Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan

Artikel

• Ecotheology-Based Green Islamic Boarding School Management Transformation: Integrating Ecological Leadership and Islamic Ecotheological Education to Advance Sustainable Educational Governance

  Abdul Haq AS • Badrul Mudarris

  Hal: 1-16

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  This study examines how ecotheology-based green pesantren management is transformed through the integration of ecological leadership, Islamic ecotheological education, and institutional management practices. A qualitative single-case study was conducted at Nurul Jadid Islamic Boarding School, Paiton, Probolinggo, East Java, from March to June 2026. Nineteen informants were selected purposively from the Board of Caretakers, pesantren administrators, the Environmental and Cleanliness Division (BKLH), dormitory administrators, and senior students. Data were generated through in-depth interviews, participant observation, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicate four interconnected mechanisms. Islamic ecotheology provides the normative orientation through the principles of khalīfah, amānah, mīzān, and the prohibition of fasād fī al-arḍ; the ecological leadership of the kiai translates these values into institutional direction and role modeling; ecotheological education internalizes them through meaning-making, habituation, and ecological praxis; and the green management system embeds them in planning, organizing, coordination, implementation, supervision, and participation. Their integration supports a shift from activity-based environmental programs toward sustainable educational governance. The study proposes Ecotheological Green Pesantren Management as a context-bound conceptual model linking spiritual values, leadership, pedagogy, organizational routines, and sustainability governance.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.282

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• Guided Inquiry Assisted by PhET for Elementary Students' Critical Thinking on Force: A Quasi-Experimental Study

  Amelia Nabilla Zahra • Zulherman

  Hal: 17-28

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  Purpose: This study investigates the contribution of memory skill and memory effort to university students’ arithmetical literacy and examines whether their predictive patterns differ between students at different stages of study. Understanding these relationships is relevant because arithmetical literacy requires not only procedural competence but also the ability to retain, retrieve, and effectively use mathematical information when solving quantitative problems.

  Method: The study employed a quantitative approach involving 300 university students, consisting of 150 third-semester students and 150 fifth-semester students from five higher education institutions. Data were collected using instruments measuring memory skill, memory effort, and arithmetical literacy. Multiple regression analysis was conducted separately for the two semester groups to determine the simultaneous and individual contributions of memory skill and memory effort to arithmetical literacy.

  Findings: The results showed that the combined regression models were statistically significant for both groups. Memory skill and memory effort jointly explained 10.9% of the variance in arithmetical literacy among third-semester students and 20.2% among fifth-semester students. At the individual predictor level, memory skill significantly contributed to arithmetical literacy among third-semester students but did not show a significant contribution among fifth-semester students. In contrast, memory effort significantly contributed to arithmetical literacy in both groups. These findings indicate that the role of memory-related factors in arithmetical literacy varies according to students’ stage of study.

  Significance: The study extends understanding of the cognitive factors associated with arithmetical literacy by distinguishing between memory capacity-related skill and the effort students invest in remembering and retrieving mathematical information. The findings suggest that strengthening students’ strategic memory effort may provide a more consistently relevant support for arithmetical literacy across different stages of university study.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.241

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• Association Between the Quality of the Islamic Education Management Information System and Madrasah Administrative Efficiency at MA Imam Ibnu Katsir Pekanbaru

  Nasril Nasril • Fahrina Yustiasari Liriwati • Zulhimma Zulhimma • Zulhammi Zulhammi • Ali Pirdaus

  Hal: 29-39

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  Background of Study: Digital information systems can streamline educational administration, but the presence of technology alone does not guarantee efficient services. Aims and Scope of Paper: This study examined the statistical association between the quality of the Islamic Education Management Information System and madrasah administrative efficiency at MA Imam Ibnu Katsir Pekanbaru. Methods: A quantitative explanatory survey was conducted with a population of 344 students. A sample of 185 students was determined using the Slovin formula with a 5% margin of error and was selected using the random sampling procedure reported in the original study. Data were collected with two 15-item, five-point Likert scales measuring perceived information-system quality and madrasah administrative efficiency. Item validity, Cronbach's alpha reliability, descriptive statistics, assumption tests, and simple linear regression were analyzed in IBM SPSS Statistics 29. Results: Perceived information-system quality was high (M = 4.10, SD = 0.47), as was madrasah administrative efficiency (M = 4.07, SD = 0.50). Regression analysis indicated a positive association between the two variables (B = 0.670, beta = 0.689, t = 12.846, p < .001), and the model explained 47.5% of the variance in administrative efficiency (R2 = .475). Conclusion: Within this madrasah and from the students' perspective, better perceived information-system quality was associated with more efficient administrative services. The result supports the practical value of reliable systems, accurate information, responsive service, ease of use, and data security, while the survey design does not establish causality.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.275

