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
79 Documents
<![CDATA[Local social cohesion in indonesian rituals and its implication in educational context ]]>
<![CDATA[Erna Mena Niman]]>;
<![CDATA[Hieronimus Canggung Darong]]>
<![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.v24i1.19
<![CDATA[This study critically examines the role of implicature in the Manggarai marriage proposal ritual as a culturally embedded communicative system that sustains social cohesion and collective identity in the face of accelerating global communication shifts. While dominant pragmatic theories emphasize clarity and efficiency, ritual discourse in incdigenous contexts reveals a contrasting logic where meaning is constructed through indirectness and shared cultural knowledge. Adopting a qualitative interpretive design grounded in sociopragmatics, this research integrates implicature theory and politeness theory to analyze naturally occurring discourse collected through observation, in-depth interviews, and documentation involving fifteen participants across three ritual events. Thematic analysis identifies five interrelated functions of implicature: maintaining politeness and honor, mediating negotiation, reinforcing social hierarchy, managing rejection and conflict avoidance, and enabling cultural transmission. The findings demonstrate that indirectness operates not as a strategic option but as a normative communicative system that prioritizes relational harmony over informational transparency. This challenges the universality of established pragmatic frameworks by showing that communicative effectiveness is culturally defined rather than universally fixed. Furthermore, the study advances a conceptual repositioning of implicature from a micro-level inferential process to a macro-level socio-cultural mechanism that organizes interaction and reproduces social order. Practically, the findings offer implications for developing intercultural communicative competence and culturally responsive pedagogy. By foregrounding cultural logic in meaning-making, this study contributes a novel perspective to global pragmatics, emphasizing that communication in ritual contexts is fundamentally shaped by values that sustain social cohesion and continuity]]>
<![CDATA[Emotional Literacy in Learning to Write Descriptive Texts Through The Multisensory PjBL Model Based on Favorite Objects in Elementary Schools ]]>
<![CDATA[Encil Puspitoningrum]]>;
<![CDATA[Yuni Pratiwi]]>;
<![CDATA[Titik Harsiati]]>
<![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.v24i1.20
<![CDATA[This research examines the effectiveness of a multisensory Project-Based Learning (PjBL) model based on cherished objects in enhancing the emotional literacy of fourth-grade elementary school students when writing descriptive texts. Using a descriptive phenomenological qualitative approach, the study involved 28 students from SD Muhammadiyah 9 Malang in the 2025/2026 academic year. Data were collected through participant observation (8 meetings), in-depth interviews, text analysis and reflection journals. The results show a significant improvement in the quality of the descriptive texts (average +64.6%), particularly in the expression of personal emotions (+110.7%) and sensory vocabulary (+72.0%). Four main themes emerged: high emotional engagement, enrichment of sensory-affective details, development of self-awareness and self-regulation, and the transfer of emotional literacy to daily life (86.7% of parents reported their children being more open). The model successfully transformed student writing from mechanical prose into authentic and expressive narratives. The multisensory PjBL model based on cherished objects proved effective in integrating the affective dimension into descriptive text writing instruction and aligns with the holistic spirit of the Merdeka Curriculum.]]>
<![CDATA[Facilitator empowerment as a catalyst for entrepreneurial character and economic self-reliance of zakat beneficiaries: Evidence from BAZNAS Republik Indonesia ]]>
<![CDATA[Husnul Khatimah]]>;
<![CDATA[Qurroh Ayuniyyah]]>;
<![CDATA[Popy Novita Pasaribu]]>;
<![CDATA[Immas Nurhayati]]>
<![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.v24i1.22
