Universitas Islam Madura

This study aims to examine the forms of religious authority of kiai in the determination and implementation of post-lunar eclipse almsgiving practices in Ketapang Village, Sampang, Madura, and to analyze how the discourse of power strengthens kiai legitimacy when analyzed through Hannah Arendt’s and hadith perspectives. This qualitative research employs an ethnographic approach. The data consist of information on religious authority construction, power discourse, and almsgiving practices, sourced from four kiai and fifteen community members in Ketapang Village. Data collection techniques include in-depth interviews with kiai and community members, participant observation of religious gatherings and eclipse-related rituals, and documentation of classical Islamic texts (kitab kuning) and religious pronouncements. Data analysis employs thematic analysis with stages of data reduction, data presentation, and conclusion drawing, integrating Hannah Arendt’s political philosophy framework with hadith studies methodologies. The findings demonstrate that kiai religious authority is constructed through textual mastery, interpretive competence, and community recognition, while power discourse operates through theological legitimation, social networks, and performative practices. The interaction between religious authority and social power creates community compliance through mechanisms of trust, cultural tradition, and spiritual charisma. This research contributes theoretically to understanding the dynamics of religious authority in contemporary Islamic communities and pragmatically provides insights into the negotiation between classical texts and modern social realities.

ar belakang: Tradisi mengaji setelah Maghrib merupakan praktik keagamaan yang telah mengakar dalam masyarakat Muslim. Namun, modernisasi, perkembangan teknologi digital, serta perubahan pola asuh keluarga menyebabkan penurunan partisipasi anak-anak dalam kegiatan tersebut di berbagai daerah. Tujuan: Penelitian ini bertujuan untuk menganalisis upaya mempertahankan tradisi mengaji setelah Maghrib di Musalla Baitur Rohmah, Kelurahan Barurambat Timur, Kecamatan Pademawu, Kabupaten Pamekasan, dalam perspektif Living Qur’an. Metode: Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan dan pendekatan fenomenologi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil: Hasil penelitian menunjukkan bahwa pelaksanaan kegiatan mengaji dilakukan secara sistematis dan berjenjang, dimulai dengan metode Iqra’ bagi pemula dan dilanjutkan dengan pembelajaran menggunakan mushaf Al-Qur’an melalui metode talaqqi dan sorogan. Selain pembelajaran baca-tulis Al-Qur’an, santri juga mendapatkan materi fiqih, akhlak, akidah, serta hafalan surat pendek. Faktor pendukung utama adalah komitmen pembina, motivasi santri, dan dukungan orang tua, sedangkan faktor penghambat meliputi kesibukan pembina, benturan jadwal sekolah, serta pengaruh gadget dan game online. Kesimpulan: Tradisi mengaji setelah Maghrib di Musalla Baitur Rohmah tetap eksis karena adanya strategi pembinaan yang sistematis, dukungan sosial yang kuat, serta inovasi kegiatan religius dan edukatif yang mampu meningkatkan motivasi santri.

The implementation of quality standards in Islamic education within educational institutions is a crucial aspect of modern educational management. This study adopts a qualitative approach with a library research method, analysing various relevant sources of literature. The findings reveal that the quality standards of Islamic education, according to Thu’aimah, are holistic and integral, encompassing spiritual, intellectual, moral, and social dimensions. These standards are implemented through stages of planning, implementation, evaluation, and quality control in educational management. The implementation is realized through the formulation of a vision and mission based on Islamic values, the development of an integrative curriculum, the implementation of Islamic-based learning, and continuous and holistic evaluation as a means of improving education quality. This study concludes that the ideas of Thu’aimah have strong relevance to contemporary educational quality management concepts and can serve as a conceptual foundation for managing Islamic educational institutions in a professional, sustainable manner, oriented toward the development of morally upright individuals. For future research, it is recommended to explore the practical challenges and success factors in applying these quality standards across various Islamic educational institutions with diverse cultural and regional contexts.

Educational program evaluation serves as a strategic element to ensure the improvement of learning quality at the elementary school level, particularly as schools are required to be adaptive to students’ diverse learning needs. A major issue frequently encountered is teachers’ limited capacity to implement evaluation models that are simple, sustainable, and relevant as a basis for instructional decision-making. This study aims to analyze the application of simple evaluation through formative and summative approaches as a systematic effort to enhance the quality of learning in elementary schools. The formative approach is employed throughout the instructional process to provide immediate feedback, identify students’ learning difficulties, and adjust teaching strategies in real time, while the summative approach is applied at the end of the instructional period to assess the level of goal attainment and the overall effectiveness of the program. The findings indicate that a balanced implementation of both approaches enables teachers to design learning activities that are more responsive, measurable, and oriented toward continuous improvement. Practically designed simple evaluations also encourage teachers to take an active role as controllers of learning quality rather than merely as curriculum implementers. The conclusion of this study confirms that the integration of formative and summative evaluation in a simple yet systematic manner effectively improves learning quality while strengthening a reflective culture in elementary school settings. The novelty of this study lies in its emphasis on an evaluation model that is easy to apply, contextual, and oriented toward teachers’ daily pedagogical decision-making, thereby offering a practical alternative for elementary schools with limited formal evaluation resources.