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• Arabic for Religious Purposes: A Curriculum Analysis at STAI Ali bin Abi Thalib Surabaya

  Musta'in • Uril Bahruddin • Halimi Zuhdy

  Hal: 40-52

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  Arabic in Islamic higher education is commonly expected to provide access to religious sources, but the presence of Islamic content does not necessarily show that a curriculum develops functional competence for religious tasks. This study analyzed how religious purposes are enacted across the Arabic language curriculum at STAI Ali bin Abi Thalib Surabaya. A qualitative single-case study examined the 2021 Curriculum Handbook, 19 prescribed books or instructional sections across six course clusters, classroom observation notes for the six clusters, and semi-structured interviews with one program administrator, seven lecturers, and one fourth-level student. Data were condensed, coded into seven thematic categories, compared in analytical matrices, and triangulated across documents, interviews, and observations. The findings show a vertically sequenced curriculum in which religious purposes are distributed across institutional orientation, materials, teaching practices, and assessment. Islamic representation and content are strongly embedded across courses, while performance outcomes and assessment criteria for tasks such as analyzing sources, explaining religious knowledge, teaching, and da‘wah communication are less consistently articulated. The study conceptualizes this pattern as a distributed specific-purpose curriculum and proposes a development framework centered on multi-stakeholder needs analysis, graded performance outcomes, contemporary authentic materials, text-task cycles, performance assessment, and cross-course alignment governance. The framework is conceptual rather than experimentally validated.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.272

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• The Dimensional Ta'dīb Method: Reconstructing Imam al-Shāfiʿī's Thought on Adab Education Based on Manhaj al-Ta'dīb al-Bu'dī

  Dani Kusumah • Abas Mansur Tamam

  Hal: 53-64

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  Contemporary Islamic education faces a persistent tension between the transmission of knowledge and the formation of adab, particularly where religious and general sciences are treated as separate domains. This study reconstructs the educational dimensions embedded in Imam al-Shafi'i's thought and synthesizes them into the Dimensional Ta'dib Method (Manhaj al-Ta'dib al-Bu'dī). A qualitative library research design was employed, with al-Risalah as the principal primary source and other works identified in the research corpus used as supporting texts. The material was examined through repeated reading, thematic coding, qualitative content analysis, and conceptual synthesis. The analysis identified six interrelated dimensions of adab: adab toward Allah, the Messenger of Allah, the Qur'an, knowledge, oneself, and history and sunnatullah. These dimensions were organized through three educational processes, namely 'ilm, ta'lim, and tarbiyah, and were directed toward the formation of the Rabbani Generation. The reconstruction indicates that Imam al-Shafi'i's educational thought links theological orientation, disciplined knowledge, personal formation, and social responsibility within an ordered framework. The proposed method should be understood as a conceptual reconstruction derived from textual analysis rather than as an empirically validated instructional intervention. It therefore provides a basis for subsequent curriculum development and empirical examination in contemporary Islamic educational settings.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.262

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• The Response of Islamic Society to the Era of Society 5.0: A Conceptual Framework

  Alif Hibatullah

  Hal: 65-73

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  Society 5.0 places digital technologies within a human-centered social system, but technological integration also creates educational, social, and health challenges that require ethical and contextual responses. This study formulated a conceptual framework for Muslim communities by integrating these three dimensions with values derived from the Qur'an and Hadith. A qualitative library research design with an inductive orientation was used. Primary sources consisted of the Qur'an and Hadith as normative references, while secondary sources consisted of peer-reviewed articles published in Scopus-indexed journals on Society 5.0, education, digital technology, social relations, tolerance, mental health, and Islamic spiritual care. The literature was collected through documentation, selected according to topical relevance, source credibility, and compatibility with the analytical dimensions, and analyzed through qualitative content analysis. Source comparison was used to distinguish normative propositions from empirical and conceptual claims in the reviewed literature. The synthesis produced three connected dimensions. The educational dimension combines digital literacy, ethical technology use, emerging learning technologies, tolerance, and value formation. The social dimension centers on ta'awun, solidarity, attentiveness, tolerance, and responsibility toward others. The health dimension links digital health education, family support, professional care, culturally meaningful spiritual resources, and psychological well-being. The resulting framework positions Islamic values not as a substitute for technological competence or scientific knowledge, but as an ethical orientation for their use. Because the study is conceptual and literature-based, the proposed relationships should be treated as theoretically informed propositions rather than empirically validated causal effects.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.271

