral issues still require continuous guidance. Supporting factors include the principal's leadership, teachers' professional competence, the school's religious culture, and structured habituation programs. Meanwhile, inhibiting factors involve limited parental supervision, peer environmental influences, and the uncontrolled use of digital media. The study concludes that successful moral character development requires strong collaboration among schools, families, and communities through strengthening religious culture and implementing Islamic Religious Education that emphasizes the internalization of Islamic values.
Strategies Of Islamic Religious Education Teachers In Strengthening Students' Religious Character The Digital Era In Senior High School 1 Tapango Lathiefatul Aghniyah; Sibawaihi Sibawaihi
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 2 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i2.813

Abstract

Abstract : The advancement of digital technology has transformed students' learning patterns while simultaneously presenting challenges for strengthening religious character. High levels of engagement with social media, digital games, and various internet platforms influence students' behavior, values, and moral awareness, requiring Islamic Religious Education teachers to adopt adaptive educational strategies. This study aims to analyze the strategies employed by Islamic Religious Education teachers at SMAN 1 Tapango to strengthen students' religious character in the digital era. The study utilizes a field research approach with a descriptive qualitative method. Data were collected through observation, interviews, and documentation, and subsequently analyzed using qualitative descriptive techniques. The findings reveal that Islamic Religious Education teachers implement four primary strategies: habituating religious activities, modeling religious behavior, supervising and guiding social media usage, and fostering collaboration between the school and parents. The success of these strategies is supported by school policies and the active involvement of the principal, teachers, and parents; conversely, excessive use of social media and digital games, along with low student participation in religious activities, serve as major obstacles. The study concludes that strengthening religious character in the digital era requires an integrated approach combining habituation, role modeling, digital guidance, and sustained cooperation between schools and families to ensure that technological advancements are positively leveraged in shaping students' religious character. Keywords: Islamic Religious Education Teacher; Religious Character; Digital Era; Students.
Pengaruh Disiplin Mengajar Guru terhadap Minat Belajar Siswa pada Mata Pelajaran Akidah Akhlak di Madrasah Aliyah Negeri 1 OKU Sefti Laila; Yeyen Andrizal; Mahfudz Mahfudz
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i1.806

Abstract

This study aimed to examine the level of teachers' teaching discipline, students' learning interest, and the influence of teachers' teaching discipline on students' learning interest in the Akidah Akhlak subject at MAN 1 OKU. The research employed a quantitative approach using a survey method. The population as well as the research sample consisted of 101 students selected through a total sampling technique. Data were collected using closed-ended questionnaires comprising 20 items for each variable. Data analysis was conducted using descriptive statistics, including mean, standard deviation, frequency distribution, the High–Medium–Low (TSR) categorization technique, and the Chi-Square test to examine the research hypothesis. The findings revealed that teachers' teaching discipline was generally at a moderate level, with 24 students (23.8%) categorizing it as high, 59 students (58.4%) as moderate, and 18 students (17.8%) as low. Students' learning interest was also predominantly at the moderate level with a similar distribution. The Chi-Square analysis indicated that the calculated χ² value exceeded the critical χ² values at both the 5% and 1% significance levels, leading to the acceptance of the alternative hypothesis. These findings demonstrate a significant influence of teachers' teaching discipline on students' learning interest. Better teaching discipline contributes to higher levels of students' learning interest in the Akidah Akhlak subject at MAN 1 OKU.
Penerapan Metode Diskusi dalam Pembelajaran Pendidikan Agama Islam di Sekolah Menengah Aatas Negeri 10 OKU Febriani Sulistya Handika; Reza Fahlepi; Joni Haryanto
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i1.807

Abstract

This study aims to describe the implementation of the discussion method in Islamic Religious Education learning for Class X.2 students at SMA Negeri 10 OKU and to identify the supporting and inhibiting factors affecting its implementation. The study employed a qualitative approach using a case study design. The participants consisted of the principal, vice principal for curriculum affairs, Islamic Religious Education teachers, and Class X.2 students. Data were collected through observation, interviews, and documentation and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings indicate that the discussion method was implemented effectively through systematic planning, group discussions, presentations, and teacher clarification. The method enhanced students' learning participation, confidence in expressing opinions, critical thinking skills, collaboration, and understanding of Islamic Religious Education materials. Supporting factors included school policy, teacher preparedness, students' enthusiasm, and adequate learning facilities. Meanwhile, the main obstacles were limited instructional time, differences in students' academic abilities, and unequal participation during discussions. The study concludes that the discussion method is an effective instructional strategy for creating active, participatory, and meaningful Islamic Religious Education learning.
Young Age Marriage and Its Implications for Child Rearing Patterns in Potugu Village, Momunu District, Buol Regency Masruroh, Nikmatul; S. Akibu, Marhama; Masdul, Muhammad Rizal; Halik, Abdul
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 2 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i2.815

