Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
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).
Articles
159 Documents
<![CDATA[Enhancing Financial Resilience through Green Innovation: The Mediating Effect of Operational Efficiency in Indonesian Energy Companies ]]>
<![CDATA[Rival Adha Saleh]]>;
<![CDATA[Nining Ika Wahyuni]]>;
<![CDATA[Alfi Arif]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.174
<![CDATA[Financial resilience has become increasingly important for energy companies facing economic uncertainty, transition risks, and growing sustainability pressures. Although green innovation is widely recognized as a strategic capability for improving environmental and business outcomes, its direct contribution to financial resilience remains unclear, particularly in emerging-market energy sectors. This study examines the effect of green innovation on financial resilience and investigates the mediating role of operational efficiency in energy companies listed on the Indonesia Stock Exchange during the 2021–2025 period. Using a quantitative explanatory design, this study analyzes balanced panel data from 20 energy companies, resulting in 100 firm-year observations. Financial resilience is proxied by cash holding, green innovation is measured using the Green Innovation Disclosure Index, and operational efficiency is proxied by asset turnover. Panel data regression is employed to test the direct effects, while the Sobel test is used to examine the mediation effect. The results show that green innovation does not directly affect financial resilience. However, green innovation has a positive and significant effect on operational efficiency, and operational efficiency positively affects financial resilience. The mediation test confirms that operational efficiency fully mediates the relationship between green innovation and financial resilience. These findings indicate that green innovation cannot be treated merely as environmental disclosure; it becomes financially meaningful only when transformed into an operational capability that improves asset utilization and efficiency. This study extends the Resource-Based View by showing that sustainability-oriented capabilities require an internal conversion mechanism before generating resilience outcomes. Practically, the findings suggest that energy companies should align green innovation initiatives with operational efficiency improvements to strengthen financial stability and long-term sustainability.]]>
<![CDATA[Addressing the Basic Infrastructure Gap in Strategic Areas of West NusaTenggara Province ]]>
<![CDATA[Tribuana Tungga Dewi]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.175
<![CDATA[This study examines the basic infrastructure gap in the Provincial Strategic Areas of West Nusa Tenggara, Indonesia, where investment-oriented spatial development has progressed faster than the provision of essential public services. The designation of eleven Provincial Strategic Areas under the 2024–2044 Regional Spatial Plan has strengthened development agendas in tourism, industry, agribusiness, and environmental conservation. However, communities around these areas still face unequal access to safe drinking water, proper sanitation, and accredited health facilities. Using a qualitative policy case study with a descriptive-prescriptive design, this research analyzed spatial planning documents, regional development plans, minimum service standard reports, sectoral documents, and stakeholder assessments. The analysis combined the Urgency, Seriousness, and Growth matrix, Fishbone root-cause analysis, and policy-option assessment. The findings show that access to safe drinking water reached 58%, proper sanitation 42%, and accredited health facilities only 31%, indicating a substantial mismatch between strategic-area development and basic service fulfillment. The USG analysis identified the basic utility infrastructure crisis as the highest-priority problem. Root-cause analysis further shows that the gap is shaped by regulatory weakness, institutional fragmentation, fiscal limitation, and spatial-ecological pressure. This study contributes to sustainable infrastructure and regional governance debates by positioning basic infrastructure as the key mechanism through which strategic-area development either reduces or reproduces regional disparities. The study recommends strategic-area-specific Minimum Service Standards, a functional Regional Governance Board, and a Sustainable Infrastructure Fund to align investment growth with equitable, coordinated, and resilient service delivery]]>
<![CDATA[Inclusiveness of Pioneer Youth Organizations Around Kayuapu Kulon (POPSIKA) in the Multiversity of the Gondangmanis Bae Kudus Community ]]>
<![CDATA[Rif'an Maulana]]>;
<![CDATA[Mas’udi]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.177
