Al Yasini: Jurnal Keislaman, Sosial, Hukum dan Pendidikan
Focus and Scope Al Yasini: Jurnal Keislaman, Sosial, Hukum dan Pendidikan adalah jurnal akses terbuka yang berdedikasi untuk mempublikasikan riset multidisiplin dan interdisipliner dengan fokus pada integrasi nilai-nilai keislaman, dinamika sosial, pembaruan hukum, dan inovasi pendidikan. Jurnal ini menyediakan platform bagi akademisi untuk mengeksplorasi isu-isu kontemporer melalui empat rumpun utama: 1. Keislaman (Islamic Studies) Fokus pada pemikiran, institusi, dan praktik keagamaan dalam konteks kontemporer: Ekonomi dan Filantropi Islam: Pengelolaan Zakat, Infaq, Sedekah, dan Wakaf (ZISWAF), ekonomi syariah/etis, serta pemberdayaan ekonomi berbasis rumah tangga. Hukum Keagamaan dan Etika: Hukum keluarga, bioetika keagamaan, serta etika lingkungan (Ecotheology). Moderasi dan Pluralisme: Toleransi inklusif, dialog antariman, serta kajian radikalisme vs moderasi. Pendidikan dan Literasi Agama: Literasi skriptural, pendidikan moral-etik, serta integrasi sains dan agama. Sosiologi Agama: Institusi keagamaan, kepemimpinan agama, dan peran ritual sebagai kohesi sosial. 2. Sosial (Social Sciences) Fokus pada dinamika kemasyarakatan, pemberdayaan, dan inklusivitas: Inklusivitas dan Gender: Kajian jender, perlindungan anak, dan inklusi sosial bagi kelompok marginal. Pemberdayaan Masyarakat: Strategi pemberdayaan, peningkatan kesejahteraan sosial, serta resolusi konflik dan harmoni sosial. Sosiologi dan Antropologi: Analisis empiris terhadap perubahan perilaku sosial dan interaksi budaya dalam masyarakat Muslim. 3. Hukum (Law) Fokus pada studi hukum dengan pendekatan multidisipliner dan interseksional: Hukum Murni dan Normatif: Kajian terhadap teks hukum, perundang-undangan, dan teori hukum dasar. Hukum Sosial dan Empiris: Analisis implementasi hukum dalam realitas sosial masyarakat. Interseksi Hukum: Hukum Sosio-Pendidikan (Socio-Educational Law) dan Hukum Sosio-Religius (Socio-Religious Law). 4. Pendidikan (Education) Fokus pada inovasi pedagogi, kebijakan, dan teknologi dalam institusi pendidikan: Inovasi Pembelajaran: Kurikulum, strategi pengajaran, teknologi pendidikan, Artificial Intelligence (AI) dalam pendidikan, serta pedagogi digital dan hibrida. Jenjang Pendidikan: Kajian spesifik pada Pendidikan Dasar, Menengah, Tinggi, dan Pendidikan Luar Biasa. Manajemen dan Kebijakan: Kepemimpinan pendidikan, sosiologi pendidikan, manajemen sekolah/pesantren, serta metode penelitian pendidikan. Pendidikan Karakter dan Nilai: Pengembangan karakter, nilai-nilai moral, serta pendidikan untuk pembangunan berkelanjutan (Education for Sustainable Development). Profesionalisme Guru: Pelatihan guru (Teacher Training), asesmen pendidikan, dan pengembangan kompetensi pendidik.
