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).
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159 Documents
<![CDATA[Religious Character Building through Cultural Acculturation: An Ethnographic Study of Islamic Ritual Traditions in Tangerang ]]>
<![CDATA[Siti Munawati]]>
<![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.v24i2.254
<![CDATA[The relationship between Islamic teachings and local cultural traditions provides an important context for understanding how religious character is developed within contemporary communities. This study examines how cultural acculturation through Islamic ritual traditions contributes to religious character formation and social cohesion in Tangerang, Indonesia. A qualitative ethnographic design was employed to explore the meanings, practices, and social interactions surrounding syukuran kehamilan, aqiqah, haul, and tahlil. Data were obtained through participant observation, semi-structured interviews, document analysis, and field notes involving religious leaders, community elders, cultural practitioners, neighborhood leaders, and local residents. The data were analyzed through data reduction, coding, thematic categorization, data display, and conclusion drawing, while source and method triangulation, prolonged engagement, and member checking were used to strengthen trustworthiness. The findings indicate that these traditions function not only as religious ceremonies but also as informal spaces for learning and practicing gratitude, responsibility, empathy, generosity, cooperation, and mutual respect. Their repeated participation also facilitates intergenerational transmission of Islamic values, strengthens interpersonal trust and solidarity, and supports harmonious relationships within the multicultural community. The study further develops an initial Community-Based Character Education Model linking Islamic values, cultural acculturation, ritual participation, religious character formation, and social cohesion. These findings highlight the potential of culturally embedded religious traditions as complementary educational resources for sustaining religious character and community harmony.]]>
<![CDATA[From Reading to Writing: The Effect of a Gamified Mini-Story Application on Elementary Students’ Writing Skills ]]>
<![CDATA[Barokah Widuroyekti]]>;
<![CDATA[Hadiqotul Luluk]]>;
<![CDATA[Arifin Nur Budiono]]>;
<![CDATA[Yurike Kinanthy Karamoy]]>
<![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.v24i2.256
<![CDATA[Elementary students often find it difficult to transform ideas gained from reading into coherent written stories. This study examined the effectiveness of the gamified Baca dan Tulis Cerita Mini application in supporting third-grade students’ mini-story writing skills and described its classroom implementation. A quantitative quasi-experimental study was conducted using a pretest–posttest non-equivalent control group design with 56 students from MIMA KH. 01 KH. Shiddiq, Jember, Indonesia. Twenty-eight students participated in the experimental group and learned through the gamified application, while 28 students in the control group received conventional instruction. Students’ writing was assessed using an analytic rubric covering content relevance, story structure, coherence, vocabulary, sentence accuracy, and creativity. Data were analysed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test, paired-samples t-test, and independent-samples t-test. The experimental group’s mean writing score increased from 72.11 to 95.11, whereas the control group improved from 71.14 to 76.46. The within-group analysis showed significant improvement in the experimental group, t(27) = −30.858, p < .001, while the posttest comparison also indicated a significant difference between groups, t(54) = 29.612, p < .001. Classroom observations indicated that students generally followed the application sequence after initial guidance and remained involved in the learning activities. The findings suggest that integrating model reading, guided activities, and gamified progression can support elementary students in developing more structured, coherent, and creative mini-stories.]]>
<![CDATA[Gender Representation in Narrative Texts of Elementary School Indonesian Language Textbooks in the Merdeka Curriculum ]]>
<![CDATA[Elsa Rahmalia Putri]]>;
<![CDATA[Nadia Tiara Antik Sari]]>;
<![CDATA[Neneng Sri Wulan]]>
<![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.v24i2.258
