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
164 Documents
<![CDATA[Beyond Administrative Labels: Brand Equity and Grassroots Understanding of Religious Moderation Villages in Indonesia ]]>
<![CDATA[Riza Saputra]]>;
<![CDATA[Rohana Faridah]]>
<![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.v24i2.92
<![CDATA[Religious Moderation Villages (Kampung Moderasi Beragama/KMB) were established by the Indonesian Ministry of Religious Affairs as a strategic initiative to promote tolerance, social cohesion, and peaceful coexistence in religiously diverse communities. Despite widespread governmental implementation, limited evidence exists regarding how these designated villages are recognized, understood, and experienced by local residents. This study aims to examine the alignment between the official branding of Religious Moderation Villages and the actual practice and public understanding of religious moderation at the grassroots level. Employing a qualitative multiple-case study design, the research was conducted in four designated KMB locations in South Kalimantan, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving local government officials, religious counselors, community leaders, and residents. The analysis integrated national religious moderation indicators with brand equity perspectives, focusing on brand awareness, brand association, perceived quality, brand loyalty, and brand assets. The findings reveal a significant discrepancy between administrative designation and community recognition. While residents consistently demonstrate strong moderation practices characterized by tolerance, anti-violence, national commitment, and cultural accommodation, most participants remain unaware of their village’s formal KMB status. Weak brand awareness, limited communication strategies, insufficient visual identity, and inadequate institutional support were identified as major barriers to effective program branding. Nevertheless, strong social capital and established traditions of interfaith cooperation provide a solid foundation for strengthening the KMB identity. The study concludes that successful religious moderation initiatives require not only policy designation but also strategic communication, visible branding, and sustained community engagement to transform administrative recognition into meaningful social legitimacy and long-term program sustainability.]]>
<![CDATA[Evaluating Character Education Programs to Enhance Spiritual Resilience among Theology Students: A Kirkpatrick Model Analysis at STT Sangkakala ]]>
<![CDATA[Ester Uru Hida]]>;
<![CDATA[Bambang Ismanto]]>;
<![CDATA[Tri Widiarto]]>
<![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.v24i2.104
<![CDATA[Character education in theological higher education is expected to form students who are not only academically competent but also spiritually resilient, morally responsible, and prepared for ministry. However, the effectiveness of such programs is often assumed rather than systematically evaluated. This study evaluates the character education program at STT Sangkakala in enhancing the spiritual resilience of theology students using the Kirkpatrick Model. Employing an explanatory sequential mixed-methods design, quantitative data were collected through questionnaires from 65 active theology students, while qualitative data were obtained through interviews, observations, and document analysis involving institutional leaders, lecturers, dormitory supervisors, students, alumni, and church pastors. The evaluation focused on four levels: reaction, learning, behavior, and results. The findings show that the reaction level reached 79.09% with a mean score of 3.16, indicating positive student responses to the program. The learning level achieved the highest score, reaching 81.70% with a mean of 3.27, showing strong improvement in students’ understanding of Christian character values and spiritual resilience. The behavior level reached 76.49% with a mean of 3.06, indicating initial behavioral transfer in spiritual discipline, responsibility, dormitory life, and ministry practice. However, the results level reached only 77.75% with a mean of 3.11, below the 80% success criterion, indicating that spiritual resilience was not yet fully stable or sustainable. This study contributes to theological education by showing that character education must move beyond value understanding toward continuous mentoring, reflective ministry practice, dormitory-based formation, and longitudinal evaluation.]]>
<![CDATA[Development of an AI-Assisted Teacher Training Module for Creating Digital Storybooks in Elementary Schools ]]>
<![CDATA[Kartika Pradiningtyas]]>;
<![CDATA[Bambang Ismanto]]>;
<![CDATA[Stefanus C. Relmasira]]>
<![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.v24i2.110
<![CDATA[Artificial intelligence offers new opportunities for elementary school teachers to design creative literacy-based learning media, yet its pedagogical use requires structured guidance, ethical awareness, and practical training. This study aimed to develop and evaluate an AI-assisted teacher training module for creating digital storybooks in elementary schools. The study used a research and development design with a mixed-method approach based on the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 18 teachers at SD Negeri Getasan, Indonesia. Data were collected through interviews, expert validation sheets, teacher response questionnaires, cognitive tests, product assessment rubrics, reflection questionnaires, observation, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to interpret teacher needs, implementation experiences, and product refinement. The results showed that teachers had strong readiness to adopt AI, although they still needed support in story writing instruction and structured digital storybook production. Expert validation confirmed that the module was highly feasible, with scores of 88.75% from the material expert, 90.63% from the media expert, and 87.50% from the educational practitioner. The practicality test obtained 90.55%, while cognitive effectiveness reached 79.50%. Teachers’ digital storybook products achieved an average score of 3.63 and were categorized as very good. Reflection and usefulness results also indicated positive acceptance and strong potential for sustainable implementation. The main contribution of this study is not limited to producing a training module, but lies in offering an integrated teacher professional development framework that connects AI literacy, digital storytelling pedagogy, ethical evaluation, creative authorship, and school portfolio documentation.]]>
