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[The Dialectic of Natural Law and Fiqh Al-Mu'amalah in Determining Copyright as A Fair Marital Property ]]>
<![CDATA[Lily Andayani]]>;
<![CDATA[Nandang Sambas]]>
<![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.v24i2.224
<![CDATA[Copyright has increasingly become an economically valuable intangible asset, yet its legal status as marital property remains uncertain within Indonesia's pluralistic legal system. This study examines how the dialectical interaction between Western Natural Law and fiqh al-mu'amalah can establish a coherent normative framework for determining copyright as fair marital property. Employing normative legal research, the study applies statutory, conceptual, comparative, philosophical, and Islamic legal approaches to analyze primary, secondary, and tertiary legal materials through doctrinal interpretation and dialectical synthesis. The findings reveal that both legal traditions converge in recognizing copyright as an intangible property rissght while distinguishing between its moral and economic dimensions. Moral rights remain exclusively attached to the creator, whereas economic rights and royalties acquired during marriage may constitute marital property subject to equitable distribution based on each spouse's contribution. The study proposes an integrated normative framework grounded in distributive justice, maqashid al-shari'ah, hifzh al-mal, and maslahah to address existing legal uncertainty and strengthen coherence between intellectual property law and family law. By bridging Western legal philosophy and Islamic jurisprudence, this research contributes a theoretically grounded and practically applicable framework that supports judges, legislators, and legal practitioners in resolving copyright-related marital property disputes more consistently and equitably.]]>
<![CDATA[Transcendental Pedagogical Awareness in Digital Learning Transformation: A Phenomenological Study of Islamic Education Teachers in Frontier Areas of East Kalimantan ]]>
<![CDATA[Dody Wisono]]>;
<![CDATA[Syamsul Arifin]]>;
<![CDATA[M. Nurul Humaidi]]>;
<![CDATA[Syamsurizal Yazid]]>
<![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.v24i2.226
<![CDATA[Digital transformation in education has reshaped teaching and learning practices, encouraging Islamic Education teachers to reconsider the ways in which technology can support educational goals and moral development. While previous studies have predominantly focused on digital competence and technology integration, the spiritual and reflective dimensions underlying teachers’ responses to educational change remain insufficiently explored. This study investigates the transcendental pedagogical awareness of Islamic Education teachers in frontier areas of East Kalimantan during the process of digital learning transformation. Employing a qualitative approach grounded in transcendental phenomenology, data were collected through in-depth interviews, observations, and documentation involving teachers from senior high schools and vocational schools in Berau Regency. The analysis identified four interconnected dimensions of transcendental pedagogical awareness: muhasabah as the foundation of innovative awareness, technology as a value-oriented pedagogical medium, the emergence of teachers as micro digital content creators, and pedagogical resilience in addressing frontier educational challenges. The findings indicate that meaningful digital transformation extends beyond technological proficiency and is sustained by the integration of spiritual reflection, pedagogical commitment, and contextual adaptation. This study proposes the concept of Transcendental Pedagogical Awareness as a framework for understanding value-based digital transformation in Islamic education.]]>
<![CDATA[Transforming Religious Character Development to Prevent Bullying Among Santri: A Case Study of an Indonesian Islamic Boarding School ]]>
<![CDATA[Moch Jauharul Maknun Al Ma’ie]]>;
<![CDATA[Jazilur Rahman]]>
<![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.v24i2.228
<![CDATA[Bullying remains a persistent challenge in educational institutions, including Islamic boarding schools, where religious values are expected to foster respectful and harmonious social relationships. This study aimed to examine how the transformation of religious character development contributes to bullying prevention among santri at an Indonesian Islamic boarding school. Employing a qualitative case study design, the research was conducted at Pondok Pesantren Nurul Jadid, East Java, Indonesia, from January to May 2026. Data were collected through semi-structured interviews, participant observation, and document analysis involving six purposively selected participants representing institutional leaders, counselors, mentors, and students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while the interpretation was guided by Thomas Lickona’s character education framework. The findings reveal that bullying prevention is achieved through the transformation of religious character development into an integrated educational system comprising four interconnected pillars: the Santri Trilogy as the foundation of moral understanding (moral knowing), intensive mentoring through the wali asuh program and Furudhul Ainiyah Akhlak reinforcement to cultivate emotional awareness (moral feeling), continuous religious habituation and counseling to promote prosocial behavior (moral action), and restorative educational sanctions that reinforce an anti-bullying culture. These findings demonstrate that sustainable bullying prevention depends on the systematic internalization of religious values through institutional culture rather than punitive disciplinary approaches alone. The proposed model contributes to the advancement of Islamic character education and offers practical guidance for developing safer, more inclusive, and value-based educational environments in Islamic boarding schools.]]>