<![CDATA[Textbooks in elementary education function not only as learning resources but also as media that shape students’ understanding of gender roles through the representation of characters, activities, and social interactions. However, studies on gender representation in narsrative texts of Indonesian language textbooks under the Merdeka Curriculum remain limited, particularly those examining character positions, identity roles, interaction roles, and activity spaces simultaneously. Therefore, this study aimed to analyze gender representation in narrative texts contained in Grades IV–VI Indonesian language textbooks of the Merdeka Curriculum. This study employed a qualitative content analysis approach. The data consisted of 38 narrative texts analyzed using a coding sheet adapted from the gender representation framework of Brugeilles and Cromer (2009). Data were analyzed through data reduction, data display, and conclusion drawing. The findings show that gender representation varies across grade levels. Grade IV texts are characterized by male dominance, particularly in public activities, whereas female characters are more frequently associated with domestic activities. Grade V texts demonstrate a more balanced pattern through increased female participation in educational activities and social interactions. Grade VI texts present a more inclusive representation, with female characters appearing more frequently as main characters and in educational, social, and leadership roles. Overall, the findings indicate a gradual shift toward more inclusive gender representation across grade levels, although traditional gender stereotypes remain evident in the distribution of activities, roles, and activity spaces.]]>
<![CDATA[The Concept of Fitrah of Harry Santosa: An Alternative Concept of Islamic Education Based on Fitrah Syamilah ]]>
<![CDATA[Suraiya Suraiya]]>;
<![CDATA[Zubaidah Zubaidah]]>;
<![CDATA[Abdul Manan]]>;
<![CDATA[Salami Mahmud]]>;
<![CDATA[M Nur Akhyar]]>
<![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.v24i2.259
<![CDATA[The growing demand for holistic Islamic education has renewed attention to fitrah as a possible foundation for understanding human development and educational purpose. This study examines Harry Santosa’s conception of fitrah syamilah, explores how it is constructed into a model of Islamic education, and critically assesses its strengths and limitations. The study employed qualitative literature research with a descriptive-analytical approach. Primary data were drawn from Santosa’s works, particularly Fitrah Based Education and Fitrah Based Life, while secondary sources were used to provide broader perspectives on fitrah and Islamic education. Data were collected through documentation and analyzed using content analysis, internal coherence analysis, idealization, and critical analysis. The findings show that Santosa understands fitrah as a comprehensive system that brings together fitrah munazzalah, the fitrah of nature, the fitrah of life, and diverse dimensions of human fitrah. This perspective shifts education from an externally driven process toward an inside-out orientation that seeks to recognize, nurture, and direct innate potential in accordance with revelation and the realities of life. The framework is particularly strong in its holistic orientation, developmental sensitivity, personalization, and integration of spiritual and human dimensions, although its practical application depends heavily on the understanding and involvement of parents and educators. The study further develops Theocentric-Humanist Education as a conceptual synthesis of fitrah syamilah that connects divine guidance, human potential, and civilizational responsibility]]>
<![CDATA[Outcome-Based Education in the Age of Artificial IntelligenceA Thematic Tafsīr Analysis of Curricular Impacts in Islamic Higher Education ]]>
<![CDATA[Lilis Fauziah Balgis]]>;
<![CDATA[Syamsudin Ali Nasution]]>;
<![CDATA[Novi Maryani]]>
<![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.v24i1.260
<![CDATA[Artificial Intelligence (AI) is increasingly reshaping Outcome-Based Education (OBE) by expanding opportunities for personalized learning, curriculum responsiveness, assessment efficiency, and student support. In Islamic higher education, however, the growing reliance on measurable outcomes and algorithmic processes raises concerns about whether moral, spiritual, relational, and holistic dimensions of learning may receive insufficient attention. This study examines the curricular implications of AI-driven OBE through the perspective of thematic Qur’anic exegesis (tafsīr mawḍū‘ī). Using a qualitative library research design, the study integrates a structured review of contemporary scholarly literature published primarily between 2022 and 2026 with a thematic analysis of relevant Qur’anic concepts and classical and contemporary exegetical sources. The analysis reveals that AI can enhance learning personalization