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103 Documents
<![CDATA[Peran Kecerdasan Emosional dalam Meningkatkan Prestasi Akademik Siswa ]]>
<![CDATA[Moch. Firdaus Alamsyah]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 02 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i2.178
<![CDATA[ABSTRAK Penelitian ini bertujuan untuk menganalisis peran kecerdasan emosional dalam meningkatkan prestasi akademik siswa. Pendidikan tidak hanya berfokus pada aspek intelektual, tetapi juga memerlukan penguatan kemampuan nonkognitif, khususnya kecerdasan emosional, sebagai faktor keberhasilan belajar. Penelitian ini mengunakan pendekatan kualitatif dengan metode studi literatur melalui kajian terhadap berbagai jurnal ilmiah, buku, dan sumber yang relevan. Hasil kajian menunjukkan bahwa kecerdasan emosional berperan signifikan dalam membantu siswa mengelola emosi, mengendalikan stres, meningkatkan motivasi belajar, serta membangun hubungan sosial yang positif di lingkungan sekolah. Siswa yang memiliki kecerdasan emosional tinggi cenderung lebih mampu beradaptasi terhadap tekanan akademik dan menunjukkan keterlibatan belajar yang lebih optimal. Selain itu, kecerdasan emosional terbukti berkontribusi terhadap pencapaian prestasi akademik, bahkan dalam beberapa penelitian dinyatakan sebagai prediktor yang lebih kuat dibandingkan kecerdasan intelektual semata. pengembangan kecerdasan emosional perlu diintegrasikan secara sistematis dalam proses pembelajaran agar tercipta keseimbangan antara aspek kognitif dan emosional dalam menunjang keberhasilan akademik siswa.]]>
<![CDATA[PRAKTIK TAKHARRUJ WARIS DITINJAU DARI TEORI KEADILAN (Studi Kasus Masyarakat Desa Krecek Kecamatan Badas Kabupaten Kediri) ]]>
<![CDATA[Kurnia Nisaul Khamidah]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 02 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i2.179
<![CDATA[This study is motivated by the fact that the people of Krecek Village, Badas District, Kediri Regency, still uphold traditional and familial values in resolving inheritance disputes, including the practice of takharruj al-warits. This research employs a qualitative method by collecting field data. The primary data were obtained through interviews with individuals involved in takharruj al-warits practices in Krecek Village, while the secondary data consist of relevant publications and literature. Data analysis was carried out through data condensation, presentation, and verification. The results of this study show that: (1) The inheritance distribution in Krecek Village, Badas District, Kediri Regency uses the concept of takharruj, which emphasizes division through sulh (peaceful settlement). This occurs to maintain the integrity of family relations and solely for the benefit of the heirs. (2) from the perspective of John Rawls’ and Aristotle’s theories of justice, the inheritance distribution system in Krecek Village, in which one of the heirs withdraws due to economic considerations, can be considered justifiable since it is conducted through deliberation and mutual consent among the heirs; and (3) from the perspective of Islamic law, the practice of takharruj al-warits in Krecek Village may occur unilaterally, whereby an heir may relinquish their right to inheritance without requiring the consensus of other heirs, as long as it aims for maslahah (benefit) and does not contradict Sharia principles.]]>
<![CDATA[The Implementation of Interactive Learning Strategies to Enhance Maharah Kalam among Arabic Language Students at STAI Ali bin Abi Thalib Surabaya ]]>
<![CDATA[Muhammad Dimas Prasetyo]]>;
<![CDATA[Zaki Ulien Nuha]]>;
<![CDATA[Umar Husnan]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 10 No 06 (2025) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i2.180
<![CDATA[This study aims to describe the implementation of interactive learning strategies, identify supporting and inhibiting factors, and analyze their contribution to improving Arabic speaking skills (maharah kalām) among Arabic Language students at STAI Ali bin Abi Thalib Surabaya. The study is motivated by the persistence of teacher-centered practices that limit students’ opportunities to actively practice speaking Arabic. A descriptive qualitative approach was employed, involving two lecturers of hiwar courses and Arabic Language students as research participants. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The findings indicate that interactive learning strategies were implemented through contextual vocabulary introduction, practice of dialogues, role plays, conversational simulations, and dialog-based exercises that actively involved all students. Lecturers played a central role as facilitators by creating a communicative classroom atmosphere, providing motivation, and correcting students’ speaking practices. Supporting factors included textbooks, repeated dialogue practice, varied learning activities, and lecturers’ personal approaches, while inhibiting factors consisted of differences in students’ initial language abilities, limited vocabulary mastery, and psychological barriers such as lack of confidence. Overall, interactive learning strategies contributed positively to enhancing students’ speaking confidence, vocabulary acquisition, and ability to construct contextual Arabic sentences within Islamic higher education.]]>