<![CDATA[Enhancing Kindergarten Teachers' Pedagogical Competence through the Academic Qualification Fulfillment Program (PKA): Integrating Institutional Support, Digital Literacy, and Andragogical Learning ]]>
<![CDATA[Nila Fitria]]>;
<![CDATA[Fidesrinur]]>;
<![CDATA[Zahrina Amelia]]>
<![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.v24i2.230
<![CDATA[The Academic Qualification Fulfillment Program (PKA) is a strategic initiative designed to upgrade the academic qualifications of kindergarten teachers while strengthening their professional competence. However, empirical evidence explaining how institutional support, digital literacy, and andragogical learning collectively contribute to pedagogical competence remains limited. This study examined how the PKA enhances kindergarten teachers' pedagogical competence by integrating these three dimensions within a unified analytical framework. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 140 kindergarten teachers through structured questionnaires and analyzed using descriptive statistics and multiple regression analysis. The quantitative findings were subsequently elaborated through semi-structured interviews with 20 teachers and focus group discussions involving LPTK lecturers and program administrators, with qualitative data analyzed using thematic analysis. The findings demonstrate that the PKA substantially improves teachers' pedagogical competence through the complementary interaction of institutional support, digital literacy, and andragogical learning. Academic mentoring provided by LPTK strengthened instructional capability, while digital literacy facilitated continuous professional learning and the application of innovative teaching practices. Learning activities grounded in andragogical principles further promoted reflective, self-directed, and experience-based professional development. The study contributes to teacher professional development literature by integrating institutional, technological, and adult-learning perspectives into a comprehensive model of pedagogical competence enhancement. These findings provide practical guidance for policymakers and teacher education institutions seeking to improve the effectiveness and sustainability of teacher qualification programs.]]>
<![CDATA[Religious Activities and the Construction of Religious Character Among Children with Special Needs in Inclusive Schools in Palembang ]]>
<![CDATA[Lianawaty]]>;
<![CDATA[Prof. Dr. Munir, M.Ag]]>;
<![CDATA[Dr. Ema Yudiani, M.Si]]>;
<![CDATA[Dr. Maryamah, M.Pd]]>;
<![CDATA[Dr. Muhammad torik L.c.M.A]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (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.v24i1.231
<![CDATA[Inclusive education seeks not only to ensure equal access to education but also to foster the holistic development of children with special needs, including their religious character. However, limited adaptive educational strategies and the absence of systematic frameworks for integrating religious activities into inclusive learning environments continue to challenge the effectiveness of religious character education. This study aims to examine the construction of religious activities, explore their implementation, and analyze their contributions to the development of religious character among children with special needs in inclusive schools in Palembang, Indonesia. Employing a qualitative multiple-case study design, the research was conducted at SD Negeri 30 Palembang and SMP Negeri 13 Palembang. Data were collected through in-depth interviews, participant observations, questionnaires, and document analysis involving school principals, teachers, special education teachers, parents, and children with special needs. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while trustworthiness was ensured through triangulation and member checking. The findings reveal that religious activities are systematically constructed through students' needs assessment, adaptive learning objectives, contextual religious content, differentiated instructional strategies, and collaborative partnerships among schools and families. Their implementation is strengthened through habituation, teacher role modelling, individualized mentoring, and inclusive school culture. These practices contribute significantly to the development of worship habits, spiritual awareness, discipline, responsibility, empathy, respect, and positive social interaction among children with special needs. The study concludes that religious activities constitute an adaptive and sustainable educational framework for fostering religious character within inclusive schools. The findings contribute to the advancement of inclusive religious education by providing a contextual model for integrating religious values into character development among children with special needs.]]>