<![CDATA[Ecotheology as a Media to Build Self-Awareness in the Student Learning Process ]]>
<![CDATA[Nur Azizah]]>;
<![CDATA[Lutfi Faishol]]>
<![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.v24i1.119
<![CDATA[The growing need for holistic education has highlighted the importance of fostering students’ self-awareness alongside cognitive achievement. However, educational practices often emphasize academic outcomes while paying limited attention to reflective, spiritual, and ecological dimensions of learning. This study aims to examine how ecotheology-based learning contributes to the development of students’ self-awareness during the learning process at MTs Pakis Cilongok, a madrasa located on the slopes of Mount Slamet, Central Java, Indonesia. The study employed a qualitative descriptive case study approach involving a school principal, teaching volunteers, and students selected through purposive sampling. Data were collected through semi-structured interviews, participant observation, and document analysis and were analyzed using thematic analysis. The findings reveal that the integration of ecotheological values into learning activities, including outdoor learning, observation and photography of local flora and fauna, nature reflection, and contextual practices such as coffee-processing activities, creates meaningful learning experiences that encourage self-reflection, responsibility, emotional regulation, and intrinsic motivation. Three major dimensions of students’ self-awareness emerged from the analysis: self-reflection, responsibility for learning, and spiritual meaning-making. Students increasingly perceived learning not only as an academic task but also as a process connected to personal growth, worship, and ecological responsibility. The study concludes that ecotheology-based learning functions as an effective psychopedagogical medium for fostering students’ self-awareness and supports the development of holistic, value-oriented, and sustainable educational practices within Islamic educational settings. ]]>
<![CDATA[Digital–Turāth Convergence in Islamic Boarding School Education: Integrative Innovation Management for Digital Transformation and Curriculum Reform in the Era of Educational Disruption ]]>
<![CDATA[Badrul Mudarris]]>;
<![CDATA[Abdul Haq AS]]>
<![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.v24i2.122
<![CDATA[The rapid expansion of digital technologies has created significant challenges for traditional educational institutions, particularly Islamic boarding schools (pesantren), which are required to adapt to technological change while preserving their religious and cultural identity. This study aims to examine how integrative innovation management facilitates digital transformation and curriculum reform within a pesantren context. A qualitative explanatory case study was conducted at Nurul Jadid Islamic Boarding School, Probolinggo, Indonesia, between December 2025 and February 2026. Data were collected through participant observation, semi-structured interviews, document analysis, and institutional documentation involving institutional leaders, administrators, curriculum developers, teachers, information technology personnel, and students. The data were analyzed using Creswell’s thematic analysis framework through coding, categorization, theme development, and interpretation. The findings reveal five interconnected dimensions of integrative innovation management: (1) the orchestration of dynamic capabilities through charismatic-transformational leadership, (2) epistemological convergence between classical Islamic scholarship and digital literacy, (3) the development of a techno-pedagogical ecosystem that supports adaptive learning, (4) organizational resilience through open innovation management and strategic collaboration, and (5) the synthesis of dual competencies integrating technological proficiency and spiritual intelligence. These findings demonstrate that digital transformation in pesantren is not merely a technological process but a multidimensional institutional transformation grounded in religious values and organizational adaptability. The study contributes to educational management literature by proposing the Digital–Turāth Convergence framework, which explains how faith-based educational institutions can integrate technological innovation with traditional knowledge systems while maintaining their cultural and spiritual identity. The findings also provide practical insights for policymakers and educational leaders seeking sustainable models of curriculum reform and digital transformation in religious educational institutions.]]>
<![CDATA[Bridging Local Wisdom and Islamic Character Education: Madrasah Teachers’ Perspectives on Sintuwu Maroso as a Pedagogical Framework ]]>
<![CDATA[Ahmad Nasir]]>;
<![CDATA[Sawal Sawal]]>;
<![CDATA[Sakinah Aljufri]]>;
<![CDATA[Wandy Renaldy]]>
<![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.v24i2.124
