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Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Published by Universitas Islam KH. Achmad Muzakki Syah Jember
ISSN : -     EISSN : 25988735     DOI : https://doi.org/10.53515/alqodiri.v24i2
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Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan contains scientific writings on education, Social and Religious as well as educational innovations, and educational thoughts in the form of: Education (Curriculums, Teaching and Learning, Islamic Education, Educational Technology, Psychology and Counseling, Educational Sociology, Educational Management, Basic Education, Secondary Education, Higher Education, Special Education, Educational Research Methods, Innovation in Teaching, Learning, Assessment of Teacher Training and Education, Artificial Intelligence in Education, Biology Education, Digital and Hybrid Pedagogy, Character and Values-Based Education, and Education for Sustainable Development). Social (Communication Studies, Community Empowerment, Harmony and Conflict Resolution, Social Welfare, as well as Gender and Inclusion; furthermore, it includes legal perspectives ranging from Pure Law (Normative) and Social Law (Empirical) to more specific intersections such as Socio-Educational Law and Socio-Religious Law). Religious (Moderation and Religious Pluralism: Inclusive Tolerance, Interfaith Dialogue, Radicalism vs. Moderation. Sociology of Religion: Religious Institutions, Religious Leadership, Ritual as Social Cohesion. Religious Economics and Philanthropy: Zakat, Infaq, Sedekah, and Waqf (ZISWAF), Sharia/Ethical Economics, House-Based Economic Empowerment. Religious Education: Scriptural Literacy, Moral and Ethical Education, Integration of Science and Religion. Religious Law and Ethics: Family Law, Religious Bioethics, Environmental Ethics (Ecotheology).
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Articles 164 Documents
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Penerapan Media Pembelajaran Berbasis Barcode untuk Meningkatkan Motivasi dan Hasil Belajar Matematika Materi Bilangan Cacah pada Siswa Kelas IV Sekolah Dasar Neny Pasatria eka Yulia; Supri Wahyundi Utomo; Endang Sri Maruti
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.154

Abstract

Matematika merupakan salah satu mata pelajaran inti di sekolah dasar, namun masih banyak siswa yang mengalami kesulitan dalam mempelajarinya sehingga berdampak pada rendahnya motivasi belajar dan capaian akademik. Hasil observasi awal di SDN Bakalan II Kecamatan Tambakrejo Kabupaten Bojonegoro menunjukkan rendahnya perhatian, konsentrasi, dan partisipasi siswa selama pembelajaran matematika, yang ditandai dengan hanya 27% siswa kelas IV yang mencapai Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk menganalisis efektivitas media pembelajaran berbasis barcode dalam meningkatkan motivasi belajar dan hasil belajar matematika pada materi bilangan cacah. Penelitian menggunakan desain Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart dengan pendekatan mixed methods. Partisipan penelitian terdiri atas 15 siswa kelas IV. Data dikumpulkan melalui lembar observasi, tes tertulis, wawancara, dan dokumentasi yang dilaksanakan dalam dua siklus tindakan. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada seluruh indikator motivasi belajar. Perhatian dan konsentrasi siswa meningkat dari 20% pada kondisi awal menjadi 73% pada siklus akhir, sedangkan keaktifan siswa meningkat dari 47% menjadi 87%. Hasil belajar juga mengalami peningkatan yang signifikan, ditunjukkan oleh kenaikan ketuntasan klasikal dari 27% sebelum tindakan menjadi 40% pada siklus I dan 87% pada siklus II. Temuan ini menunjukkan bahwa media pembelajaran berbasis barcode efektif dalam meningkatkan motivasi dan hasil belajar matematika melalui terciptanya lingkungan belajar yang lebih interaktif, kolaboratif, dan menarik bagi siswa sekolah dasar.
Exploring Character Education Values in the Ziarah Kubro Tradition as a Local Wisdom Heritage in Palembang Batrisyia Afrina; Cecep Darmawan; Rika Sartika; Junaidi Junaidi
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.155