<![CDATA[The Transformation of Aqidah Akhlak Values in Shaping Taqwa Character and Scientific Discipline among Santri: An Ethnographic Study at Putri Salafiyah Bangil and Banat 2 Sidogiri Islamic Boarding Schools ]]>
<![CDATA[Aviah Asma’ul Husna]]>;
<![CDATA[Chusnul Muali]]>;
<![CDATA[Mona Novita]]>;
<![CDATA[Abdur Rahman Nor Afif Hamid]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (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.v24i1.232
<![CDATA[This study examines the transformation of Aqidah Akhlak values in shaping the character of taqwa (God-consciousness) and the attitude of scientific discipline among female students (santri) at Pondok Pesantren Putri Salafiyah Bangil and Banat 2 Sidogiri. The research employed a qualitative approach with an ethnographic design. Data were collected through participant observation, in-depth interviews, and documentation, involving the pengasuh (caregivers), ustazah (female teachers), administrators, senior students, and active students. The findings reveal that the transformation of values occurs through instruction, role modeling, habituation, supervision, the application of ta‘zīr (educational sanctions), and the involvement of students in organizational management and teaching activities. This process develops from rule-dependent obedience toward the formation of habits and personal awareness. The character of taqwa is reflected in the regular performance of worship, honesty, self-control, fulfillment of responsibilities, and concern for others. Meanwhile, the attitude of scientific discipline is demonstrated through diligence in attending religious lessons, reading and reviewing classical Islamic texts (kitab), maintaining proper etiquette toward teachers, managing time effectively, preparing lessons, and completing assignments without continuous reminders. This study identifies two models of value transformation. Salafiyah Bangil exhibits a relational-collective model based on the close interaction among administrators, amidi (student coordinators), senior students, and dormitory supervisors. In contrast, Banat 2 Sidogiri demonstrates a charismatic-structural model strengthened by the exemplary leadership of Bu Nyai, collective activities, and the consistent enforcement of institutional regulations. Both models indicate that the success of pesantren education is not merely reflected in students’ compliance with rules, but also in the development of religious awareness, responsibility in learning, and readiness to guide and mentor other students.]]>
<![CDATA[Reconstructing Ethical Leadership through Kresnayana Traditional Performance: A Culturally Responsive Project-Based Character Education Model ]]>
<![CDATA[Jamila Wijayanti]]>;
<![CDATA[Muh. Fatoni Rohman]]>;
<![CDATA[Muhammad Hambali]]>;
<![CDATA[Maulfi Syaiful Rizal]]>
<![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.v24i2.234
<![CDATA[Ethical leadership has become an increasingly important concern as educational institutions seek effective approaches to cultivate students' moral responsibility alongside academic competence. Although character education has been widely implemented, limited attention has been given to transforming indigenous cultural heritage into authentic learning experiences that foster ethical leadership. This study explores the leadership values embodied in the Kresnayana traditional dance drama and examines their integration into the Projek Penguatan Profil Pelajar Pancasila (P5) through a Project-Based Learning framework. A qualitative study employing a realist ethnographic approach was conducted in Blitar Regency, Indonesia, involving 21 purposively selected participants, including cultural practitioners, educators, policymakers, and students. Data were collected through participant observation, semi-structured interviews, and document analysis, and analyzed using thematic analysis supported by triangulation and member checking. The findings reveal three interconnected leadership values wisdom, humanism, and integrity that were progressively internalized through four learning stages: value exploration, critical reflection, collaborative artistic performance, and reflective evaluation. These experiences encouraged students to develop ethical awareness, collaborative competence, cultural identity, and leadership responsibility in authentic educational settings. This study contributes to the ethical leadership and character education literature by demonstrating how local cultural traditions can be transformed into culturally responsive pedagogical practices. The proposed model offers practical guidance for integrating indigenous knowledge into contemporary school curricula while strengthening sustainable character education.]]>
<![CDATA[Negotiating Identity Through Language: A Linguistic Landscape Analysis of Islamic Boarding School Names in Malang, Indonesia ]]>
<![CDATA[Very Erawanto]]>;
<![CDATA[Nudya Kuntum Khoirel Abidah]]>;
<![CDATA[Rosyidatul Hikmawati]]>;
<![CDATA[Muhammad Farih]]>
<![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.v24i1.235