and support the alignment of educational processes with intended outcomes, while also creating concerns related to algorithmic bias, data privacy, transparency, and human agency. These developments are interpreted through the interconnected concepts of ta‘līm, tarbiyah, and ta‘dīb, which emphasize intellectual development, holistic nurturing, and moral cultivation. The study further identifies maqāṣid al-sharī‘ah as a normative basis for evaluating and governing AI in ways that uphold human dignity, intellect, justice, welfare, and accountability. An integrative framework is consequently proposed to connect AI-OBE implementation, ethical governance, competency and character development, and continuous quality improvement. The study concludes that AI should remain an enabling educational instrument guided by human judgment and Islamic ethical principles rather than becoming the primary determinant of educational value.]]>
<![CDATA[Selective Maslahah: Judicial Reasoning on Child Marriage Dispensation at the Religious Courts of Madura, Indonesia ]]>
<![CDATA[Moh. Afif Wahyudi]]>;
<![CDATA[Idzam Fautanu]]>;
<![CDATA[Siah Khosyi'ah]]>;
<![CDATA[Ateng Ruhendi]]>
<![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.v24i2.268
<![CDATA[Although Indonesia raised the minimum legal age for marriage to nineteen years through Law Number 16 of 2019, judicial dispensation remains available, placing Religious Courts at the center of decisions concerning child marriage. This study examines how judges at the four Religious Courts of Madura operationalize maslahah mursalah in marriage dispensation proceedings and evaluates the extent to which their reasoning reflects the objectives of maqasid al-shari'ah. An empirical-juridical qualitative approach was employed using semi-structured interviews with four senior judicial officers, documentary analysis of ten marriage dispensation decisions, and examination of annual court reports from 2020 to 2023. Data were analyzed through qualitative content analysis, thematic coding, and critical legal interpretation, with triangulation applied to strengthen the credibility of the findings. The results reveal that judges consistently invoke maslahah mursalah when justifying marriage dispensation; however, judicial reasoning predominantly emphasizes the protection of religion (hifz al-din) and lineage (hifz al-nasl), while the protection of life, intellect, and property receives limited evidentiary consideration. Pregnancy outside marriage emerges as the principal factor shaping judicial decisions, whereas multidisciplinary assessment and long-term evaluation of children's welfare remain inconsistently implemented. The study concludes that selective application of maslahah is primarily influenced by institutional and evidentiary constraints rather than inadequate doctrinal understanding. These findings contribute to Islamic family law scholarship by proposing a more systematic framework for evaluating judicial reasoning and offer practical recommendations for strengthening child-centered marriage dispensation procedures in Indonesia.]]>
<![CDATA[Bridging Standardization And Adaptation: Implementing The Ummi Method Based On Student Characteristics In Elementary Qur’anic Pedagogy ]]>
<![CDATA[Albarratut Taqiyah]]>;
<![CDATA[Zakiyah BZ]]>;
<![CDATA[Muhammad Kholil]]>
<![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.v24i1.279
<![CDATA[Conventional Qur’anic instruction in elementary schools often struggles with rigid delivery, student cognitive fatigue, and low recitation accuracy due to a lack of adaptation to children's developmental profiles. This study investigates the implementation of the standardized Ummi Method tailored to student characteristics at MI Miftahul Ulum 01 Bondowoso, examining its pedagogical execution, quality assurance, environmental management, and supporting/inhibiting factors. A qualitative case study design was employed. Data were gathered through extended classroom observations, document analysis, and in-depth interviews with the principal, Ummi coordinator, instructors, and students. Data analysis followed interactive qualitative procedures involving data condensation, presentation, and conclusion drawing. The findings indicate that implementing the Ummi Method through its seven standardized stages, combined with diagnostic placement testing, small-group ratios (10–15 students), and multi-sensory differentiation, significantly improves students' tartil, reading fluency, and tajwid precision. Spatial management—alternating between indoor classrooms and outdoor terraces-effectively mitigates student fatigue. Furthermore, institutional interventions such as the Ummi Clinic and daily Achievement Books successfully resolve domestic practice gaps. Adapting a standardized Qur’anic methodology through differentiated instruction and spatial engineering creates a humanistic, effective learning ecosystem that elevates recitation quality while fostering religious character.]]>