<![CDATA[Implementasi Pendidikan Kecerdasan Sosial Emosional Berbasis Nilai Nilai Keislaman Anak Usia 5-6 Tahun Di Tk Tunas Karya Wates ]]>
<![CDATA[Rizqi Annisa Fitri, Siti Roudhotul Jannah, Jaenullah]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 02 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i2.181
<![CDATA[Early childhood social and emotional development plays a crucial role in shaping character and social skills. However, amidst the negative influence of social media, lack of parental supervision, and environmental changes, these skills are vulnerable to decline. Therefore, implementing social and emotional intelligence education based on Islamic values is a strategic effort to instill noble morals from the age of 5-6 through structured habits in daily life. Tunas Karya Kindergarten, Wates, is one of the institutions that strives for social and emotional learning based on Islamic values through learning activities that encompass aspects of monotheism, worship, and noble morals as a form of habituation that supports child growth and development. The objectives of this study are: 1) to analyze the planning of social and emotional intelligence education based on Islamic values for children aged 5-6 at Tunas Karya Kindergarten, Wates. 2) to analyze the implementation of social and emotional intelligence education based on Islamic values for children aged 5-6 years at Tunas Karya Kindergarten in Wates, and 3) to analyze the evaluation of social and emotional intelligence education based on Islamic values for children aged 5-6 years at Tunas Karya Kindergarten in Wates. This study is a qualitative study with a phenomenological approach. Data collection techniques used observation, interviews, and documentation. Data validity was tested using source triangulation. Data analysis techniques included data reduction, data presentation, and conclusions. The results of this study indicate that the planning, implementation, and evaluation of social emotional intelligence education based on Islamic values in Tunas Karya Wates Kindergarten are carried out systematically and in a directed manner. 1) Teachers design learning according to the developmental stages of children aged 5-6 years by integrating Islamic values such as honesty, mutual assistance, and politeness through clear materials, appropriate methods, and creative media. 2) The implementation of social emotional intelligence education based on Islamic values for children aged 5-6 years in Tunas Karya Wates Kindergarten is carried out through three stages: an introduction with Islamic activities such as praying and greeting, a core with an introduction to the values of monotheism, worship, and morals through various creative and social activities, and a closing reflection as a simple way for children to express emotions and understand the values taught, all done in a fun and humanistic way. 3) Evaluation is carried out continuously through direct observation and recorded in a daily development book and character assessment sheet, the results of which are communicated to parents to strengthen cooperation in the formation of children's character.]]>
<![CDATA[Pengaruh Tuntutan Prestasi dan Ekspektasi Sosial terhadap Burnout Akademik Mahasiswa Semester Akhir ]]>
<![CDATA[Keisya Angie Nurul Fatihah]]>;
<![CDATA[Annisa Annisa]]>;
<![CDATA[Siti Milawati]]>;
<![CDATA[Surawan Surawan]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 03 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i03.182
