UIII Repository :: Browsing by Author "Tati Lathipatud Durriyah"

Browsing by Author "Tati Lathipatud Durriyah"

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Open Access
A portrait of multicultural education in an Indonesian private school : perception, approach, and implementation
(Universitas Islam Internasional Indonesia, 2023) Ririn Karina Nur'aeni; Tati Lathipatud Durriyah; Bambang Sumintono
Indonesia is a multicultural country with a wide range of religions, races, ethnicities, cultures, and languages. Because of a lack of understanding in Indonesia of the value of plurality, these differences frequently serve as the reason for inter-community clashes. This research focuses on these issues in the context of multicultural education in schools. Schools, in addition to family education, play an important role in nurturing students to understand, tolerate, and respect diversity. In this regard, this study explores how school community perceives, approaches, and implements multicultural education as an attempt to create multicultural citizens. This study employed qualitative approach using case study design in Indonesian private school in West Java. It involved seven participants from different backgrounds to gain their perspective regarding multicultural education. Documentary research and observation were also conducted to collect the data. The validity and reliability were assured through triangulation and member checking as an attempt to keep data trustworthy. In doing the analysis, the Quirkos software was used as an effective analytical tool. In addition, some ethical issues and research positionality were also stated. The following conclusions have been reached based on the evidence: First, principal, teachers, students, perceive that education must address student differences. They believe that God create diversity intentionally. They also believe uniqueness of human being and the diversity that exists in Indonesia. Second, the school community translated their perception into school vision, mission, and the projected rules. School also provides teacher development, curriculum design, and educational services as the strategies to promote multicultural education. Third, the implementation of multicultural education was manifested through the school culture, integrated curriculum, teachers' critical pedagogy and the annual cultural exhibition.
Open Access
Eksplorasi pembelajaran literasi membaca nyaring interaktif dan buku berkualitas dalam kurikulum merdeka
(Universitas Muhammadiyah Sidoarjo, 2024-08-30) Tati Lathipatud Durriyah; Catur Niasari; Iin Afriyanti
Pemerintah Indonesia mengeluarkan kebijakan standar kompetensi pengajaran literasi guru, yang meliputi kemampuan guru dalam membantu siswa dalam mengakses, menggunakan, menafsirkan, dan mengkomunikasikan informasi dan gagasan melalui berbagai teks sesuai dengan karakteristik dan kebutuhan siswa (Kementerian Pendidikan RI, 2022a). Penelitian ini bertujuan untuk mempromosikan membaca nyaring dan pemilihan buku interaktif dalam pembelajaran literasi bagi guru Sekolah Dasar Negeri di Depok, Jawa Barat, Indonesia. Studi kasus kualitatif ini mengeksplorasi pemahaman dan praktik guru dalam memilih buku dan mengintegrasikan kegiatan membaca nyaring dengan hasil pembelajaran dalam Kurikulum Merdeka. Enam guru berpartisipasi dalam penelitian ini, yang melibatkan pengumpulan data melalui survei, focus group discussion (FGD), wawancara, observasi dan refleksi lisan. Dengan menggunakan analisis data tematik manual, penelitian ini berfokus pada praktik guru memilih buku berjenjang dan mengintegrasikan diskusi dalam membacakan nyaring dengan Hasil Pembelajaran (Capaian Pembelajaran). Hasil penelitian menunjukkan bahwa guru mulai mengungkapkan pemahamannya terhadap pemilihan buku. Tema besar yang muncul seperti; pemilihan buku berkualitas penting serta tantangan dalam memilih buku yang berkualitas. Dalam konteks pembelajaran literasi, muncul juga beberapa tema yang menjadi refleksi guru dalam melakukan kegiatan membaca nyaring interaktif sesuai dengan capaian pembelajaran, yaitu; manfaat, kesadaran untuk persiapan kelas yang lebih baik, ruang diskusi interaktif dan pelatihan berkelanjutan.