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• An Islamic Education-Based Empowerment Model for Generation Z through the Utilization of Artificial Intelligence to Strengthen Religious Moderation in Tangerang City

  Milana Abdillah Subarkah • Lukmanul Hakim • Nasrulloh Nasrulloh • Muhammad Ilhamsyah Akbar

  Hal: 74-85

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  This study examined how Generation Z in a madrasah-centered setting in Tangerang City engages with digital religious information and Artificial Intelligence (AI), and it developed an Islamic education-based empowerment model for strengthening religious moderation in digital spaces. The study used a qualitative case study design with a Participatory Action Research (PAR) orientation. Data were obtained from Generation Z students at MTsN 1 Tangerang City and supporting stakeholders, including Islamic Education (PAI) teachers, the madrasah principal, and a representative of the Ministry of Religious Affairs of Tangerang City, through participant observation, in-depth interviews, focus group discussions, documentation, and literature review. The findings showed that religious moderation within the madrasah environment was generally perceived as harmonious, while concerns were concentrated in digital spaces where students frequently encounter religious information through social media and AI. Students demonstrated strong familiarity with digital technologies but still required support in evaluating source authority, verifying AI-generated religious information, and applying digital ethics. Across stakeholder accounts, AI was considered useful for learning and content creation when it remained a supporting instrument rather than a substitute for teachers or authoritative religious sources. Based on these findings, the study formulated a five-stage empowerment model comprising needs assessment, strengthening AI and religious literacy, mentoring and information verification, production of moderate Islamic content, and reflection and evaluation. The model provides a context-grounded framework for integrating Islamic educational values, critical AI use, teacher guidance, and student agency in efforts to strengthen religious moderation.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.288

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• Legal Harmonization in Indonesia’s Halal Certification Ecosystem: Socio-Educational and Socio-Religious Perspectives on Consumer Protection

  Dr. Jacobus Jopie Gillalo • Dr. Nova Monaya • Assoc. Prof. Dr. Radif Khotamir Rusli, M.Ed., MH.

  Hal: 86-96

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  Background of study: Indonesia’s shift from voluntary and sectoral halal certification toward a mandatory statutory framework has changed the distribution of authority, compliance obligations, and consumer-protection mechanisms within the national halal ecosystem. The transition also creates practical questions for MSMEs and for institutions connecting state regulation with religious legitimacy.

  Aims and scope of paper: This article analyzes legal harmonization in Indonesia’s halal certification system through the combined perspectives of Socio-Educational Law and Socio-Religious Law. It focuses on legal certainty, consumer protection, MSME compliance, institutional coordination, and the role of religious authority.

  Methods: The study uses normative juridical research supported by qualitative document analysis. The analysis draws on primary legal materials governing halal product assurance and peer-reviewed literature on certification, consumer trust, MSMEs, institutional governance, traceability, and halal supply chains. No human participants or primary field data were involved.

  Result: The analysis indicates that the current framework strengthens the statutory basis of halal assurance while redistributing functions among BPJPH, halal examination actors, and recognized fatwa institutions. The self-declare pathway may reduce procedural barriers for eligible micro and small enterprises, but its credibility still depends on facilitation, verification, traceability, and clear institutional responsibility. Consumer protection therefore rests on more than mandatory labeling; it also depends on accessible information and religiously credible determination.