<![CDATA[Mahasiswa semester akhir sering menghadapi tekanan akademik dan sosial yang meningkat menjelang penyelesaian studi, sehingga berpotensi memunculkan burnout akademik. Penelitian ini bertujuan untuk menganalisis pengaruh tuntutan prestasi dan ekspektasi sosial terhadap burnout akademik pada mahasiswa semester akhir. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian berjumlah 50 mahasiswa semester akhir yang sedang menyelesaikan skripsi dan dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui kuesioner skala Likert yang disusun berdasarkan indikator masing-masing variabel penelitian. Instrumen penelitian telah melalui uji validitas menggunakan korelasi item–total yang menunjukkan seluruh item pernyataan valid, serta uji reliabilitas menggunakan koefisien Cronbach’s Alpha yang menunjukkan tingkat konsistensi internal yang baik. Analisis data dilakukan menggunakan statistik deskriptif dan regresi linear berganda dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa tuntutan prestasi dan ekspektasi sosial berpengaruh terhadap burnout akademik mahasiswa semester akhir. Tingginya tuntutan untuk mencapai prestasi akademik serta harapan dari keluarga dan lingkungan sosial dapat meningkatkan tekanan psikologis yang berkontribusi pada munculnya kelelahan akademik. Penelitian ini memberikan kontribusi dalam memperluas pemahaman mengenai faktor akademik dan sosial yang memengaruhi burnout akademik mahasiswa. Implikasi penelitian ini menekankan pentingnya dukungan akademik dan psikologis dari perguruan tinggi guna membantu mahasiswa mengelola tekanan akademik secara lebih adaptif.]]>
<![CDATA[Dinamika Interaksi Teman Sebaya dalam Pembentukan Kebiasaan Keagamaan Siswa di SMP Islam Darussalam Palangka Raya ]]>
<![CDATA[Helma Hidayati]]>;
<![CDATA[Fatma Izzatun Najwa]]>;
<![CDATA[Hilya Izatillah]]>;
<![CDATA[Puput Syahara Hibatullah]]>;
<![CDATA[Surawan Surawan]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 03 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i03.183
<![CDATA[Penelitian ini dilatarbelakangi oleh pentingnya pembentukan kebiasaan keagamaan siswa yang tidak hanya dipengaruhi oleh program sekolah, tetapi juga oleh interaksi sosial dengan teman sebaya. Penelitian ini bertujuan untuk menganalisis bentuk interaksi teman sebaya serta perannya dalam pembentukan kebiasaan keagamaan siswa di SMP Islam Darussalam Palangka Raya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa interaksi teman sebaya berlangsung dalam bentuk saling mengajak, mengingatkan, dan berpartisipasi bersama dalam kegiatan keagamaan. Interaksi tersebut berperan sebagai faktor sosial yang memperkuat terbentuknya kebiasaan keagamaan siswa, meskipun tidak bersifat mutlak karena tetap dipengaruhi oleh kesadaran dan motivasi pribadi.]]>
<![CDATA[Implementasi Tujuan Pembelajaran oleh Guru PAI dalam Mengembangkan Kesesuaian RPP pada Kurikulum Merdeka di Sekolah Dasar Negeri 8 Talang Kelapa ]]>
<![CDATA[Nurrohmatillah]]>;
<![CDATA[Zahrah Chairunnisa Sukamto]]>;
<![CDATA[Wirda Hakim]]>;
<![CDATA[Vemmy Ellengie]]>;
<![CDATA[Abdurrahmansyah]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 03 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i03.185
<![CDATA[Penelitian ini berangkat dari keprihatinan di kalangan akademisi mengenai sejauh mana keselarasan antara tujuan pembelajaran, aktivitas belajar, dan penilaian dalam penerapan Kurikulum Merdeka, khususnya untuk mata pelajaran Pendidikan Agama Islam (PAI) di tingkat sekolah dasar. Kurikulum Merdeka memberi kebebasan kepada guru dalam merancang proses belajar mengajar, tetapi hal ini juga menghadirkan tantangan terkait kemampuan guru untuk menetapkan tujuan pembelajaran yang jelas, terukur, dan sesuai dengan praktik pembelajaran di kelas. Ketidaksesuaian antara tujuan pembelajaran dengan aktivitas dan penilaian dapat mengurangi efektivitas proses pendidikan serta pencapaian kompetensi siswa. Penelitian ini bertujuan untuk menganalisis bagaimana guru PAI mengimplementasikan tujuan pembelajaran dalam penyesuaian Rencana Pelaksanaan Pembelajaran (RPP) yang mengikuti Kurikulum Merdeka di SD Negeri 8 Talang Kelapa. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan pendekatan penelitian kasus. Data dikumpulkan melalui observasi, wawancara mendalam, serta dokumentasi. Analisis data dilakukan dengan menggunakan model analisis interaktif yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa upaya guru PAI dalam mendefinisikan tujuan pembelajaran sudah dilakukan melalui penyusunan RPP yang berdasar pada prinsip Kurikulum Merdeka, namun masih ada beberapa tantangan dalam menyelaraskan tujuan pembelajaran dengan aktivitas dan penilaian yang dilakukan. Sebagai kesimpulan, penting untuk terus meningkatkan keselarasan antara tujuan pembelajaran, aktivitas belajar, dan penilaian melalui penguatan kemampuan guru dalam merencanakan pembelajaran agar pelaksanaan Kurikulum Merdeka dapat lebih efektif dan maksimal.]]>
<![CDATA[Manajemen Waktu Ibadah Terhadap Budaya Nongkrong Mahasiswa Gen Z Dalam Pandangan Islam ]]>
<![CDATA[Eka Ananda Syafira, Salsabilla Rahmanda Bya Siagian, Raihani Salsa Billa, Ravisa, Suci Nabiella, Hap]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 02 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i2.186