<![CDATA[This study analyzes how the Pioneer Youth Organization Around Kayuapu Kulon (POPSIKA) constructs and sustains inclusivity in the plural Muslim–Christian community of Gondangmanis Village, Bae District, Kudus, Indonesia. Using a qualitative case study design, data were collected through participant observation, semi-structured interviews, and documentation, then analyzed thematically. The findings show that POPSIKA develops inclusivity not through formal interfaith dialogue alone, but through everyday civic practices embedded in local community life. Five mechanisms were identified: youth-based social participation, reciprocal interfaith cooperation, negotiated theological boundaries, humanitarian solidarity, and informal conflict management. Muslim and Christian youth support one another during religious celebrations in civic roles, participate in collective work, provide social assistance across religious identities, and manage sensitive issues through deliberation and trusted local communication. The study introduces the concept of bounded inclusivity to explain how religious communities can expand cooperation while preserving theological commitments. This concept challenges the assumption that inclusivity requires the dissolution of religious boundaries. Instead, the findings demonstrate that respected boundaries can become enabling conditions for sustainable coexistence when supported by trust, reciprocity, and shared responsibility. Theoretically, this study contributes to discussions on religious pluralism, youth participation, and social cohesion by offering a grounded explanation of how interfaith harmony is produced in everyday life. Practically, it highlights the strategic role of grassroots youth organizations in preventing sectarian tension and strengthening community resilience. The study suggests that bounded inclusivity may serve as a contextual model for plural communities facing intolerance, polarization, and fragile interreligious relations.]]>
<![CDATA[The Effect of Artificial Intelligence Integration and Computational Thinking on Students’ Religious Problem-Solving Ability in Islamic Religious Education Learning ]]>
<![CDATA[Khairrina]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.179
<![CDATA[The rapid adoption of Artificial Intelligence (AI) has transformed educational practices worldwide, yet its pedagogical value in value-based learning remains insufficiently understood. Previous studies have largely examined AI and computational thinking in STEM, higher education, and general digital learning contexts, leaving Islamic Religious Education underexplored. This study investigates the effects of AI integration and computational thinking on students’ religious problem-solving ability in Islamic Religious Education learning. Using a quantitative explanatory correlational survey design, data were collected from 150 grade XI senior high school and madrasah students selected through purposive sampling. A five-point Likert-scale questionnaire was used to measure AI integration, computational thinking, and religious problem-solving ability. The data were analyzed using descriptive statistics, validity and reliability testing, classical assumption tests, Pearson correlation, and multiple linear regression with IBM SPSS Statistics. The findings show that AI integration had a positive and significant effect on religious problem-solving ability. Computational thinking also had a positive and significant effect and emerged as the stronger predictor. Simultaneously, AI integration and computational thinking explained 57.5% of the variance in students’ religious problem-solving ability. These findings indicate that the educational value of AI in Islamic Religious Education depends not only on technological access, but also on students’ ability to process information systematically, ethically, and contextually. This study extends technology-enhanced learning and computational thinking literature by positioning computational thinking as a cognitive mechanism that transforms AI-supported information into value-based religious problem solving. Practically, the findings highlight the need for AI-supported Islamic Religious Education that integrates source verification, guided questioning, ethical reflection, and structured reasoning.]]>
<![CDATA[Digital Media Integration in Islamic Religious Education: Students' Responses and Islamic Value Formation ]]>
<![CDATA[Viki Bayu Mahendra]]>;
<![CDATA[Rochmawati Sholikhah Sukemi]]>;
<![CDATA[Ashabil Yaqin]]>;
<![CDATA[Ghufron Ali Sya'bana]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.182
<![CDATA[The growing adoption of digital technology has transformed instructional practices in Islamic Religious Education (IRE), creating opportunities to improve learning quality while preserving the ethical and spiritual objectives of Islamic education. This study investigates students' responses to the integration of digital media in IRE and examines its relationship with Islamic value formation at SMA Al-Azhar Syifa Budi Surakarta, Indonesia. A descriptive quantitative survey was conducted involving 82 students who had experienced digitally supported IRE instruction. Data were collected through a validated 15-item questionnaire covering three dimensions: digital media integration, contemporary Islamic education, and students' learning responses. Descriptive statistical techniques, including frequencies, percentages, and mean scores, were employed to analyze the data. The findings indicate that students expressed highly positive perceptions of digital media integration, with an overall mean score of 4.25 (85.01%), classified as very good. The strongest evaluation emerged in the dimension of Islamic value formation, suggesting that technology-supported learning can reinforce religious understanding, ethical awareness, and responsible technology use when guided by appropriate pedagogical practices. Nevertheless, students' concentration received comparatively lower ratings, indicating the need for more structured and interactive digital learning activities. These findings highlight that effective digital integration in IRE depends not only on technological resources but also on pedagogical design capable of balancing instructional innovation with the cultivation of Islamic values.]]>