  Conclusion: Legal harmonization is most coherent when legal authority, compliance education, religious legitimacy, and consumer-facing transparency operate as connected elements. The combined perspective clarifies why procedural simplification must be balanced with oversight and why institutional coordination remains central to Indonesia’s mandatory halal assurance system.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.257

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• Power Relations and Knowledge Production in Qur’anic Studies: A Perspective from Antonio Gramsci’s Theory of Hegemony (d. 1937)

  Nelvawita Eva Dewi • Muslim • Gusma Afriani • Mochammad Novendri S

  Hal: 97-106

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  Qur’anic education in contemporary Indonesia has expanded from community-based religious instruction into increasingly institutionalized, market-mediated, and digitally networked forms. This study examines how these transformations can be understood as processes of knowledge production and power negotiation through Antonio Gramsci’s theory of hegemony. The study used qualitative library research and theory-directed qualitative content analysis of scholarly literature, Gramscian theoretical works, and institutional materials relevant to Qur’anic education in Indonesia. The analysis focused on four connected dimensions: the institutionalization of Qur’anic learning, the role of the state and formal organizations, the commodification of religious education, and the reconfiguration of authority through digital media. The findings indicate that hegemony in Qur’anic education is not produced by a single actor. Rather, it emerges through negotiated relations among educational institutions, state-supported mechanisms of standardization, market expectations, teachers and religious intermediaries, and digital platforms that shape what counts as legitimate Qur’anic knowledge and desirable piety. Institutionalization may improve organizational consistency and access, but it may also privilege administratively visible forms of competence over locally embedded forms of religious authority; similarly, digitalization broadens access while simultaneously creating new forms of visibility-based authority. The study contributes a relational reading of Qur’anic education by showing that Gramscian hegemony is best understood here as a distributed and contested process rather than as a fixed form of domination.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.290

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• AI, Deepfakes, and Muslim Domestic Conflict: New Challenges of Islamic Family Law in the Age of Technology

  Aslati

  Hal: 107-116

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  Generative artificial intelligence has made realistic synthetic audio, images, and video increasingly accessible, creating new risks when manipulated media is used within intimate and family relationships. This study examines deepfake-based cyber-domestic violence as a problem for Islamic family law and for the assessment of electronic evidence in Indonesia's Religious Courts. It uses qualitative library research with normative, philosophical, and socio-technological approaches, drawing on authoritative Islamic sources, Indonesian legal materials, and peer-reviewed scholarship on deepfakes, technology-facilitated abuse, digital forensics, and Islamic AI ethics. The analysis indicates that non-consensual intimate deepfakes, voice cloning, and fabricated digital records can intensify coercive control, damage personal and family honor, and complicate judicial assessment of authenticity. The study reconstructs al-bayyinah for the digital environment through three linked evidentiary dimensions: metadata and provenance integrity, documented chain of custody, and forensic expert assessment when authenticity is disputed. This framework is interpreted through hifz al-'ird, hifz al-nafs, tabayyun, and sadd al-dhari'ah, while distinguishing current Indonesian law from the reforms proposed by the author. The study concludes that Religious Courts require clearer procedures for contested synthetic evidence and closer coordination between family-law remedies, digital-forensic practice, and victim protection.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.291

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• Negotiating Kejawen Fasting and Social Norms: Community Constructions of Behavioral Deviance in Kutasari, Cilacap, Indonesia

  Amirotun Sholikhah • Muridan • Lutfi Faishol • Enung Asmaya

  Hal: 117-127

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  Kejawen fasting, including ngebleng, is practiced as a form of tirakat oriented toward self-control, inner calm, and spiritual purpose, yet its social meaning is negotiated within community expectations. This study examined how the social behavior of Kejawen fasting practitioners was interpreted through local social norms in Kutasari Village, Cipari District, Cilacap Regency, Indonesia. A qualitative interpretive design was used, with an interpretative phenomenological orientation complemented by a social-ethnographic perspective. Three Kejawen fasting practitioners were selected purposively as main informants, while family members, neighbors, community leaders, religious leaders, and village officials provided supporting perspectives. Data were obtained through in-depth semi-structured interviews, observation, field notes, and documentation, and were analyzed thematically through deductive and inductive coding. The findings showed three distinct patterns. One practitioner negotiated ritual commitment and communal obligations by maintaining limited participation during fasting; another expanded social networks through participation in a Kejawen community; and a third was perceived as socially withdrawn, although this pattern was also related to economic demands, work routines, and family responsibilities. Across the cases, perceived behavioral deviance was not inherent in the fasting practice itself. It emerged from the relationship among observable conduct, local expectations concerning participation and harmony, contextual constraints, and community judgments. The study contributes a relational account of social deviance that connects local spirituality with descriptive and injunctive norms, social capital, and labeling processes without treating minority spiritual practices as deviant by definition.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.287

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