Open Access
Exploring lecture's perception and approaches of critical thinking skill in Islamic higher education : a case study
(Universitas Islam Internasional Indonesia, 2023) Mariam Ulpah; Tati Lathipatud Durriyah; Destina Wahyu Winarti
Integrating critical thinking into religious beliefs can give rise to a paradox between contexts that promote it and conventional methods that rely more heavily on doctrinal approaches. Critical thinking, being an important skill for navigating globalization, necessitates further research in Indonesian Islamic higher education. The primary emphasis of this study should be on exploring the importance of lecturers' perspectives and their approaches in aiding students' advancement of critical thinking skills, along with the challenges they come across. This research employs qualitative research methods, with a case study design. The data collection process are semi-structured interviews, classroom observations, post-observation interviews, and analysis of relevant documents, including the curriculum, lesson plans, and student assignments. Thematic analysis is then applied to the collected data. The research findings reveal that lecturers hold three distinct perceptions regarding critical thinking: (1) critical thinking as a skill; (2) critical thinking as a disposition; and (3) critical thinking as a combination of both skills and dispositions. Throughout their teachings, the lecturers consistently emphasize the integration of critical thinking with Islamic religious education, drawing from their respective specializations. This study identifies the concept of "respectful" as a disposition, which can be further categorized as intellectual humility. Consequently, the findings indicate that the lecturers perceive and recognize the significance of respect within the context of critical thinking. The infusion approach is used when integrating critical thinking. The infusion approach to critical thinking encompasses four primary themes. 1), pedagogical approaches 2), assessment methods 3), student engagement, and participation. 4). Instructional methods. This study presents a comprehensive of the challenges encountered by lecturers in teaching critical thinking skills with categorizing into three distinct categories-student-related, lecturer-related, and methodology- related this research provides a comprehensive framework for comprehending the complexities involved in this educational process. This study provides valuable insights into the perceptions and approaches of lecturers regarding critical thinking in the realm of Islamic higher education. The results contribute to the current body of knowledge about teaching methods in Islamic education, underscoring the significance of fostering critical thinking abilities to cultivate inquisitive and self-reliant individuals within the context of Islamic teachings. Subsequent investigations should center on comprehending instructors' viewpoints and methods concerning critical thinking in religious teaching. investigating how cultural and religious elements influence critical thinking within religious establishments, and evaluating the lasting consequences of incorporating critical thinking into the religious institution's curriculum on student achievements.
Open Access
Exploring teacher empathy in early childhood education : perception, understanding, and protices
(Universitas Islam Internasional Indonesia, 2023) Popi Rosepti; Charyna Ayu Rizkyanti; Tati Lathipatud Durriyah
The foundations for learning are built in the early years of life, when children start their first journey of education. During the process, they need other people to be with for helping them to obtain their healthy development. One can do it is teachers whom children are dependent on them at school. Therefore, this study responds to the need by focusing on teachers' perspectives while teaching young children at school. This qualitative study describes the lived experience of nine Indonesian preschool teachers from nine kindergarten schools responding to empathy matters during the teaching process in early childhood education. Informed by Nodding's care relational theory and Cooper's empathy classification in teaching and learning, this study explores the teachers' perception of empathy, their understanding, and their practice in the educational setting. In responding to the first aspect, I addressed the question: "How do teachers perceive the concept of empathy?" and the second research question to the second aspect was: "How do teachers understand empathy in the process of teaching and learning?" following the third research question: "How do teachers practice empathy in the educational setting?". The Interpretive Phenomenological Analysis (IPA) approach was used to explore the teachers experiences in answering the three research questions. Data sources were obtained from interviews and observation and analysed using six stage process of the IPA approach. The stages are sorting to the general sense, extracting or finding significant statements, formulating meaning, clustering themes, and repeating the process and culminating to the last step to describe the phenomenon. The first findings related to teachers' perception of empathy reveal a range of themes pertaining to the concept of empathy. It is centered on teachers perception, word frequency, and teachers experience in understanding young children's empathy. The second findings for teachers understanding on empathy in the process of teaching and learning primarily focus on teachers' understanding which is divided into some discussion; empathy in young children, and the role of teacher empathy in education. and the experiences of teacher empathy in teaching. The last finding discusses the teachers' practice of teacher empathy illustrate a range of experiences in dealing with students' traits, the ability to communicate with students and parents, classroom activities to nurture empathy, the constraints and challenges for demonstrating teacher empathy, both from teachers and parents perspectives. This study contributes to policy makers and teacher educators to build a pedagogical framework for early childhood-empathy-based education. It gives an insight into the importance of empathy while developing a learning module for students by involving some empathy aspects in the teaching and learning process. For the upcoming research, the variety of approaches and participants can add richness of data and deeply explore the concept of empathy in education from various settings and different perspectives.