<![CDATA[Productive zakat programs in Indonesia continue to encounter structural challenges in achieving sustainable mustahik empowerment, as many initiatives remain focused on short-term capital distribution rather than long-term capacity building. This study aims to examine how facilitator empowerment and catalytic roles influence mustahik empowerment by positioning entrepreneurial character as a mediating variable. A quantitative explanatory design was employed using survey data collected from mustahik participating in productive zakat programs, which were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both direct and indirect relationships among constructs. The findings indicate that facilitator empowerment and catalytic roles significantly enhance the entrepreneurial character of mustahik; however, their direct effects on empowerment outcomes are not statistically significant. Instead, entrepreneurial character emerges as the dominant factor and fully mediates the relationship between facilitation processes and empowerment outcomes. These results highlight that sustainable empowerment is primarily driven by internal transformation reflected in entrepreneurial attitudes and behaviors. In conclusion, zakat-based empowerment strategies should shift from output-oriented approaches toward strengthening entrepreneurial character through structured mentoring and catalytic facilitation, thereby promoting long-term economic self-reliance among mustahik.]]>
<![CDATA[Integrasi Pendekatan Kontekstual dan Pembelajaran Kitab Kuning dalam Perencanaan Kurikulum Bahasa Arab: Studi Kasus di Pesantren ]]>
<![CDATA[Sintaria Marsela]]>;
<![CDATA[Althaf Javid H. Aziz]]>;
<![CDATA[Agus Pahrudin]]>;
<![CDATA[Erlina Erlina]]>
<![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.v24i1.23
<![CDATA[Penelitian ini bertujuan untuk menganalisis perencanaan kurikulum bahasa Arab berbasis pendekatan kontekstual yang terintegrasi dengan pembelajaran kitab kuning dan program keagamaan di lingkungan pesantren. Latar belakang penelitian ini didasarkan pada masih dominannya pendekatan struktural dalam pembelajaran bahasa Arab yang kurang mampu mengembangkan kompetensi komunikatif dan keterkaitan dengan praktik keagamaan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilakukan di Pondok Pesantren Darussalam, Lampung, selama satu semester. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan 12 partisipan, serta analisis dokumen kurikulum, dan dianalisis menggunakan model interaktif Miles dan Huberman melalui tahapan coding, kategorisasi, dan penarikan tema. Hasil penelitian menunjukkan bahwa perencanaan kurikulum didasarkan pada enam prinsip utama, yaitu integrasi keilmuan, relevansi, pengalaman langsung, fleksibilitas, kolaboratif, dan integrasi kitab kuning, yang diwujudkan melalui keterpaduan antara bahasa Arab, program Tahfidz, Ubudiyah, dan Aqidah. Kurikulum memiliki karakteristik kontekstual, student-centered, dan berbasis praktik keagamaan dengan memanfaatkan metode tradisional seperti sorogan dan bandongan yang dipadukan dengan pendekatan modern. Temuan juga menunjukkan bahwa meskipun desain kurikulum telah komprehensif, implementasinya masih menghadapi tantangan pada aspek evaluasi autentik, variasi kemampuan siswa, dan keterbatasan waktu pembelajaran. Penelitian ini berkontribusi dalam menawarkan model kurikulum bahasa Arab yang integratif dan kontekstual berbasis pesantren, yang dapat menjadi rujukan bagi pengembangan kurikulum di lembaga pendidikan Islam serupa.]]>
<![CDATA[Reconfigurative pesantren: Strategic management of value-preserving institutional change in islamic education ]]>
<![CDATA[Luqman Hadi]]>;
<![CDATA[Muhammad Amruddin Latif]]>
<![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.v24i1.25
<![CDATA[Islamic boarding schools (pesantren) in Indonesia are increasingly confronted with simultaneous pressures arising from regulatory expansion, socio-cultural expectations, and digital transformation. While existing studies have largely focused on curriculum modernization and organizational hybridity, limited attention has been given to how value-based pesantren sustain institutional identity while adapting to change. This study aims to examine how Pondok Pesantren Modern Al-Anwar Pacitan reconfigures its institutional structure through the interaction of norms, systems, and leadership agency, and to propose the concept of a “reconfigurative pesantren” as a novel analytical framework. This research employs a qualitative approach using a single instrumental case study design, with data collected through in-depth interviews involving the kiai, director, teachers, students, and guardians, complemented by participatory and non-participatory observations as well as institutional document analysis. Data were analyzed using thematic analysis following Miles et al. (2014) and Braun and Clarke (2006), supported by source, method, and time triangulation. The findings reveal a value-preserving institutional reconfiguration occurring through three interconnected dimensions: normative reconfiguration, where core values are institutionalized into vision, routines, and strategic programs; systemic reconfiguration, reflected in organizational restructuring and selective openness to external pressures; and agency reconfiguration, characterized by delegative-charismatic leadership that distributes authority while maintaining the moral legitimacy of the kiai. The interaction of these dimensions produces a reconfigurative pesantren model. The study concludes that pesantren function as selective and adaptive open systems that strategically transform institutional structures while preserving value continuity, offering a mechanistic explanation of sustainable transformation in value-based educational institutions.]]>
