Omah Jurnal Sunan Giri Ponorogo (E-Journals)
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Islamic Moderation as an Approach to Fiqh Learning at Pesantren
Full text linkThis article examines the implementation of Islamic moderation in fiqh learning and identifies the impact of the implementation of Islamic moderation in fiqh learning at Pesantren Mambaus Sholihin in Gresik. This research employs a qualitative-phenomenological approach, utilizing interviews, observations, and documentation for data collection. The gathered data undergoes analysis through reduction, presentation, and conclusion drawing. This methodology enables an in-depth understanding of participants' experiences and perspectives. The results showed that he implementation of Islamic moderation in fiqh learning at Pesantren Mambaus Sholihin successfully merges salafiyah traditions with modern challenges. Its curriculum integrates classical fiqh with contemporary issues like online transactions and maqashid sharia, emphasizing tolerance for different madhhabs, flexibility during emergencies, and gender equality. Teaching methods like bandongan, sorogan, discussions, and real case studies ensure students not only grasp theory but can also apply it in daily life. This holistic approach aims to produce a generation that is noble, broad-minded, and capable of facing modern challenges without abandoning Islamic traditions. This application has a positive impact, fostering a harmonious, inclusive pesantren environment free from extremism. Students are taught to think critically, fairly, and tolerantly towards differences. However, challenges persist, including internal differences in views, external extremist ideologies, and limited teacher resources and abilities. Despite these obstacles, Islamic moderation proves relevant as an adaptive learning model for forming a contextual and inclusive understanding of fiqh. This study promotes Islamic moderation education to prevent extremism and encourage contextual understanding
Madrasah Development and Governance in Ma’had Tawi-Tawi: Institutional Policies and Governmental Transitions Over Time
Full text linkResearch on Islamic education in the Philippines has primarily focused on conflict resolution and curriculum integration. At the same time, limited attention has been given to the evolution of institutional governance amid political transitions, particularly in peripheral Muslim-majority regions such as Tawi-Tawi. This study addresses this gap by examining the historical development and governance of Ma’had Tawi-Tawi, the first Islamic educational institution in the province, within the broader framework of national education policy and political transformation. Employing a Systematic Review and Bibliometric Analysis, this research maps global scholarly discourse on madrasa development, governance, and policy alignment. From 600 Scopus-indexed articles published between 2015 and 2025, 90 relevant studies were selected based on peer-review status, English language, and thematic relevance, and analyzed using VOSviewer. The analysis identified four dominant thematic clusters: policy impact, historical development, governance transitions, and leadership dynamics. The findings indicate that Ma’had Tawi-Tawi’s sustainability is closely linked to adaptive leadership and its ability to integrate Islamic educational traditions with national curriculum standards. Nevertheless, constitutional constraints related to the separation of church and state continue to limit direct government funding for religious schools. The Bangsamoro Organic Law, however, provides greater institutional resilience through regional autonomy and legal recognition. Policy recommendations include strengthening intergovernmental coordination, enhancing teacher capacity, and formalizing the integration of curriculum. Future studies should explore comparative governance models across the Bangsamoro region to inform sustainable Islamic education policies
Development of 3D Animated Story Media Through DRTA Strategy to Improve Reading Comprehension Skills of Elementary School Students
Full text linkReading comprehension is a fundamental literacy skill that supports students’ learning across various subjects. However, observations in elementary schools show that many students still struggle to understand narrative texts due to limited comprehension skills and the lack of engaging and innovative learning materials. At the same time, technological advancements provide opportunities to develop digital learning media that can enhance motivation and comprehension. One promising innovation is the use of 3D animated stories, which can present narrative content in a more vivid, interactive, and meaningful way. This study aims to develop 3D animated story learning media integrated with the Directed Reading Thinking Activity (DRTA) strategy to improve the reading comprehension skills of fourth-grade elementary school students. The research employed the ADDIE development model and was conducted at an elementary school in Kudus Regency, Central Java, Indonesia. The developed product consists of 3D animated learning media and a learning guidebook. Validation results from media experts, subject matter experts, and elementary school learning device experts indicated that the product was highly valid. Field testing showed an improvement in students’ reading comprehension, as reflected by higher posttest scores compared to pretest scores. The effectiveness test revealed a high N-Gain value of 0.73. In addition, practicality assessments through student and teacher questionnaires produced very positive results, with scores of 94% and 87.5%, respectively. These findings indicate that 3D animated stories integrated with the DRTA strategy are effective and practical for improving elementary students’ reading comprehension, particularly in narrative text learning