Open Access
Exploring the implementation of the new literacy policy in primary schools in Indonesia a case study
(Universitas Islam Internasional Indonesia, 2023) Asep Ropiudin; Charyna Ayu Rizkyanti; Tati Lathipatud Durriyah
Nurturing literacy skills in the early years has been extensively studied and demonstrated to contribute to children's success in the later stages of life. The importance of literacy invites government initiatives to provide research-based literacy programs at schools. However, most of literacy reform initiatives reported to have many issues. While similar literacy initiatives have been massively implemented globally, the literature suggests the issues range from the formulation to the implementation process. Therefore, the more comprehensive approach to see the literacy policy is needed to understand the complexity of the process. This study aims to explore the implementation of literacy policy in the context of Indonesian primary schools. The research questions focus on understanding the factors influencing the formulation of the literacy policy, the conceptualization of literacy in policy documents, and how teachers implement the literacy policy, including their knowledge and perception, their practices, and the challenges they encounter when implementing the policy. Since the study is explorative in nature, this study utilizes a qualitative case study design. The data collection method includes document analysis of policy documents related to the current literacy policies, semi-structured interviews with policymakers, and questionnaire and semi-structured interviews with teachers. The data were analyzed using the thematic analysis method. The finding from the study reveals the historical context and factors leading to the formulation of the current literacy policies in Indonesia. Besides, how the conception of literacy intersects with the current literacy research was presented by analyzing the policy documents. Finally, the study highlighted teachers’ practices and discussed the unintended consequences related to inequity in access to knowledge and resources. While the government has prioritized literacy to be embed across curriculum in Indonesian primary schools, teachers’ challenges need to be addressed to ensure successful implementation.
Open Access
Exploring the practice of integrating children’s literature in an Indonesian private school located in Jakarta : perceptions, approaches, and challenges
(Universitas Islam Internasional Indonesia, 2024) Iin Afriyanti Umar; Tati Lathipatud Durriyah; Destina Wahyu Winarti
The use of literature in classroom instruction become a concern of the Indonesian Ministry of Education. A few studies have attested to the benefits of integrating children’s literature in classroom instruction, particularly in literacy classrooms. Therefore, this research aims to explore a private primary school that has been practised integrating children’s literature into classroom instruction consistently. The study departs from a strong belief that children’s literature is important in literacy teaching and is heavily influenced by sociocultural theory as a framework to notice how teachers practice integrating children’s literature, especially in encouraging their students to share and listen to other interpretations through the text. An instrumental case study design applies to capture the general understanding of integrating children’s literature in an Indonesian private school. For data collection methods, this study employed focus group interviews, interviews, and observations, especially needed for triangulation purposes. This study used a reflexive thematic analysis approach to analyse the data. The findings show that (1) Teachers have a strong perception toward placing literature at the heart of learning which is reflected through the use of literature in all learning aspects and making literature come alive in classroom discussion. Teachers also experience several advantages from integrating children’s literature including developing students’ literary-literacy skills, serving as mirrors, windows, and sliding glass doors, and developing students’ critical thinking and open-mindedness. (2) Within the research context, sharing and discussion play major roles in integrating children’s literature. Sharing and discussion are not only among the students in the classroom but also among the teachers in preparing for the integration process. This school has a special forum that serves as a place for teachers to plan and evaluate their literary integration. Meanwhile, in classroom practice, teachers apply several methods to encourage students to share and listen to each other perspectives through the text. (3) Some challenges faced by teachers in integrating children’s literature include finding the quality and quantity of Indonesian children’s literature, students’ English vs Indonesian literacy proficiency, and different literacy levels in the classroom. Indeed, the principal and teachers proposed two key suggestions to integrate children’s literature consistently; nurturing teachers’ understanding of integrating children’s literature as a school culture, and supportive school environments. For the upcoming research, it is encouraged to involve parents in the study as parents also play a significant role in facilitating students’ literacy behaviour at home. In the end, developing further into more cases of integrating children’s literature into the classroom is recommended.