<![CDATA[An analysis of ChatGPT generative content usage towards students’ academic work based on gender perspective ]]>
<![CDATA[Nurfajri Ningsih]]>;
<![CDATA[Sukristiningsih]]>;
<![CDATA[Patur Rahman]]>
<![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.v24i1.27
<![CDATA[The rapid adoption of generative artificial intelligence (AI), particularly ChatGPT, has transformed students’ academic practices, raising important questions regarding usage patterns, academic integrity, and learning behavior. This study aims to examine gender-based differences in the frequency of ChatGPT usage among university students and to identify which academic tasks show the most significant variation between male and female students. A quantitative survey design was employed, involving 20 English education students from Institut Parahikma Indonesia and UIN Alauddin Makassar, consisting of 10 male and 10 female participants. Data were collected through a structured Likert-scale questionnaire and analyzed using descriptive statistics and comparative analysis to identify usage trends and behavioral patterns. The findings reveal that female students consistently demonstrate higher usage of ChatGPT across a wider range of academic functions, particularly in grammar improvement, understanding assignment instructions, and refining academic writing. In contrast, male students tend to use ChatGPT more selectively, mainly for comparing outputs and evaluating argument clarity. Both groups show low dependence on ChatGPT for full task automation, indicating maintained academic autonomy. The most significant gender-based difference is found in language enhancement tasks, where female students exhibit substantially higher engagement. These findings suggest that educators should consider gender-based preferences when integrating AI into learning environments and promote balanced, ethical, and critical use of generative AI to support effective and responsible academic practices]]>
<![CDATA[Implementation of diferrentiated instruction in improving students’ learning outcomes in aqidah akhlaq at Tarbiyah Mazniyah Islamic Junior high school, Jambi city ]]>
<![CDATA[Duta Anggoro]]>;
<![CDATA[Hindun]]>
<![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.v24i1.28
<![CDATA[This study is motivated by the low learning outcomes of students in the Aqidah Akhlak subject, which are associated with limited variation in teaching methods, low student engagement, lack of concentration, passive participation, and decreased motivation to learn. These conditions indicate the need for a more adaptive and student-centered learning approach. Therefore, this study aims to analyze the implementation of differentiated instruction in improving students’ learning outcomes in Aqidah Akhlak learning. This research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, which consists of four stages: planning, acting, observing, and reflecting, conducted in two cycles with 33 Grade VIII students at Madrasah Tsanawiyah Tarbiyah Mazniyah Jambi. Data were collected through observation, interviews, and tests, and analyzed using descriptive quantitative and qualitative techniques. The results showed a significant improvement in students’ learning outcomes, as indicated by the increase in mastery levels from 55% (18 students) in the pre-cycle to 67% (22 students) in Cycle I, and reaching 100% (33 students) in Cycle II. In addition, student engagement and participation improved during the learning process. These findings indicate that differentiated instruction is effective in improving both learning outcomes and student engagement, and is relevant to be implemented in Aqidah Akhlak learning within the framework of student-centered education]]>
<![CDATA[Development of a website based participatory communication management system between schools and parents to enhance the effectiveness of educational collaboration in elementary schools ]]>
<![CDATA[Michael Alan Hirdi Pukada]]>;
<![CDATA[Wahyudi]]>;
<![CDATA[Sophia Tri Satyawati]]>
<![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.v24i1.29