Persepsi dan Praktik Masyarakat terhadap Zihar dalam Perspektif Fiqh Munakahat: Studi Kasus di Desa Simangambat, Kecamatan Dolok Sigompulon, Kabupaten Padang Lawas Utara
Full text linkThis study aims to analyze public perceptions of zihar, examine its practice in domestic life, and explain its legal and social implications from the perspective of fiqh munakahat. The study employed a qualitative approach with field research conducted in Simangambat Village, North Padang Lawas Regency. Data were obtained through in-depth interviews with religious leaders, community leaders, village officials, and married couples. Data were analyzed thematically by comparing social practices and normative provisions of Islamic law. The results reveal a clear gap between the norms of fiqh munakahat and social reality, where zihar is perceived as an emotional expression or a joke without legal consequences. This finding indicates a weak internalization of Islamic family law and the potential for injustice in marital relations. This study emphasizes the importance of strengthening contextual and sustainable fiqh munakahat education at the community level
Diversion Reform in Juvenile Criminal Law Based on Prophetic Restorative Justice
Full text linkRestorative justice in the Juvenile Criminal Justice System remains predominantly shaped by pragmatic and secular approaches, limiting its capacity to support substantive character formation among children in conflict with the law. This study examines the integration of prophetic legal values into diversion and rehabilitation processes to strengthen the ethical and transformative dimensions of restorative justice. Using a normative juridical method, the study analyzes the weaknesses of conventional restorative justice practices within the Indonesian juvenile justice framework. The findings indicate that diversion is largely implemented as a formal conflict resolution mechanism through peace agreements, with limited attention to character development and deep value internalization. In response, this study proposes a prophetic restorative justice model grounded in the values of humanization, liberation, and transcendence, offering a more holistic approach to juvenile rehabilitation. The integration of ethical and transcendental dimensions repositions diversion as a structured process of character rehabilitation and sustainable social relationship reconstruction rather than mere case settlement. This study contributes conceptually and normatively by reconstructing restorative justice through a prophetic legal paradigm, while also providing policy-oriented implications for strengthening regulations and technical guidelines to institutionalize prophetic restorative justice within Indonesia's Juvenile Criminal Justice System
Implementasi Data Terpadu Kesejahteraan Sosial (DTKS) Di Desa Pangkalan Baru Kecamatan Siak Hulu Kabupaten Kampar
Full text linkThe implementation of social welfare policies requires accurate and up-to-date databases so that social assistance can be distributed appropriately. The Integrated Social Welfare Data (DTKS) plays a strategic role as national master data in determining the targets of social protection programs. This study aims to analyze the implementation of DTKS management in Pangkalan Baru Village, Siak Hulu Subdistrict, Kampar Regency, using George C. Edward III's policy implementation model, which covers the aspects of communication, resources, disposition, and bureaucratic structure. The study uses a qualitative approach with a descriptive method. Research informants were determined purposively, including village officials, the DTKS verification team from the Kampar Regency Social Service, and Beneficiary Families (KPM). Data collection techniques were carried out through in-depth interviews and documentation, while data analysis used the stages of data reduction, data presentation, and conclusion drawing. The results showed that the implementation of DTKS in Pangkalan Baru Village had been carried out in accordance with national guidelines and had a clear bureaucratic structure. However, its implementation still faced obstacles in the form of limited human resources, information technology facilities, and a multi-level and relatively slow bureaucratic process. These conditions have an impact on data updates that are not yet fully optimal and have the potential to affect the accuracy of social assistance targets. Therefore, it is necessary to strengthen the capacity of village officials, improve cross-sector coordination, and optimize digital systems to support more effective, accurate, and sustainable DTKS management
The Role of Transformational Leadership in the Implementation of Child-Friendly School Policy
Full text linkThe Implementation of the Child-Friendly School (Sekolah Ramah Anak/SRA) policy is a strategic effort to ensure the fulfillment of children’s rights and to create a safe, inclusive, and child-centered educational environment. However, the effectiveness of this policy largely depends on school leadership, particularly the Principal’s transformational leadership. This study aims to analyze the role of principals’ transformational leadership in implementing the Child-Friendly School policy at SMP Negeri 1 Tegowanu. The research employed a qualitative descriptive approach. Data were obtained from primary and secondary sources involving the Principal, teachers, students, parents, and school committee members. Data collection techniques included in-depth interviews, participatory observations, and documentation studies conducted at SMP Negeri 1 Tegowanu. Data were analyzed using interactive analysis techniques: data collection, data reduction, data display, and conclusion drawing. Data