Embargo
Exploring the role of peer relationships in student wellbeing : a case study of female students in junior high school at a modern pesantren in Indonesia
(Universitas Islam Internasional Indonesia, 2024) Salsabila Abdul Ghofur; Bambang Sumintono; Tati Lathipatud Durriyah
The well-being of students in educational institutions is influenced by many factors including their peer relationships. In the context of a modern Pesantren—an Islamic boarding school in Indonesia—these relationships are especially significant due to the close-knit communal living arrangements and the integration of religious and modern education. This study aims to explore the dynamics of peer relationships among female students in a modern Pesantren and examine their impact on various aspects of student well-being, including social relationships, emotional support, self-perception, autonomy, and mental health. A qualitative methodology was employed, involving semi-structured interviews with a purposively selected sample of female students at a modern Pesantren in Indonesia. Additionally, observation and focus group discussions were utilized to triangulate the data. The findings reveal that supportive peer relationships significantly enhance the students' emotional and social wellbeing. Students reported a high degree of acceptance and comfort within their peer groups, contributing to positive self-perception and mental health. The communal environment of the Pesantren, characterized by shared activities and collective experiences, fosters a strong sense of belonging and emotional security. Moreover, the implementation of the Pesantren's foundational principles, such as Panca Jiwa, Panca Jangka, and Panca Bina, plays a crucial role in promoting a nurturing and inclusive environment. This study concludes that fostering strong peer relationships in educational settings like Pesantren is essential for the holistic development of students. The findings underscore the importance of creating supportive and inclusive social environments to enhance student well-being, with implications for educational practices and policies in similar contexts. This research contributes to the broader discourse on student well-being and peer relationships in educational settings by providing a deeper understanding of the social dynamics within Pesantren.
Open Access
Extending the Dialogue: Responding to Indonesian Multicultural Children’s Literature Cap Go Meh
(Prodi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2024-04) Tati Lathipatud Durriyah; Sofie Dewayani
Cap Go Meh is an Indonesian picture book with interreligious and multiethnic themes and has been translated to English and been awarded for promoting multiculturalism. Studies that focus on reader response to interreligious theme of children’s literature are scarce. This study examines a reading engagement of a group of Muslim preservice to Cap Go Meh read aloud. Using a framework of reader response theory that pays attention to cultural influences including religions, this qualitative study posed a question: How do Indonesian Muslim preservice teachers respond to the multicultural story in Cap Go Meh. The respondents’ writing responses generated two major themes. One was concerned with how the preservice teachers relate to Cap Go Meh and how its narrative leads to their reflections about diversity. The other one focused on how the participants might extend the story of Cap Go Meh and highlighted the preservice teachers’ concerns with the role of adults (parents) in the story. Additional data from one participant could potentially show a case for furthering literary experiences using multicultural children’s literature. The researchers note that responses to sensitive issues such as religious diversity occur mostly in a context where there is encouragement from teachers. In this case, it is crucial to highlight the importance of bringing multicultural children’s literature like Cap Go Meh as a medium to discuss the lives and perspective of others.
Open Access
Investigating learning processes in modern pesantren : an understanding the process of learning through psychology of education
(Universitas Islam Internasional Indonesia, 2024) Tazkia Aulia Rahmah; Tati Lathipatud Durriyah; Alpha Amirrachman
This study explores the integration of educational psychology principles— behaviourism, cognitivism, and constructivism—within the traditional learning environment of pesantren. While pesantren has adopted elements of modern curricula, traditional methods, such as memorization-based teaching and kitab kuning, remain prevalent. These methods may potentially limit students’ critical thinking abilities. A significant gap exists between the learning paradigms in pesantren and the principles of educational psychology, which emphasize students as active participants in their learning process, considering their developmental stages, motivation, and individual learning style. The research aimed to investigate whether the integration of religious education and traditional methods in pesantren can incorporate modern learning values that address students’ mental and personal development, cognitive aspects, learning motivation, and individual differences. A qualitative case study was conducted at a modern boarding school in West Java, involving four students, four teachers, and a Kyai to gather insights into the learning process in pesantren. Data collection methods included interview and observation, with validity and reliability ensured trough triangulation and member checking. Manual thematic analysis was used to analysed the data. The study concluded that behaviourism, cognitivism, and constructivism are present in the learning processes in pesantren, both in classroom settings—such as in religious studies; Fiqh, Hadith, and kitab kuning—and in daily life. The research also identified several challenges in the learning process, which included internal and external challenges. As for the internal such as boredom, homesick, feeling backwards. As for external challenges such as economics backgrounds, overburdened, and grouping based on grades. The implications of this research suggest a need for pesantren to integrate more modern educational psychology principles into their teaching methods, to better support students’ holistic development. This includes fostering critical thinking, accommodating diverse learning style, and addressing the emotional and motivational needs of students to enhance their overall educational experience.