<![CDATA[The linguistic landscape of Islamic boarding schools offers insight into the ways educational institutions express religious values and cultural affiliations through language. This study explores how pesantren in Malang, Indonesia, construct and negotiate their identities through institutional naming practices displayed in public spaces. Adopting a qualitative descriptive approach, the research involved twenty-nine Islamic boarding schools selected purposively to represent different institutional backgrounds. Data were gathered through direct observation, photographic documentation, and semi-structured interviews and subsequently analyzed using Sudaryanto’s correspondence method and thematic analysis. The findings identify four linguistic patterns in pesantren names: monolingual Javanese, bilingual Indonesian–Javanese, bilingual Javanese–Arabic, and multilingual Indonesian–Javanese–Arabic forms. The predominance of the Javanese–Arabic pattern indicates a close connection between local cultural traditions and the symbolic authority of Islam. While Arabic serves to reinforce religious legitimacy, Indonesian facilitates broader social communication, and Javanese preserves regional identity and historical continuity. These naming practices demonstrate that pesantren signboards function not only as markers of institutional presence but also as sites where cultural heritage, religious meanings, and social aspirations intersect and evolve.]]>
<![CDATA[Implementing Islamic Religious Education for Indonesian Migrant Workers in Riyadh: Community Support, Digital Adaptation, and Program Sustainability ]]>
<![CDATA[Khairuddin Saleh Baharuddin]]>;
<![CDATA[Tri Astuti]]>;
<![CDATA[M. Nur Kholis]]>;
<![CDATA[Baihaki]]>;
<![CDATA[Imam Hambali]]>;
<![CDATA[Ahamakosee Kasor]]>
<![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.v24i2.240
<![CDATA[The increasing number of Indonesian migrant workers has intensified the need for accessible and sustainable Islamic religious education that supports both spiritual development and social well-being in overseas settings. However, limited research has examined how such educational initiatives are implemented within migrant communities and sustained under the constraints of transnational labor conditions. This study explores the implementation of Islamic religious education among Indonesian migrant workers in Riyadh, Saudi Arabia, focusing on community support, digital adaptation, and program sustainability. Employing a qualitative instrumental case study, data were collected through semi-structured interviews, participant observation, and document analysis involving migrant workers, religious educators, community leaders, and institutional representatives. The data were analyzed using Reflexive Thematic Analysis. The findings indicate that Islamic religious education functions as an adaptive community-based learning ecosystem supported by collaboration among migrant organizations, mosques, families, and the Indonesian Embassy. Digital communication platforms complement face-to-face learning, expanding participation despite occupational and geographical constraints. Nevertheless, irregular working schedules, limited mobility, financial challenges, and inconsistent attendance continue to affect long-term program sustainability. This study contributes to the literature by conceptualizing Islamic religious education as an adaptive diaspora learning ecosystem shaped by community engagement, institutional collaboration, and digital innovation. The findings provide practical insights for policymakers and community organizations seeking to strengthen sustainable religious education for migrant communities. ]]>
<![CDATA[Harnessing Social Media for Political Socialization to Boost Youth Participation in Society 5.0 ]]>
<![CDATA[Yogi Yoga Swara]]>;
<![CDATA[Prayoga Bestari]]>;
<![CDATA[Supriyono Supriyono]]>;
<![CDATA[Junaidi Junaidi]]>;
<![CDATA[Dedeh Nurhayati]]>;
<![CDATA[Mulia Sari]]>
<![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.v24i2.264
<![CDATA[Social media has become a dominant digital environment for political communication and civic engagement, particularly among young people who represent the largest proportion of voters in Indonesia. However, despite widespread digital connectivity, youth political participation remains inconsistent, highlighting the need to better understand the role of social media in political socialization within the Society 5.0 framework. This study aims to examine how social media contributes to strengthening youth political participation through political socialization. A qualitative literature review was conducted by systematically analyzing peer-reviewed journal articles, academic books, official reports, and publicly accessible digital sources related to social media, political participation, and Society 5.0. The collected data were analyzed using the Miles and Huberman interactive model, encompassing data reduction, data display, thematic coding, interpretation, and verification. The findings indicate that social media facilitates political learning by expanding access to political information, encouraging interactive civic dialogue, and promoting democratic engagement among young citizens. Platforms such as YouTube, Instagram, TikTok, and AI-assisted political communication initiatives demonstrate considerable potential to strengthen political awareness when supported by credible information and adequate digital literacy. This study contributes to the literature by integrating political socialization, digital political communication, and the Society 5.0 perspective into a comprehensive conceptual framework while providing practical insights for policymakers, educational institutions, electoral management bodies, and civil society organizations in designing more effective digital political education strategies. ]]>