<![CDATA[Developing a Community-Based Productive Zakat Model for Socioeconomic Transformation of Mustahiq: Evidence from Kampung Zakat in Indonesia ]]>
<![CDATA[Alfina Wildatul Fitriyah]]>;
<![CDATA[Yasir Arafat]]>;
<![CDATA[Halili]]>;
<![CDATA[Wildan Miftahussurur]]>;
<![CDATA[Dwi Rafelika Angger Adinata]]>
<![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.v24i1.280
<![CDATA[Productive zakat is increasingly recognized as a potential instrument for reducing poverty and promoting sustainable community empowerment. However, previous studies have largely emphasized economic outcomes, providing limited explanation of the integrated processes through which productive zakat supports long-term socioeconomic transformation. This study aims to develop an Integrated Community-Based Productive Zakat Model based on evidence from the Kampung Zakat program in Jember Regency, Indonesia. A qualitative case study design was employed. Data were obtained through semi-structured interviews, participant observation, and document analysis involving stakeholders and mustahiq directly engaged in the program. The data were analyzed inductively using the interactive framework of data condensation, data display, and conclusion drawing with continuous verification. The findings indicate that productive capital alone is insufficient to sustain beneficiaries' economic progress. Its effectiveness depends on its integration with entrepreneurship capacity building, continuous mentoring, spiritual development, community participation, and institutional collaboration. These interconnected elements form an empowerment ecosystem that strengthens productive capability, business resilience, social participation, self-confidence, and ethical responsibility, supporting the gradual movement of mustahiq toward greater economic independence and potential future contribution to community welfare. The study contributes to Islamic social finance literature by framing productive zakat as a multidimensional empowerment system rather than solely a redistributive mechanism. Practically, the proposed model offers guidance for zakat institutions and policymakers in designing more integrated and sustainable empowerment programs. ]]>
<![CDATA[Strengthening Islamic Literacy Networks through Cross Border Organizational Da’wah: A Case Study of Sygma Daya Insani’s Annual Meeting SLC 2025 ]]>
<![CDATA[Enik Fa’izah]]>;
<![CDATA[Dewi Santi]]>
<![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.v24i2.281
<![CDATA[The expansion of digital communication has transformed Islamic da'wah by widening access to religious knowledge while simultaneously raising questions about credibility, authority, and the sustainability of literacy practices. This study examines how Sygma Daya Insani's (SDI) Annual Meeting SLC 2025 functioned as a cross-border organizational space for strengthening Islamic literacy-based da'wah. Using a qualitative single-case study design, data were collected during activities held in Malaysia and Thailand from 3 to 7 May 2025 through semi-structured interviews, participant observation, field documentation, and public organizational documents. The data were analyzed iteratively through organization and condensation, initial coding, thematic development, cross-source comparison, triangulation, and interpretation. The findings show that the meeting operated not merely as an organizational event but as a temporary space for coordinating dispersed actors, circulating literacy resources, connecting face-to-face activities with digital communication, and reinforcing collective identity through recognition practices. These processes were synthesized into the Cross-Border Islamic Literacy Network framework, comprising four interconnected mechanisms: knowledge production, relational coordination, hybrid circulation, and symbolic recognition. The study contributes to discussions on digital religion and transregional Islam by shifting attention from individual religious actors and media platforms toward the organizational infrastructure supporting Islamic knowledge circulation. Practically, the findings highlight the importance of integrating credible literacy resources, interpersonal coordination, responsible digital communication, and meaningful recognition to sustain literacy-based da'wah. As a single bounded case, the findings are context-specific and require further examination across different organizations and cross-border settings]]>