Abstract

Globalization and digitalization have significantly impacted youth, influencing their moral, social, and cultural behaviors. Local traditions, however, remain a vital medium for transmitting values that foster character development. This study explores the character education values embedded in the Ziarah Kubro tradition, a cultural and religious practice in Palembang, Indonesia, and examines its relevance for contemporary youth. Using a qualitative descriptive design, five youth participants aged 18–25 were selected through purposive sampling. Data were collected via semi-structured interviews, participatory observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, incorporating triangulation to ensure validity. Findings indicate that the tradition fosters religiosity, empathy, social respect, solidarity, cooperative behavior, and cultural identity among youth. Moreover, despite the prevalence of digital media, Ziarah Kubro remains relevant, bridging historical knowledge, spiritual growth, and social engagement. The study demonstrates that local cultural practices can effectively serve as a foundation for character education while adapting to contemporary digital contexts. These insights provide both theoretical contributions to the understanding of culturally grounded character education and practical guidance for educators and community leaders in preserving local heritage.
Exploration of the Application of the Project Based Learning Approach Based on Banana Tree Media in Stimulating Creativity in Early Childhood Dessy Syofiyanti; Hasnida; Muh. Misbah
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.158

Abstract

Creativity is a fundamental competency in early childhood education because it supports children's ability to generate ideas, solve problems, and express themselves through meaningful learning experiences. However, learning activities in many early childhood classrooms remain predominantly teacher-centered, limiting opportunities for children to explore, experiment, and develop original ideas. This study aimed to explore the implementation of Project-Based Learning (PjBL) utilizing banana tree media and its role in stimulating creativity among children aged 5–6 years. A qualitative descriptive approach was employed involving twelve children and one classroom teacher at TK Ceria Eduloka, Indonesia. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed that project-based activities using banana leaves, stalks, and trunks encouraged children to actively participate in exploration, decision-making, material manipulation, and creative product development. Children demonstrated creativity through fluency in generating ideas, flexibility in using materials, originality in creating products, and elaboration in refining their work. The findings further indicate that banana tree media provide contextual, multisensory, and environmentally relevant learning experiences that enhance children's engagement and creative expression. This study contributes to the growing literature on project-based and nature-based learning by highlighting the educational potential of locally available natural resources in fostering creativity. Practically, the findings offer an accessible and cost-effective strategy for implementing meaningful learning experiences in early childhood education.
Internalization of Pancasila Values in a Hospitality Character Education as a Weltanschauung for Gen Z: A Tourism College Perspective Teddy Chandra; Samad Chakour; Keiko Himeno; Narendra Duhita
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.164

Abstract

This study examines how Pancasila values are internalized in hospitality character education for Generation Z students at Politeknik Pariwisata NHI Bandung. The study responds to the need for tourism higher education to produce graduates who are not only technically competent, but also ethically responsible, culturally rooted, and globally prepared. Using a qualitative case study design, data were collected through non-participant observations, document analysis, and institutional data review focused on Catur Prasetya, AHLAK, GRADES, and the Global Code of Ethics for Tourism. The data were analyzed thematically by identifying, categorizing, and interpreting patterns related to value internalization, hospitality character, and professional identity formation. The findings show that Pancasila values are internalized through four complementary pathways. Catur Prasetya functions as a normative foundation that builds civic-professional responsibility, institutional loyalty, discipline, and national awareness. AHLAK translates moral values into professional orientations such as trustworthiness, hospitality, loyalty, adaptability, and collaboration. GRADES operates as a daily habituation mechanism that makes character visible through greeting, respect, attitude, discipline, empathy, and smile. The Global Code of Ethics for Tourism extends Pancasila-based character education toward global ethical concerns, including sustainability, cultural respect, community welfare, human dignity, workers’ rights, and stakeholder responsibility. This study contributes to character education and hospitality education by conceptualizing Pancasila as a professional weltanschauung for tourism higher education. The proposed framework connects national philosophy, institutional culture, behavioral habituation, and global tourism ethics in shaping Gen Z hospitality character. It offers practical guidance for strengthening value-based education in vocational tourism institutions.
The Disparity Between Arbitration Award Number 01/LPS-PBJP/01/2024 and Kediri District Court Decision Number 56/Pdt.Sus-Arb/2024/PN Kdr on the Settlement of a Dispute over Green Open Space Land in the Kediri City Square Nurbaedah
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i1.165