Embargo
Investigating school readiness : teachers and parents’s perspectives and practices in a public kindergarten located in Tangerang
(Universitas Islam Internasional Indonesia, 2024) Catur Niasari; Tati Lathipatud Durriyah; Charyna Ayu Rizkyanti
Early childhood education programs can serve as a beneficial starting point for promoting school readiness. Children can strengthen the foundational learning processes that will affect their lives in the future during early childhood programs. This study utilizes a qualitative case study approach with six teachers and five parents at a public kindergarten located in South Tangerang, Banten, Indonesia. The aims of this study are to gain a deeper knowledge of how teachers and parents perceive school readiness, and explores the practices taken by teachers and parents to promote school readiness, and develop an effective program to support school readiness. Focus group discussions (FGDs), interviews, questionnaires, and observations were the sources of the data. Additionally, this study employs thematic approach to analysis the data. The first finding, which pertain to the conceptualization of school readiness, highlight the maturationist view, such as socio emotional skill includes independence, interact well with the environment and good in adaptation. Furthermore, the conceptualization of school readiness emerged as holistic readiness includes supportive teacher and support from the government. The second finding focuses on the practices of teachers and parents, highlighting play-based learning and a naturalist approach, developing whole development aspect such as motoric skills, cognitive and language, socio emotional aspect, moral and religiosity and approach to learning aspect. Moreover, it also addressing the challenges faced by teachers and parents in the practice of school readiness. The third findings explore how school and teacher programs, aimed at promoting rich learning environment in the context of school readiness school readiness such as; child-centred that focuses on play matters, focus on children characteristic and respect on their progress. Lastly, fostering positive environments for children such as; personal approach, emphasize children’s security feelings, valuing various family background, and fostering effective communication with parents and school member. The study concludes that a collaborative effort between teachers, parents, and the government is crucial for fostering holistic readiness and rich learning environment skill readiness for children. The study analysis the conceptualization and practices of teachers and parents, advancing the arguments of Brofenbrenner's bioecological framework and constructivism learning theory for enhancing school readiness in public kindergarten environments. This thesis concluded by advocating for increased collaboration between home, kindergarten, and elementary settings in the development of a school readiness program for elementary school students.
Open Access
Investigating science teacher assessment literacy - understanding, classroom assessment practices, challenges and opportunities : a case study in a madrasah school in Lombok
(Universitas Islam Internasional Indonesia, 2024) Mahurni; Bambang Sumintono; Tati Lathipatud Durriyah
Over the past two decades, there has been a mounting concern about the comparison of scholastic achievement of students worldwide, including Indonesia. OECD has disclosed PISA assessment results showing a global decline in student performance in the domains of reading, mathematics, and science. In an educational index, 21 provinces in Indonesia, including NTB is the position of under 50% of educational attainment index, even worse in some districts if looking at the results of ANBK and UTBK, a kind of national public examination, for some latest years. These low levels of performance have been attributed to various factors: teacher-student relationships, quality teachers, the socioeconomic status of students, the use of information and communication technology, and the implementation of metacognitive methods. Quality teachers are really matters. This is in line with syntheses of 500,000 research articles asserting that one of many factors contributing to the success of students’ performance is teachers’ quality in elements of teaching and assessment competency. Regarding the teacher’s assessment competency, there are limited numbers of study dealing with this concern in Indonesia, particularly in science teachers. Thus, this study wantsto investigate Madrasah Schoolscience teachers’ assessment literacy. Thisresearch employed a qualitative approach using descriptive case study design in one of private madrasah schools in West Lombok, NTB. It involves three teacher participants from three different subjects to get their conception, assessment practice, factor of the designing and implementing assessment, along with their constraints and opportunity. Observation along with documentaries and interviews were used to collect the data, and the analysis of the data using inductive and deductive thematic analyses. Findings depict that the teachers have (1) sufficient conception regarding the assessment literacy – level two and have potential to develop further; (2) some considerations in designing and implementing the formative assessments; (3) two to three types of assessment used in their classroom teaching based on the assessment principles and approaches; and (4) challenges on students’ readiness and learning sources. Moreover, the finding revealed that the school has provided a regular, annual training to improve teacher assessment literacy, followed by the government training in the form on an online platform.