<![CDATA[Double Burden and Social Stigma: A Case Study of Bullying Among Working Students at State Senior High School 1 Peusangan, Bireuen, Indonesia ]]>
<![CDATA[Zahriyanti]]>;
<![CDATA[Musrizal]]>;
<![CDATA[Ikhwani]]>;
<![CDATA[Muhammad Iqbal]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.188
<![CDATA[Working students from economically disadvantaged backgrounds frequently face challenges that extend beyond balancing education and employment, including negative social perceptions and unequal treatment within school communities. Although school bullying has been widely investigated, limited attention has been paid to how the combination of double burden and social stigma shapes the experiences of working students in secondary education. This study explores the dynamics of bullying encountered by working students at State Senior High School 1 Peusangan, Bireuen, Indonesia. A qualitative case study approach was employed, drawing on data collected through classroom observations, in-depth interviews, and document analysis involving school leaders, teachers, counselors, and students selected purposively. Data were interpreted using the interactive analytical framework of Miles, Huberman, and Saldaña, while source triangulation was applied to strengthen the credibility of the findings. The analysis revealed that the simultaneous demands of schooling and manual work increased students' susceptibility to stigmatization, verbal humiliation, physical intimidation, and social exclusion. Moreover, bullying was often perceived as ordinary peer interaction, reducing institutional awareness and delaying appropriate responses. These findings indicate that bullying against working students reflects broader patterns of socioeconomic inequality rather than isolated interpersonal conflict. The study emphasizes the need for school policies and educational practices that foster empathy, strengthen institutional responsiveness, and create more inclusive learning environments for economically marginalized students.]]>
<![CDATA[Interpretation of “Nushūz” (An-Nisa: 34) in the Digital Age: Cyber Violence and the Redefinition of Marital Disobedience ]]>
<![CDATA[Wilnan Fatahillah]]>;
<![CDATA[Dedi Uska]]>;
<![CDATA[Hari Winarsa]]>;
<![CDATA[Untung Famuji]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.189
<![CDATA[This study reinterprets the Qur’anic concept of nushūz in Qur’an 4:34 within the context of cyber violence and digitally mediated marital harm. Classical interpretations have often confined nushūz to physical departure, sexual refusal, or one-sided marital disobedience, thereby limiting its capacity to address non-physical forms of domination in contemporary Muslim households. Using qualitative conceptual research based on systematic library study, critical contextual hermeneutics, and feminist legal hermeneutics, this article examines selected tafsir works, Islamic family-law scholarship, and recent studies on technology-facilitated abuse. This study fills the gap between cyber-violence scholarship and Islamic legal hermeneutics by showing how digital abuse can be interpreted through Qur’anic marital ethics. The analysis demonstrates that nushūz contains a broader ethical meaning related to rupture, imbalance, arrogance, and serious relational disruption. When placed in dialogue with digital realities, cyber violence emerges as a form of marital harm that threatens privacy, dignity, psychological safety, autonomy, and relational justice. The study identifies three principal mechanisms of cyber-nushūz: extractive surveillance, including spyware and unauthorized tracking; reputational weaponization, including online humiliation and image-based abuse; and algorithmic restriction, including digital financial control and blocked access to communication technologies. The article contributes to contemporary Islamic family law by proposing cyber-nushūz as a legal-ethical category grounded in Qur’anic ethics and maqāṣid al-sharī‘ah. This framework expands the interpretation of nushūz beyond bodily and spatial disobedience toward a digital rights-based understanding of marital violation. Practically, the findings offer a normative basis for religious courts, mediators, and Muslim family-law practitioners to recognize coercive digital conduct as serious marital harm in digitally connected societies.]]>
<![CDATA[Repositioning Islam as an Epistemic Paradigm in Postcolonial Critique: From Orientalism to the Decolonization of Knowledge ]]>
<![CDATA[Abdul Somad]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.196