<![CDATA[The increasing demand for effective school–parent collaboration in the digital era has highlighted the limitations of conventional communication practices, which are often characterized by one-way information flow, lack of structure, and limited parental engagement. This study aims to develop and evaluate a website-based participatory communication management system designed to enhance the effectiveness of educational collaboration in elementary schools. The research employed a Research and Development (R&D) approach using the ADDIE model, integrated with a sequential exploratory mixed methods design. Data were collected through observations, interviews, document analysis, and questionnaires involving 24 participants, including school leaders, teachers, administrative staff, and parents. Qualitative data were analyzed using the Miles and Huberman interactive model, while quantitative data were analyzed using descriptive statistics and pre-test–post-test comparisons with the support of SPSS. The findings indicate that the developed system, integrated with the SOFIA application, is highly valid, practical, and effective. The effectiveness of school–parent collaboration increased significantly from 59.44% (moderately effective) to 87.94% (highly effective), accompanied by improvements in communication transparency, parental involvement, and the quality of two-way interaction. These results demonstrate that a structured and participatory digital communication system can transform fragmented communication into a collaborative and transparent process. The study contributes theoretically by integrating participatory communication principles with digital system design and offers a practical model that can be adopted by schools to strengthen stakeholder engagement and educational outcomes.]]>
<![CDATA[Green Finance, Capital Structure, and Firm Value: The Mediation Role of Sustainability Disclosure in Indonesia ]]>
<![CDATA[Sukma Febrianti]]>;
<![CDATA[Mustaruddin Mustaruddin]]>;
<![CDATA[Wendy Wendy]]>
<![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.v24i1.30
<![CDATA[ ABSTRACT Background of study: The growing global concern regarding environmental sustainability has encouraged companies to integrate sustainable finance and transparency practices into corporate strategies. Green Finance and Sustainability Disclosure have become important instruments in supporting long-term corporate value creation. Aims and scope of paper: This study aims to examine the effect of Green Finance and Capital Structure on Firm Value with Sustainability Disclosure acting as a mediating variable. The research focuses on understanding how sustainable financial practices contribute to corporate valuation. Methods: This study aims to examine the effect of Green Finance and Capital Structure on Firm Value with Sustainability Disclosure acting as a mediating variable. The research focuses on understanding how sustainable financial practices contribute to corporate valuation. Result: The findings indicate that Green Finance has a positive and significant effect on Firm Value and Sustainability Disclosure. Capital Structure does not directly influence Firm Value but significantly affects Sustainability Disclosure. Furthermore, Sustainability Disclosure partially mediates the relationship between Green Finance and Firm Value. Conclusion: The results suggest that Green Finance enhances Firm Value both directly and indirectly through improved Sustainability Disclosure. Integrating sustainable financing with transparent sustainability reporting is essential for strengthening investor confidence and supporting long-term corporate performance. ]]>
<![CDATA[Enhancing Teachers’ Competence in Developing Deep Learning BasedLesson Plans Using Flipbook Media Through Training at SD NegeriInpres Sereh ]]>
<![CDATA[Tipuk Widiastuti]]>;
<![CDATA[Yari Dwikurnaningsi]]>;
<![CDATA[Herry Sanoto]]>
<![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.v24i1.31
<![CDATA[This study examines the effectiveness of a flipbook-assisted training model in enhancing teachers’ competence in designing deep learning–based lesson plans within the context of elementary education. The research is grounded in the growing demand for integrating pedagogical and digital competencies to support meaningful learning aligned with contemporary curriculum reforms. A quantitative approach with a quasi-experimental design was employed, involving 18 elementary school teachers participating in a structured training program. Data were collected through pre-test and post-test assessments, observations, questionnaires, interviews, and document analysis of lesson plans. The findings reveal a significant improvement in teachers’ competence, as indicated by increased post-test scores and the enhanced quality of lesson plans. Teachers demonstrated a shift from procedural and teacher-centered approaches toward more student-centered, structured, and reflective instructional designs. The use of flipbook media played a crucial role as a cognitive scaffold, enabling teachers to organize learning components more coherently and effectively. Furthermore, iterative training cycles supported sustained improvement through continuous reflection and refinement. These results suggest that integrating digital scaffolding with deep learning pedagogy provides a robust and practical model for teacher professional development. The study contributes theoretically by offering an integrated framework that bridges pedagogy and technology, and practically by presenting a replicable training model that can support sustainable instructional improvement in diverse educational contexts.]]>