<![CDATA[The growing need for contextual and culturally responsive character education has increased scholarly interest in the integration of local wisdom within Islamic educational settings. One form of local wisdom with significant educational potential is Sintuwu Maroso, a cultural philosophy of the Poso community that emphasizes solidarity, togetherness, mutual respect, and collective responsibility. This study aimed to explore how madrasah teachers interpret the values embedded in Sintuwu Maroso and examine its relevance as a pedagogical foundation for Islamic character education. The study employed a qualitative approach using an interpretive case study design. Data were collected through semi-structured interviews, field notes, and document analysis involving 30 madrasah teachers in Poso Regency, Central Sulawesi, Indonesia. The data were analyzed using thematic analysis. The findings revealed four major themes: Sintuwu Maroso as a foundation for social cohesion, its compatibility with Islamic character values, its pedagogical integration within madrasah education, and the challenges and opportunities associated with local wisdom-based character education. The findings indicate that teachers perceive Sintuwu Maroso as a culturally grounded value system that aligns closely with Islamic principles such as ukhuwah (brotherhood), ta’awun (mutual assistance), social justice, and moral responsibility. Furthermore, these values are integrated into educational practices through collaborative learning, teacher role modeling, and contextual social activities. This study contributes to the development of culturally responsive Islamic education by positioning local wisdom as a pedagogical framework that connects religious teachings, cultural experiences, and character formation. The findings also highlight the importance of integrating local cultural values into character education programs in multicultural educational contexts.]]>
<![CDATA[Digitalizing Tradition: State Power, Religious Authority, and the Reconfiguration of Pesantren Identity in Indonesia’s Society 5.0 Era ]]>
<![CDATA[Siti Asmonah]]>;
<![CDATA[Masdar Hilmy]]>
<![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.v24i2.126
<![CDATA[The digitalization of Islamic boarding schools (pesantren) has emerged as a significant policy agenda within Indonesia’s educational transformation toward Society 5.0. While digital technologies are widely promoted to enhance educational quality, governance efficiency, and digital literacy, their implementation within pesantren raises important questions regarding institutional autonomy, religious authority, and the preservation of Islamic educational identity. This study aims to analyze the politics of pesantren digitalization in Indonesia and examine how state-driven modernization agendas interact with the authority of kyai and the evolving identity of Islamic education. Employing a qualitative policy analysis design, the study utilizes document analysis of national regulations, policy reports, and scholarly publications related to pesantren, educational digitalization, and Islamic education. Data were analyzed through qualitative content analysis and thematic interpretation to identify recurring patterns, institutional responses, and policy implications. The findings reveal that digitalization functions not merely as a technological intervention but as a political and cultural process involving negotiation between governmental modernization objectives and the internal authority structures of pesantren. The study identifies four dominant institutional responses to digitalization (resistive, adaptive, progressive, and hybrid) each reflecting different configurations of leadership, organizational culture, and technological readiness. Furthermore, the kyai emerges as a pivotal actor who mediates technological change by legitimizing, regulating, and contextualizing digital innovation within Islamic educational values. The findings also indicate the emergence of a hybrid educational identity in which traditional religious learning coexists with digital literacy and modern institutional governance. This study contributes to the literature by conceptualizing pesantren digitalization as a process of political negotiation and identity reconstruction rather than a purely technological reform. The study further recommends participatory and context-sensitive digitalization policies that strengthen institutional capacity while preserving the distinctive cultural and religious foundations of pesantren.]]>
<![CDATA[From Social Care to Spiritual Empowerment: Reconstructing Islamic Education for Older Adults in Welfare Institutions ]]>
<![CDATA[Sumar]]>;
<![CDATA[Abdurrahmansyah]]>;
<![CDATA[Fajri Ismail]]>;
<![CDATA[Prof Indah Wigati]]>;
<![CDATA[Prof Ermis Suryana]]>
<![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.v24i2.131
<![CDATA[The increasing elderly population has generated multidimensional challenges for welfare institutions, particularly in addressing the spiritual and psychosocial dimensions of ageing. While most elderly welfare institutions continue to prioritize physical care, healthcare services, and social protection, spiritual empowerment remains relatively marginalized within institutional practices. This study aimed to evaluate the implementation of Islamic educational reinforcement programs in elderly welfare institutions in Bangka Belitung Province, Indonesia, and to reconstruct Islamic education as a model of spiritual empowerment for older adults. The study employed a qualitative evaluative design using the Context, Input, Process, and Product (CIPP) evaluation framework. Data were collected through semi-structured interviews, participatory observations, and document analysis involving institutional leaders, caregivers, Islamic education facilitators, and elderly residents. The findings revealed that spiritual