<![CDATA[Postcolonial scholarship has played an important role in exposing the enduring influence of colonial power on contemporary knowledge production. Nevertheless, Islam continues to be discussed predominantly as an object of representation instead of being recognized as an epistemic tradition capable of generating alternative theoretical perspectives. Responding to this gap, the present study explores how Islam can be repositioned as an epistemic paradigm within postcolonial discourse to support the broader project of decolonizing knowledge. This research adopted a qualitative conceptual approach based on systematic library research. Relevant literature was examined through thematic coding, Critical Discourse Analysis, and interpretative synthesis to identify recurring patterns and conceptual relationships. The analysis reveals that current postcolonial debates remain largely centered on dismantling Orientalist narratives while offering limited engagement with Islamic epistemological resources. In contrast, principles such as tawḥīd, al-'adl, maṣlaḥah, and amānah provide a coherent ethical and philosophical foundation for advancing epistemic pluralism and challenging contemporary forms of coloniality. Building on these findings, the study proposes an Islamic postcolonial epistemic framework that reconnects Islamic intellectual traditions with postcolonial criticism, thereby expanding ongoing discussions on epistemic justice and promoting a more inclusive understanding of global knowledge production.]]>
<![CDATA[The Effectiveness of Policy Implementation of Rice Land Conversion Control to Support National Food Security in KarawangRegency West Java Province ]]>
<![CDATA[Fahmi Ardiansyah]]>;
<![CDATA[Muhadam Labolo]]>;
<![CDATA[Tjahjo Suprajogo]]>;
<![CDATA[Eko Budi Santoso]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.197
<![CDATA[Rice field conversion has become a critical governance issue in regions where food security objectives intersect with industrial and urban expansion. This study analyzes the effectiveness of rice field conversion control policy in supporting national food security in Karawang Regency, West Java Province, Indonesia. Karawang is a strategic rice-producing region, yet it also functions as a major industrial growth area, creating persistent pressure on productive paddy fields. Using a qualitative case study design, data were collected from 35 informants representing policy makers, policy implementers, farmers, academics, journalists, and community actors through semi-structured interviews, field observation, and document review. The data were analyzed through thematic analysis using five dimensions of policy implementation effectiveness: appropriate policy, appropriate implementation, appropriate target, appropriate environment, and appropriate process. The analysis was expanded by examining compensation adequacy and policy synchronization as emerging empirical dimensions. The findings show that the policy has a strong formal foundation and is relevant to agricultural land protection, but its implementation remains only partially effective. Limited public understanding of LP2B, uneven field supervision, weak target achievement, insufficient farmer incentives, and poor alignment between agricultural protection and industrial development continue to constrain policy effectiveness. This study contributes to policy implementation literature by positioning compensation adequacy and policy synchronization as central dimensions of land-use governance in rapidly industrializing agricultural regions. Practically, the study recommends stronger LP2B socialization, integrated inter-agency monitoring, fairer farmer support schemes, and agro-industrial policy alignment to protect productive rice fields and strengthen sustainable food security.]]>
<![CDATA[Responding to the Crisis of Religious Literacy among Generation Z in the Era of Algorithmic Islam: Developing a Deep Learning-Based Islamic Education Model ]]>
<![CDATA[Milana Abdillah Subarkah]]>;
<![CDATA[Sri Hastuti]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.199
<![CDATA[The expansion of digital technology and algorithm-driven platforms has transformed the ways Generation Z encounters and interprets religious knowledge, creating new challenges for Islamic education. Although digital media broaden access to religious information, they also encourage the spread of fragmented narratives, misinformation, and uncritical patterns of religious learning. This study aims to examine the crisis of religious literacy experienced by Generation Z in the era of algorithmic Islam and to develop a deep learning-based Islamic education model capable of strengthening critical religious literacy. Using an Educational Design Research (EDR) approach, the study was conducted from March to May 2026 in four Islamic educational institutions in Banten Province, Indonesia. Twenty-five participants, including school principals, Islamic Religious Education teachers, and parents, were selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, focus group discussions, document analysis, expert validation, and limited model implementation. The findings indicate that existing Islamic Religious Education remains predominantly transmission-oriented and has not adequately addressed the epistemological complexities of digitally mediated religious environments. The study subsequently developed the Deep Learning-Based Critical Religious Literacy (DL-CRL) Model, which comprises five interconnected dimensions: critical inquiry, digital religious verification, reflective dialogue, collaborative knowledge construction, and transformative religious engagement. Limited implementation demonstrated improvements in students’ ability to evaluate religious information, verify digital sources, and construct evidence-based religious arguments. The proposed model offers an integrative pedagogical framework that connects Islamic educational values, deep learning, and digital religion studies to support religious literacy among Generation Z.]]>