Curriculum upgrading is essential in higher education to remain responsive to contemporary developments, including the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) policy. One innovative curriculum development initiative is the Madrasah Memanggil program at the Master’s Program in Islamic Education (PAI), Universitas Islam Negeri Madura, which has the potential to serve as a new model for MBKM implementation. This study aims to describe the form, implementation, and contribution of the Madrasah Memanggil program to the development of the MBKM curriculum within the Master’s Program in PAI at UIN Madura. A descriptive qualitative method with a case study approach was employed. Data were collected from key informants, including the Head of the Master’s Program in PAI and the Chair of the East Java branch of the Indonesian National Madrasah Teachers Association (PGMNI), as well as relevant program documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that the Madrasah Memanggil program functions as a collaborative and applicative platform that enables students to contribute directly to improving the quality of madrasah diniyah as educators, facilitators, and social volunteers. The program integrates several MBKM activities, such as thematic community service, teaching assistance, and educational internships, into a single cohesive scheme. Furthermore, it enriches students’ practical experience, strengthens socio-religious values, and enhances professional competencies, while fostering a transformative and contextually relevant MBKM-based curriculum development model.

Limited vocabulary, grammatical constraints, and a uniform traditional assessment system often hamper Arabic writing skills. This study aims to analyze improvements in student learning outcomes and motivation through the application of “Arab Point Games,” an assessment innovation that integrates gamification with differentiated instruction. The method used was Classroom Action Research (CAR) based on the Kemmis and McTaggart model in two cycles. The research subjects involved 33 students of class X-B at MAN 1 Pamekasan in the 2025/2026 academic year. Research data were collected through observation, writing skills tests, and reflective notes, which were validated by experts and tested for reliability through triangulation. Quantitative analysis showed the intervention's success, based on a minimum increase of 10 points in the score, a classical completion rate of 85%, and a learning motivation rate of 80%. The results showed a significant improvement in students' writing skills. The average score increased from 23.94 in the pre-action stage to 28.00 in Cycle I, and reached 44.39 in Cycle II. Cumulatively, there was an average increase of 20.45 points with a percentage increase of 85.4%. In addition to cognitive achievements, the data show an affective transformation in which students began to dare to take on high-level challenges, reduced linguistic anxiety, and increased active participation, exceeding the 80% success indicator. These findings prove that the “Arab Point Games” intervention is effective in accommodating differences in student learning speeds through an adaptive assessment system. This study contributes theoretically by shifting the paradigm from Assessment of Learning to a more inclusive Assessment as Learning. In practice, this model offers educators a solution for creating an Arabic-language learning ecosystem that is responsive to individual diversity. Keywords: Arab Point Games, Differentiated Learning, Gamification, Writing Skills.

This study aims to determine the effectiveness of using guided inquiry-based multimedia worksheets (LKPD) integrated with QR Codes in enhancing students' science process skills (SPS). The research employed a quasi-experimental method with a nonequivalent control group design. The subjects consisted of two classes at MA Darul Faizin Sampang: class XI IPA 2 as the experimental group and class XI IPA 1 as the control group. The experimental group implemented a direct instruction model assisted by guided inquiry-based multimedia LKPD, while the control group used conventional worksheets (textbooks). Research instruments included a 20-item multiple-choice test, observation sheets, and documentation. Normality and homogeneity tests indicated that the data were homogeneous (p > 0.05), meeting the requirements for parametric testing. The t-test results showed a significant difference between the two groups (p = 0.000). The effectiveness value based on the N-gain score showed a moderate increase, with a score of 0.68 for the experimental class and 0.34 for the control class. These findings conclude that the use of guided inquiry-based multimedia LKPD with QR Codes has a significant impact on fostering students' science process skills.

The Islamic calendar unification effort has long been undertaken by MABIMS (Ministries of Religious Affairs of Brunei Darussalam, Indonesia, Malaysia, and Singapore) through new criteria approved in 2019: a minimum crescent height of 3° and a minimum elongation of 6.4°. Since 2021, Indonesia and Malaysia have both adopted these criteria in their respective Islamic calendars, although the implementation stages differ between the two countries. This is due to challenges, particularly related to weather conditions, crescent observation technology, and human resource capacity. This paper aims to explore regulatory policies related to the implementation of the new MABIMS criteria, including analyzing the dynamics of their implementation. Data were collected and analyzed qualitatively using a deductive-inductive thinking model and a phenomenological approach. This study found that Indonesia and Malaysia have shown a strong commitment to implementing the MABIMS criteria in their respective Hijri calendars. Still, the Indonesian Government establishes a policy for the beginning of the Hijri month with a moderation paradigm because it must involve mass organizations and local wisdom values. In contrast, the Malaysian Government establishes a policy centrally, uniformly and institutionally through the JAKIM authority. In addition, the Indonesian Government integrates the hisāb and rukyat methods in a decentralized manner so that sometimes there are differences in determining the beginning of the month of Ramadan, Shawwal and Dzulhijjah in the Community. While the Malaysian Government applies it centrally, uniformly and applies to all states. In addition, Indonesian Muslim citizens accept the Government's determination, although with differences in determining the date, while Malaysian Muslims accept the Government's determination simultaneously and uniformly across all states