Open Access
Investigating teachers' approach to science subjects in Indonesian religious-based schools : a case study
(Universitas Islam Internasional Indonesia, 2023) Nur Atika; Tati Lathipatud Durriyah; Destina Wahyu Winarti
Modern secular Western thought tends to remove elements of religion in every dimension of life, including education. Religion is suspected to prevent people from learning science and predicts a negative attitude toward science. The religious institution is believed to practice a teaching approach that does not emphasize a learner-led transformative process. Although much research has been conducted on the teaching approach, viewing the teaching approach from an Islamic pedagogy framework has yet to be addressed. Islamic pedagogy emphasizes a learner-focused approach, it can flourish students' critical thinking and reasoning thinking. Thus, the researcher aimed to investigate the teacher's approach to teaching in an Islamic high school in Riau, Indonesia. The researcher used a case study design to investigate how the science teacher's approach to teaching science with Islamic values in an Islamic high school. With the three research questions, the researcher wanted to analyze the Islamic high school teachers' perceptions toward science education concerning religion, investigate the science teacher's approach to instructing science in the classroom, and investigate the science subjects' resources in the Islamic high school. The finding of this research provides empirical evidence of science teachers' approach, which supports the idea that Muslims need a clear concept of education. Participants consisted of six teachers and four students in the science class major. Six classrooms were observed, and four lesson plans and several official documents were analyzed. In summary, the result of this study showed that science teachers perceive science as not contradicting religious beliefs and believe that their faith supports them in learning science. In addition, all teachers in this school are used to relating religion with science learning in the classroom by mentioning some verses and hadith related to materials. The researcher also found that stating God's greatness in a natural arrangement is also regarded as relating science with religion. A further finding indicated that the science teaching approach in this Islamic High school, where the teachers are Muslim, is categorized into two types; teacher-led and student-led. In addition, the Islamic values of education seem to be not recognized as a pedagogical approach in this school. The next finding of this research is that the learning resources for science learning in this school are unlimited. In addition, the teachers utilize the teacher's forum as their resource for creating their modified teaching module. The freedom of learning from everywhere is a sign that this school gives authority to each member to filter by themselves. The researcher hopes that another study will be conducted to provide more empirical evidence about science pedagogy related to Islam. The research about what factors impact teachers' approach to teaching is also recommended to provide an idea of how to have a compact teaching approach.
Open Access
Renegotiating piety, identity, and modernity : Islamic education system of Salafi women in Lampung
(Universitas Islam Internasional Indonesia, 2023) Murni Mupardila; Nina Nurmila; Tati Lathipatud Durriyah
The rapid development of gender studies has given rise to various feminist movements worldwide, leading to a wide range of perspectives on gender equality issues. Conservative and progressive groups have emerged, each holding their own interpretations of the relationships between men and women. Salafi women, who adhere to a patriarchal and conservative system, are often seen as passive and subordinated by secular liberal feminists. However, they also play an active role in spaces where men were previously dominant. This aligns with the growing number of Salafi followers and their educational institutions. This research aims to: 1. Explore the curriculum and the women's program at the Salafi Islamic boarding school; 2. Understand the implementation of the curriculum and the women's program which justify their practice of what they practise as authentic Islam; 3. Know how Salafi women negotiate piety, identity, and modernity with the existing relationship between men and women within the Salafi circle. This study employed a qualitative methodology using a case study approach. Data were collected through three distinct methods: Document analysis, which included the review of curricula, lesson plans, and specific school rules. Observations to assess interactions between teachers and students, peer interactions among students, and the overall learning process. Interviews with six participants, comprising three teachers and three students. A triangulation method, drawing on multiple data sources, was employed to analyses the data, this ensured the credibility and validity of the findings. The findings of this research showed: (1) The Islamic boarding school of Salafi women has embraced educational autonomy by integrating its curriculum with elements sourced from the Middle East. Gontor, and the Ministry of Religious Affairs. In addition, the women's program at this school is implemented through extracurricular activities such as sports and entrepreneurship. Moreover, there are special classes like Tarbiyah al-nisa and Figh subjects. (2) They use the Qur'an and Hadith as the main sources of their practice particularly concerning women's issues. They refer to lessons that come directly from the Middle East and consistently implement the knowledge gained in their everyday lives. (3) They focus on studying religious sciences and emphasize personal piety. They reinterpret the concepts and practices of Salafi teachings without intending to oppose or discard them. They also utilize advances in technology and information as a foundation for da'wah. In this setting, women, as active participants, harmonize and negotiate with modernity rather than defying the system. This allows them to follow divine orders while remaining relevant in modern society.

Browsing by Author "Tati Lathipatud Durriyah"

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