<![CDATA[This study aims to analyze the relationship between the hangout culture of Generation Z students and prayer time management from an Islamic perspective. The phenomenon of hanging out has now become part of the student lifestyle as a means of socializing, discussing, and filling free time. However, this activity has the potential to affect students' discipline in performing their prayers if not managed properly. This study used a descriptive method with qualitative and quantitative approaches through a survey. Data were obtained through an online questionnaire distributed using Google Forms to 48 Muslim student respondents from several universities in Medan City. The results showed that hanging out is quite frequently engaged in by students as part of their social lives. Despite this, most students still strive to maintain their religious obligations by managing their time so that social activities do not interfere with their religious obligations. However, some respondents also admitted to having postponed prayers due to excessive hanging out. From an Islamic perspective, hanging out is essentially permissible as long as it does not neglect religious obligations and remains within reasonable limits. Therefore, students are expected to be able to manage their time wisely to balance social activities and spiritual responsibilities in their daily lives.]]>
<![CDATA[Tranformasi Kurikulum Sebagai Upaya Penguatan Kemampuan Siswa Di Tengah Perkembangan Teknologi ]]>
<![CDATA[Septi Wulandari, Rohadatul Aisy, Riska Maulita, Sofia Dzatil izah, Abdurrahmansyah]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 02 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i2.187
<![CDATA[The rapid development of technology in the digital era has brought significant changes to the field of education, including the learning process and curriculum implementation. This condition requires schools and educators to adapt learning systems so that students are able to develop competencies relevant to the demands of the times. Curriculum transformation becomes an important effort to strengthen students’ abilities, especially in critical thinking, creativity, collaboration, and digital literacy. This article aims to analyze the role of curriculum transformation in strengthening students’ abilities amidst rapid technological developments. The method used in this study is a qualitative approach through literature review by examining various relevant books and scientific articles related to curriculum transformation and educational technology. The results of the study indicate that curriculum transformation can be carried out through the integration of technology in learning, the use of innovative teaching strategies, and the development of competency-based assessments. In addition, teachers play a crucial role in designing adaptive and interactive learning environments that support students’ active participation. Therefore, curriculum transformation is expected to be able to improve the quality of education and prepare students to face the challenges of the digital era with strong knowledge, skills, and character]]>
<![CDATA[Partisipasi Perempuan Dalam Eksistensi Home Industry (Studi Kasus: Rumah Produksi Jamur di Desa Kamasan Kabupaten Serang Banten) ]]>
<![CDATA[Yuliani, Nurul Hayat, Stevany Afrizal]]>
<![CDATA[ Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 02 (2026) ]]>
Publisher : <![CDATA[Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan ]]>
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DOI: 10.55102/alyasini.v11i2.188
<![CDATA[Women's active involvement in mushroom farming, particularly in Kamasan Village, improves individual skills and family economic resilience. The purpose of this study was to analyze women's participation in the existence of mushroom farming in Kamasan Village, Serang Regency, Banten, and its impact on the sustainability of the mushroom farming. The research method used was descriptive qualitative, with data collection techniques including in-depth interviews, observation, and documentation. This study utilized Naomi Wolf's theory of value equality in mushroom farming. The results indicate that women in Kamasan Village mushroom farming demonstrate a high level of independence, the ability to make assertive decisions, and are given equal opportunities to participate in work and face business challenges. Active participation in mushroom farming not only increases family income but also provides women with a sense of self-confidence, broadens access to public decision-making, and creates a place for other women to thrive. This study concludes that women's participation plays a key role in creating social change and sustainable village community well-being]]>