educational activities were generally implemented as supplementary and ritualistic programs without systematic educational orientation. The context evaluation identified unmet spiritual and psychosocial needs among elderly residents, while the input and process evaluations revealed limitations in human resources, facilities, institutional support, and elderly-centered pedagogical approaches. Nevertheless, the product evaluation demonstrated that participation in Islamic educational activities contributed positively to emotional wellbeing, social connectedness, spiritual awareness, and meaningful ageing. Based on these findings, the study proposes a reconstruction of Islamic education through reflective spiritual learning, emotional accompaniment, psychosocial integration, elderly-centered pedagogy, and institutional commitment to spiritual empowerment. The study concludes that spiritually integrated Islamic education can serve as a transformative framework for promoting holistic wellbeing, emotional resilience, and meaningful ageing among older adults in welfare institutions.]]>
<![CDATA[Educational Institutions and Religious Identity Polarization: Toward an Educational Anti-Polarization Framework ]]>
<![CDATA[Suwardi]]>;
<![CDATA[Abdurrahman R. Mala]]>;
<![CDATA[Tuharso]]>;
<![CDATA[Hasyim Mahmud Wantu]]>;
<![CDATA[Firman Sidik]]>;
<![CDATA[Nur Gamar]]>;
<![CDATA[Najamuddin Petta Solong]]>
<![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.v24i2.132
<![CDATA[Religious identity polarization has become an increasingly significant challenge for social cohesion in pluralistic societies. Educational institutions are frequently regarded as strategic spaces for fostering tolerance, promoting intergroup understanding, and preventing the development of exclusionary identities. This study aimed to systematically examine the role of educational institutions in preventing religious identity polarization and to identify the contextual conditions that support the effectiveness of such efforts. A systematic literature review was conducted following the PRISMA framework. Literature searches were performed across Scopus, Web of Science, Google Scholar, and SINTA databases, focusing on studies published between 2019 and 2025. From an initial pool of 284 records, 31 studies met the inclusion criteria and were analyzed using thematic analysis. The findings revealed four interconnected educational mechanisms that contribute to preventing religious identity polarization: inclusive curricula, dialogical pedagogical approaches, heterogeneous educational environments, and digital media literacy. The review also identified five key conditions that enhance effectiveness, namely institutional leadership commitment, educator capacity, policy consistency, family and community involvement, and evidence-based program implementation. Drawing upon Social Identity Theory, Intergroup Contact Theory, Social Capital Theory, and digital polarization perspectives, the study proposes an Educational Anti-Polarization Framework that conceptualizes educational institutions as multilevel systems shaping cognitive, social, pedagogical, and digital dimensions of identity formation. The findings highlight the importance of integrated educational strategies for strengthening social cohesion and fostering inclusive citizenship in increasingly diverse and digitally connected societies.]]>
<![CDATA[The Influence of STEM-Based Learning on Vocational Students’ Higher-Order Thinking Skills: A Quasi-Experimental Study at SMKN 1 Boyolali ]]>
<![CDATA[Suparmi]]>;
<![CDATA[Budi Tri Cahyono]]>
<![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.v24i2.133
<![CDATA[The development of twenty-first-century education requires students to possess Higher-Order Thinking Skills (HOTS), including analytical, evaluative, and creative thinking abilities that are essential for addressing increasingly complex academic and workplace challenges. However, many vocational school students continue to demonstrate limited HOTS development due to the predominance of teacher-centered instructional practices that provide insufficient opportunities for inquiry, problem-solving, and active knowledge construction. This study aimed to examine the effect of STEM-based learning on students’ HOTS at SMKN 1 Boyolali. A quantitative approach employing a quasi-experimental design with a Pretest–Posttest Control Group Design was used. The study involved 214 students selected through simple random sampling, consisting of 107 students in the experimental group and 107 students in the control group. Data were collected using a HOTS essay test, classroom observations, and documentation. The instruments were validated through expert judgment and empirical testing, while data were analyzed using descriptive statistics, normality and homogeneity tests, independent samples t-tests, and N-Gain analysis with the assistance of SPSS version 29. The findings revealed a significant difference between the experimental and control groups, with a significance value of 0.000 (p < 0.05). Students in the experimental group achieved a higher mean posttest score (84.15) than those in the control group (72.36). Furthermore, the experimental group obtained an N-Gain score of 0.68 (moderate category), whereas the control group achieved 0.29 (low category). These findings indicate that STEM-based learning effectively enhances vocational students’ HOTS by promoting interdisciplinary problem-solving, collaboration, inquiry, and contextual learning experiences. The study contributes to the growing literature on STEM education by providing empirical evidence from a vocational education context and highlights the potential of STEM-based instruction to support the implementation of the Merdeka Curriculum and the development of workforce-relevant competencies.]]>