Abstract

Marriage at a young age places adolescent couples in household and parenting roles before their psychological maturity, knowledge, educational attainment, and economic independence are fully developed. This study aimed to describe the factors underlying young-age marriage and to analyze its implications for parenting practices in Potugu Village, Momunu District, Buol Regency. A qualitative descriptive field-research approach was employed. Data were collected through observation, interviews with young couples, parents, and village officials, and documentation. The analysis involved data collection, reduction, display, and conclusion drawing. Data credibility was strengthened through source and method triangulation, prolonged observation, and peer discussion. The findings indicate that the couples married between the ages of 14 and 19. Contributing factors included personal preference, premarital sexual relations, low educational attainment, inadequate family supervision, economic pressure, and parental acceptance of marriage proposals before the children completed school. In parenting, some couples lacked sufficient knowledge and skills to care for, protect, and educate children according to their developmental needs. Emotional immaturity was reflected in anger, shouting, pinching, or hitting when children cried or were difficult to manage. The couples also relied on parents or parents-in-law for bathing, feeding, and caring for their children.
Ethnopedagogy of Tindih, Maliq, and Merang in Character Education: A Comparative Multi-Site Case Synthesis of Nahdlatul Wathan and Nahdlatul Ulama Pesantren in Lombok Irpan Irpan
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 17 No. 1 (2025): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v17i1.818

Abstract

Sasak Muslims in Lombok describe proper conduct with three vernacular values: tindih, a consistency between word and deed that is tied to faith; maliq, restraint from what is improper; and merang, glossed as shame, solidarity or diligence depending on the source. Educators now propose these values as a resource for character education. It is much less clear whether they reach the two traditionalist organisations that run most pesantren on the island, Nahdlatul Wathan (NW) and Nahdlatul Ulama (NU). This article reports a comparative multi-site case synthesis, not a field study. We located 41 peer-reviewed studies on Lombok through structured searches of journal and publisher pages and coded each by organisational setting, site type, pedagogical mechanism and three evidence layers: whether the vernacular triad is named (V), whether character formation is discussed in an institutional idiom (I), and whether a teaching practice is described (P). Analysis followed critical interpretive synthesis with a framework-matrix display. Six studies name the triad, and none of them concerns an NW or NU pesantren. NW is documented through exemplary modelling, teacher traits, communal hiziban and curriculum integration, with I in 5 of 16 studies and P in 4 of 16. NU in Lombok rests on two studies, one on pesantren history and one on preaching, plus a comparison of how tuan guru of both organisations handled pandemic rules. We argue that ethnopedagogy in this setting is better described as a set of mechanisms carried by institutional idioms than as the transfer of named values, and we offer a translation map and a matched-pair field protocol to test that claim. The findings are limited by abstract-level coding, uneven coverage and the absence of primary data.
Contested Local Wisdom: Moderate Character Education and Intra-Muslim Boundaries in Lombok Pesantren Irpan Irpan
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 16 No. 2 (2024): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v16i2.820

Abstract

Pesantren in Lombok teach character through a repertoire of Sasak customs (begawe feasts, merariq, maulid, proverbs of shame and restraint) that other Muslims on the island treat as legitimate heritage or as innovation to be removed. Two bodies of research describe this setting, and they rarely speak to each other. Studies of local wisdom in Islamic education usually present Sasak values as a consensual resource for moderate character. Studies of religious contestation document purification campaigns, rival claims to tuan guru authority and violence against Ahmadiyya, but seldom ask what happens inside the curriculum. This article asks how moderate character education operates when the local wisdom it draws on is itself contested between Muslim groups. Using a critical interpretive synthesis of a bounded case, we coded 31 Lombok studies and read 73 further sources on pesantren elsewhere, state moderation policy, boundary theory and method. Seven studies document contestation or exclusion and ten address character formation; only one does both. We argue that local wisdom reaches pupils through three gates: authority (whose tuan guru network certifies a practice), legitimation (which fiqh, ’urf or minority opinion supports it) and moderation (whether state and school indicators accept it). We name this the Boundary-Filtered Character Formation (BFCF) model and derive six propositions, four school-level patterns and a field protocol. The synthesis shows that the state’s fourth indicator of moderation, accommodation of local culture, is itself a position in an intra-Muslim dispute, which has consequences for how pesantren management and Law 18/2019 are read.
Local Ecological Wisdom as Teaching Material for Islamic Religious Education in Coastal East Lombok, Indonesia: A Qualitative Field-Evidence Case Study Irpan Irpan; Abdul Haris Rasyidi
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 15 No. 2 (2023): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v15i2.821

Abstract

Fishing households in coastal East Lombok report falling catches under climate change, and the village rule systems that once regulated the sea have struggled to hold. Islamic religious education (Pendidikan Agama Islam, PAI) reaches Muslim children in these villages, yet it is unclear whether it draws on local ecological knowledge. This study asks what forms of ecological wisdom are documented in coastal and neighbouring Sasak communities, how Islam relates to them, how PAI currently carries ecological content, and what model of teaching material follows. It uses a qualitative interpretive case design in a field-study tradition. The case is built from published field evidence: 78 peer-reviewed articles with DOIs read from publisher pages, of which 49 were coded on six dimensions, and six books and chapters. No new primary data were collected. Reflexive thematic synthesis produced five findings. Only 14 of 49 coded studies concern coastal settings, and none of the 14 addresses a classroom or pesantren. Documented local institutions combine rules, ritual and moral messages, but in East Lombok the awig-awig has not withstood pressure. Islam aligns with local practice in some cases, is negotiated in others and is contested in three. PAI carries environmental content that is general rather than local. Transmission is helped by community partnership and weakened by structural pressure. The study proposes the Coastal Amanah Curriculum Model, with a normative filter based on custom (urf) and the objectives of Islamic law (maqasid), six testable propositions and a field protocol.

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