Abstract

public procurement disputes because it directly affects legal certainty, contractual governance, and the finality of arbitration. This study aims to analyse and compare the legal reasoning adopted in Arbitration Award Number 01/LPS-PBJP/01/2024 and Kediri District Court Decision Number 56/Pdt.Sus-Arb/2024/PN Kdr concerning a dispute over the development of green open space land in Kediri City Square, with the objective of identifying the factors that produced divergent legal outcomes. The research employed a qualitative normative legal approach using both statute and case approaches. Primary legal materials consisted of relevant arbitration regulations and the two decisions under examination, while secondary materials included scholarly literature on arbitration, judicial review, and public procurement disputes. The findings reveal that both forums agreed that fault in contract management was shared by the contractor and the procuring authority. However, the arbitral tribunal annulled the contract termination and rejected the blacklist sanction, whereas the district court annulled the arbitral award after determining that the MC-50 progress recapitulation had not been adequately considered and that contractual changes should have been formally documented through a written addendum. The study concludes that the disparity between the two decisions originated not from conflicting factual findings but from differences in evidentiary assessment and contractual interpretation, highlighting the importance of evidentiary discipline and contractual documentation in preserving the practical finality of arbitration in Indonesian public procurement disputes.
Media Framing, Corporate Logic and the Public Image of Pesantren in the Xpose Uncensored Trans7 Controversy Mahfudz Mahfudz; Khazri bin Osman; Farhan Farhan
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.167

Abstract

This study examines how pesantren, kiai, and santri were represented in the Xpose Uncensored Trans7 controversy aired on October 13, 2025, and how such representation was shaped by corporate media logic. Employing a critical qualitative case-study design, the research analyzed the pesantren-related broadcast segment using an integrated framework of content analysis, framing analysis, critical discourse analysis, and political economy of media. Primary data were drawn from the broadcast segment, while secondary data included media reports, public responses, institutional statements, regulatory materials, and relevant academic literature. The analysis focused on verbal narration, visual sequencing, diction, camera emphasis, dramatic effects, source positioning, contextual omission, and post-broadcast counter-framing. The findings show that the broadcast constructed pesantren through a selective frame that foregrounded controversy, hierarchy, and symbolic tension, while giving limited attention to the ethical, pedagogical, cultural, and spiritual meanings of pesantren traditions. Kiai–santri relations were intensified through audiovisual dramatization, whereas concepts such as adab, khidmah, barakah, sanad, and moral discipline received insufficient explanatory space. The study further reveals that the segment reflected attention-oriented corporate media logic, in which sensitive socio-religious issues were packaged as visually and emotionally engaging content. Public criticism, pesantren responses, and regulatory reactions subsequently transformed the broadcast into a wider socio-religious communication event. This study contributes to media framing, media representation, and media–religion scholarship by conceptualizing televised religious controversy as an interaction among textual construction, audiovisual meaning-making, commercial media logic, and public counter-framing within Indonesia’s hybrid media ecology. It also underscores contextual responsibility in representing religious educational institutions in broadcasting.
Spider-Web of Civilization: The Integrative–Interconnective Paradigm of Islamic Education in the Thought of Muhammad Amin Abdullah Ngatmin Abbas; Khafidoh; Muhammad Umar Al Faroq; Abdullah; Ahmadi
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.169

Abstract

Contemporary Islamic education faces a persistent epistemological challenge caused by the dichotomy between religious sciences and modern sciences. This separation limits its capacity to respond to complex civilizational issues that require textual understanding, empirical inquiry, social analysis, and philosophical reflection. This study aims to analyze M. Amin Abdullah’s integrative-interconnective paradigm by positioning the spider web metaphor as a conceptual framework for reconstructing Islamic education and strengthening its contribution to contemporary Islamic civilization. Using a qualitative library research design, this study examined Abdullah’s major work on integrative-interconnective Islamic studies as the primary corpus, supported by his other writings and relevant scholarly literature on Islamic education, epistemology, knowledge integration, and civilizational renewal. Data were collected through documentation and critical literature review, then analyzed using content analysis and conceptual analysis. The findings show that the integrative-interconnective paradigm reframes the dichotomy of knowledge as an epistemological problem rather than merely a curricular issue. The spider web metaphor presents knowledge as a relational network in which religious sciences, social sciences, humanities, natural sciences, and philosophy interact dialogically. The study further identifies hadārat al-nass, hadārat al-‘ilm, and hadārat al-falsafah as mutually corrective domains that integrate textual authority, empirical inquiry, and critical reflection. Through conceptual synthesis, this study extends Abdullah’s paradigm from an epistemological model into a civilizational framework for Islamic education. It concludes that the spider web paradigm provides a strong foundation for curriculum reconstruction, interdisciplinary learning, research culture, institutional transformation, and the formation of a knowledge-based Islamic civilization.
Contextualizing of Technology Issues in Anthropology Learning: Efforts to Strengthen Social Concern in The Digital Era Lisna Sandora; Nissya Febrizani
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.170

