Ngaji: Jurnal Pendidikan Islam

Strategies and Reforms in Islamic Religious Education Facing Globalization Challenges

2026-03-16T05:42:54+00:00

Islamic Religious Education (PAI) encounters diverse complex barriers during the globalization period characterized by ethical regression, sociocultural transformation, and technological acceleration, requiring comprehensive approaches and renewals to remain meaningful and productive. This research attempts to identify obstacles experienced by PAI during globalization, formulate comprehensive learning approaches, and examine the necessary systematic renewal framework. This research employs library review methods with descriptive-analytical approaches through information gathering from various scientific literature sources, academic journals, books, and related articles. Information analysis is conducted qualitatively using content analysis techniques to identify patterns and main ideas related to obstacles, approaches, and PAI renewal. Research findings show that PAI obstacles possess multidimensional characteristics, covering external obstacles (foreign cultural penetration, identity confusion, technological evolution) and internal obstacles (knowledge dichotomy, shortage of teaching hours, lack of educator professionalism). PAI approaches include global generation preparation, paradigm development based on the Qur'an and Sunnah, meaningful curriculum development, technology utilization, and continuous evaluation implementation. PAI renewal requires transformation in philosophical-curricular, structural-institutional, and sociocultural dimensions. Systematic PAI transformation becomes the foundation for producing globally superior Muslim generations while maintaining authentic Islamic identity. Subsequent research needs to explore empirical implementation of PAI approaches and renewals at various learning levels.

Sociology of Anti-Violence Education at Ma Ma'arif Nu 1 Kemranjen: A Study of Religious Language, Masculinity, and Disciplined Culture

2026-06-02T10:06:18+00:00

This critical qualitative study examines the practice of anti-violence education at MA Ma’arif NU 1 Kemranjen, which still grapples with institutional disciplinary culture, religious rhetoric, and constructions of masculinity. The findings reveal a distinct ambivalence: on one hand, verbal and physical violence are frequently normalized under the guise of discipline and moral language; on the other hand, religious values are utilized by teachers to instill compassion and reject violence. Furthermore, the construction of student masculinity concurrently triggers group dominance and fosters peer solidarity. This study concludes that anti-violence education in madrasas requires a critical deconstruction of disciplinary culture and masculinity, which are often legitimized by religious narratives.

Implementation of Risk Management in Improving the Quality of Educators

2026-02-28T06:59:17+00:00

The low competence of educators due to mismatched educational backgrounds and lack of adaptation to technological developments poses a serious challenge in the education sector. This phenomenon is exacerbated by the difficulty of finding employment, leading many individuals with certain connections to become educators without adequate mastery of teaching methods. In fact, technology plays a crucial role in supporting students' understanding. Therefore, educators are required to adapt and innovate in developing effective learning methods. This study aims to raise awareness among incompetent and non-adaptive educators about the fatal consequences for future generations, given that students' knowledge, ethics, and social skills are derived from educators. The research method employs a literature study approach, drawing from journals, online media, book reports, and related articles. The results indicate that risk management is necessary to improve educator quality, minimize deficiencies in teaching, knowledge transfer, and learning innovation. In conclusion, risk management plays a vital role in creating a stable and conducive educational environment for the sustainable development of educator quality.

Power Relations among Caregivers, Ustaz, and Students as Well as the Formation of Social Compliance in Islamic Boarding Schools

2026-06-13T02:25:38+00:00

This article examines the power relations among caregivers, ustaz, and students and how these relationships shape social compliance in Islamic boarding schools. From the perspective of the sociology of educational institutions, this study argues that social obedience in boarding schools is not formed naturally, but through networks of power relations legitimized by religious authority, boarding school traditions, and daily supervision systems. Using a qualitative case study approach at the An-Najah Student Boarding School, data were collected through participatory observation, in-depth interviews, and institutional documentation. The results reveal three main mechanisms for fostering social compliance: first, interpreting orders as an integral part of scientific ethics; second, seniority structures and management systems that strengthen social control; third, religious worship and learning routines used as a medium for collective obedience training. This study concludes that social compliance in boarding schools grows from an understanding of values and mutual agreement, rather than merely from coercion, making boarding schools places for students' character formation and social identity.