validity was ensured through technique triangulation, source triangulation, and time triangulation. The findings indicate that principals’ transformational leadership plays a crucial role in supporting the Implementation of the Child-Friendly School policy through four interrelated dimensions. Inspirational motivation encourages teachers to continuously develop their competencies, significant experiences, and Collaborative Innovation through collaborative problem-solving and the adoption of child-friendly learning strategies. Individualized consideration is reflected in the Principal’s attention to individual differences, recognition of achievements, and personalized support for school members. Idealized influence is demonstrated through exemplary behavior, integrity, and strong commitment to child protection principles. The novelty of this study lies in identifying collective decision-making as a key leadership practice that strengthens policy implementation and ensures the fulfillment of children’s rights in a non-discriminatory manner
Optimizing 21st-Century Skills through Marketplace Activity and Grouping Variations in Islamic Religious Education
Full text linkslamic Religious Education learning is still often teacher-centered, limiting students’ active participation and the development of 21st-century skills. This study aims to analyze how the Marketplace Activity (MPA) model and variations in grouping strategies foster the four Cs (communication, collaboration, critical thinking, and creativity) in Islamic Religious Education classrooms. Using a qualitative case study design at a public senior high school in Sidoarjo, data were collected through observations, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings show that MPA promotes dynamic and meaningful learning interactions. Heterogeneous groups encourage diverse ideas, dialogic exchange, and critical reflection, while homogeneous groups support task efficiency and clarity of roles. The four Cs emerged as Islamic value-based learning outcomes: value-driven collaborative communication, spiritual-intellectual collaboration, reflective faith-based reasoning, and integrative Islamic creativity. This study concludes that MPA has strong potential as an integrative learning model that connects cognitive skill development with spiritual character formation, making Islamic Religious Education more relevant to the competence and morality demands of the 21st century. Practically, teachers are encouraged to design student-centered activities, apply flexible grouping structures aligned with learning objectives, and integrate faith-based values with higher-order thinking to strengthen both academic and spiritual outcomes
Transforming Narrative Text Instruction in Senior High School: Integrating Digital Storytelling and the SFL-GBA Approach
Full text linkIn the digital era, learning increasingly involves multimodal resources, yet explicit teaching of how images and texts contribute to meaning-making through digital storytelling remains underexplored. This study examines the integration of Systemic Functional Linguistics Genre-Based Pedagogy (SFL-GBA) into the teaching of multimodal narrative texts at a private senior high school. A case study was conducted with 28 tenth graders through a team-teaching approach involving an English teacher and a lecturer, with data collected from eight classroom observations. Findings reveal that SFL-GBA effectively supported multimodal learning: during the Building Knowledge of the Field (BKoF) and Modeling of the Text (MoT) stages, students analyzed Field, Tenor, and Mode across texts and images, while in the Joint and Independent Construction stages, they composed narrative texts and transformed them into digital storytelling projects. The study concludes that explicit scaffolding and culturally responsive teaching within SFL-GBA enhance students’ multimodal literacy and narrative competence through digital storytelling. These findings also have important pedagogical implications, indicating that SFL-GBA can guide teachers in designing multimodal instruction and inform future curriculum development for integrating digital storytelling
Reaffirmation of State Control Over Land: Analysis of Legal Certainty After Constitutional Court Decision No. 185/PUU-XXII/2024
Full text linkThis study examines the constitutional reaffirmation of state control over land following Constitutional Court Decision No. 185/PUU-XXII/2024. It analyzes legal certainty, agrarian governance, and the balance between state authority and private land rights in Indonesia. This study presents a new perspective on the IKN policy and Constitutional Court jurisprudence by examining how Constitutional Court Decision No. 185/PUU-XXII/2024 reaffirms state control over land, enhances legal certainty, and highlights the social function of land rights, in the framework that follows the decision. This study employed a normative juridical approach, incorporating statutory, case, conceptual, and historical perspectives. The Constitutional Court Decision No. 185/PUU-XXII/2024 reinforces state control over land, emphasizing the staatbeheerrecht principle in alignment with Article 33 of the 1945 Constitution while limiting excessive liberalization of land rights. The absence of implementing regulations post-decision raises concerns over legal certainty, highlighting the need for coherent regulations to reconcile constitutional demands with investment governance and land administration. Future regulations must establish timelines and evaluation mechanisms for HGBs to prevent legal gaps and ensure a balance between investment certainty and agrarian justice. This decision reverses the trend of liberalizing land rights in the IKN area, which could disregard the principle of social justice