Abstract

Anthropology learning in higher education is often constrained by theoretical instruction and limited contextual engagement, reducing students’ opportunities to connect anthropological concepts with contemporary social realities. This study aimed to develop and assess the feasibility of a Science, Technology, and Society (STS)-based Anthropology learning model to strengthen students’ social concern in Islamic higher education. Using a Research and Development design with an evaluative orientation, the study was conducted through three stages: needs analysis, model development, and expert validation. Data were collected through classroom observation, Semester Learning Plan analysis, structured interviews, social concern questionnaires, documentation, and expert validation sheets. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings show that Anthropology learning requires a more contextual, participatory, and reflective structure that enables students to identify technology-related social issues, analyze them through anthropological concepts, and reflect on their ethical and social implications. The developed model consists of issue identification, concept formation, field application, social concern development, reporting of findings, and assessment. Its supporting products include a model book, lecturer guidebook, and student guidebook. The novelty of this study lies in extending the STS approach into Anthropology learning by positioning technology issues as social and cultural phenomena rather than merely technical matters. The model offers a structured pedagogical framework for linking conceptual understanding, field observation, ethical reflection, and social responsibility. Further classroom-based testing is recommended to examine its effectiveness in improving students’ social concern across broader higher education contexts.
Islamic Education and The Society Era 5.0 (Opportunities and Challenges for Islamic Education Institutions) Muhammad Mukhlish Nasrulloh
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.171

Abstract

This study examines how Islamic education institutions respond to the socio-educational transformation of the Society 5.0 era, marked by the growing use of artificial intelligence, digital platforms, learning management systems, and online religious resources. While these technologies expand access to learning and support pedagogical innovation, they also raise concerns about digital literacy gaps, source validity, academic integrity, spiritual depth, and ethical governance. Using a qualitative interpretive case study design, this study explores the opportunities and challenges of Society 5.0 in Islamic education institutions. Data were collected through in-depth interviews, limited observation, and document analysis involving institutional leaders, Islamic Religious Education teachers, students, administrative staff, and technology or curriculum managers. The data were analyzed using reflexive thematic analysis. The findings identify four interconnected themes: digital learning expansion as pedagogical transformation, negotiation between technological convenience and spiritual formation, institutional readiness as the foundation of digital transformation, and digital adab as an ethical framework for human-centered AI. These themes show that Society 5.0 does not merely change learning tools, but reshapes teacher-student relations, knowledge authority, curriculum adaptation, institutional governance, and the ethical meaning of digital practice. The study contributes by proposing human-centered Islamic digital education as a conceptual perspective that places technology within the framework of Islamic values, academic honesty, moral responsibility, spirituality, and public benefit. Practically, the study recommends strengthening AI ethics guidelines, teacher digital competence, student critical literacy, equitable access, and value-based institutional governance to ensure that digital transformation supports both educational innovation and spiritual formation in contemporary Islamic education contexts.
Digital-Based Educational Information Management in Enhancing Student Interest: Scrutinizing the Mediating Role of Madrasah Uuh Buchori; Encep Syarifudin; Eko Wahyu Wibowo; Enung Nugraha
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.172

Abstract

Digital transformation has increasingly reshaped how Islamic educational institutions manage information, communicate institutional value, and attract prospective students. However, limited empirical evidence explains whether institutional image still mediates the relationship between digital-based educational information management and student interest, particularly in Islamic secondary education. This study examines the direct effect of Digital-Based Educational Information Management (DBEIM) on Student Interest and tests the mediating role of Madrasah Image among State Islamic Senior High Schools in Banten Province, Indonesia. A quantitative explanatory survey design was employed, involving 535 student respondents selected through proportional stratified random sampling. Data were collected using a structured questionnaire and analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The measurement model confirmed adequate reliability and validity, with indicator loadings ranging from 0.720 to 0.915, Cronbach’s Alpha values between 0.935 and 0.961, Composite Reliability values between 0.949 and 0.973, and AVE values between 0.715 and 0.818. The structural model showed that DBEIM had a strong positive effect on Student Interest (β = 0.711, t = 18.245, p = 0.000) and significantly improved Madrasah Image (β = 0.654, t = 14.321, p = 0.000). However, Madrasah Image did not significantly affect Student Interest (β = -0.040, t = 0.632, p = 0.528) and did not mediate the DBEIM–Student Interest relationship (β = -0.022, t = 0.624, p = 0.533). These findings challenge the assumption that institutional image consistently functions as a mediating mechanism and suggest that, among digital-oriented madrasah students, interest is shaped more directly by digital utility, information accessibility, and service responsiveness than by general institutional image

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