KH. Abdul Wahid Hasyim known as the father of the nation and the young ulama was able to pioneer the reform of the Islamic education system, especially in pesantren. To reform those pesantren, the breakthroughs done by AWH were broken down on three major agendas. They are updating the teaching methodology, improving the quality of the human resources or students, and developing institution and curriculum. Therefore, this article attempts to analyze the progressive efforts of AWH that "broke down" the backwardness and reluctance of the pesantren. In this study, the researcher used qualitative approach as the type of literature study and content analysis as the data analysis. This article discovers the style of educational innovation in pesantren, ie: getting familiar with modern methodologies; increasingly oriented towards functional education or open into the development; diversification of programs, pesantren activities are increasingly open, its dependence on kiai is not absolute, and at the same time it can equip students with a variety of knowledge outside of religious learning and skills needed by the world of work; and it can function as a community development center.

<p>This research focuses on the leadership of the A’wam Council, group of young religious scholars or <em>kyai</em> (<em>Lora</em>) at the Mambaul Ulum Bata-Bata Pamekasan Madura Islamic Boarding School, in carrying out institutional transformation of the pesantren (traditional Islamic boarding schools). As the protector of religious-culture, <em>Lora</em> not only preserves the various acpects of religion such as marriage and security (by performing the rituals of <em>tahlil</em>, or <em>yasinan</em>) but also maintains public morality and good social and political relations in the community. <em>Lora</em> functions as the a protector of culture and religion (<em>amanah </em>or public trust) in order to increase the social capital of the pesantren (enriching social networks). Using the collective leadership theory by O’Neill &amp; Berinkerhoff and a qualitative approach through observation, interviews, and documentation, this article finds that <em>Lora</em> leadership made use of Islamic values in transforming this institution from a traditional pesantren (<em>salaf</em>) to modern one (<em>khalaf</em>). This process was coupled with the development of an interconnective-integralist paradigm that led to a new pesantren model that not only preserves the traditional methods but also adopted new developments in contemporary thought, namely combining and integrating religious knowledge with general science</p><p> </p><p><em>Riset ini memfokuskan pada dinamika kepemimpinan Dewan A’wam –yang merupakan kumpulan kyai muda (Lora) di Pesantren Mambaul Ulum Bata-Bata Pamekasan Madura- dalam melakukan transfomasi kelembagaan pesantren. Sebagai pelindung budaya-agama, Lora tidak hanya memposisikan diri untuk menjaga berbagai dimensi agama seperti pernikahan dan keselamatan (tahlil, atau yasinan), namun juga menjaga moralitas budaya masyarakat serta dinamika sosial politik. Konsistensi dalam peran sebagai pelindung budaya-agama difungsikan oleh Lora untuk menumbuhkan modal sosial pesantren (amanah dan jejaring sosial). Dengan menggunakan teori kepemimpinan kolektif oleh O’Neill &amp; Berinkerhoff dan pendekatan kualitatif melalui observasi, wawancara, dan dokumtasi, artikel ini menemukan bahwa kepemimpinan Lora didasarkan pada nilai-nilai religius Islam di dalam melakukan pengelolaan pesantren hingga mampu bertransformasi dari pesantren tradisional (salaf) ke modern (khalaf). Proses tersebut dirangkai dengan perkembangan paradigma interkonektif-integralis yang berimplikasi pada model pesantren yang hanya mengajarkan ilmu agama akan diganti dengan nuansa baru, yaitu memadukan dan mengintegrasikan ilmu agama dengan ilmu umum</em></p>

This study aims to identify and to analyze KH. ImamZarkasyi"s paradigm model of thinking in increasing the value of inclusive Islamic education based on human unity value through historical-philosophical approach. The result is that the paradigm model of Tawhid Worldview constitutes rationality value to liberate science bigotry among tribes, ethnic, cultural or religious understanding. Rationality value to build scientific epistemology in Islamic education inclusive curriculum content can be implemented through the integration of social sciences culture of sources of Islamic teachings, the philosophy of Pancasila and socio-cultural diversity of learners locally, nationally and internationally. On the other hand, rationality value will change the learning approach and method, and civilizing values of inclusive education through religious communal environment. The paradigm model can balance value function and mental changes and inclusive personality of local, national and international Muslim generation.

This study focused on exploring how the online learning design of Pendidikan Agama Islam (PAI) course facilitated the development of students’ self-regulated learning. This study was conducted at the State University of Malang, Indonesia, and used a qualitative approach in the form of a case study as its research method. Based on Bandura’s learner agency theory, the data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. Findings show that the PAI course at the State University of Malang had four learning design stages: stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. These stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emergence of the technical-didactic side of online Islamic education learning through a designed learning design stage so that, in the end, it will lead to benefits in achieving educational goals more effectively.

Self-regulated learning is one of the most important factors in online education. This research focused on exploring how the learning design of an online Islamic education course called Pendidikan Agama Islam (PAI) facilitated the development of students’ self-regulated learning. This study was situated at the State University of Malang (MUs), Indonesia and used qualitative approach in the form of case study as its methodology. The data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. The research found that the PAI course at State University of Malang (MUs) had four learning design stages consisting of stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. This stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emerge of the technical-didactic side of online Islamic education learning through a designed learning design stages so that in the end it will lead to benefits in achieving educational goals more effectively.AbstrakPembelajaran mandiri merupakan salah satu faktor terpenting dalam pembelajaran online. Penelitian ini berfokus pada eksplorasi tentang bagaimana desain pembelajaran daring matakuliah pendidikan Islam yang disebut Pendidikan Agama Islam (PAI) memfasilitasi pengembangan pembelajaran mandiri mahasiswa. Penelitian ini berlokasi di Universitas Negeri Malang (MUs), Indonesia dan menggunakan pendekatan kualitatif berupa studi kasus sebagai metodologinya. Data dikumpulkan melalui dokumentasi, wawancara berbasis online, dan observasi. Setelah dikumpulkan, data kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Penelitian menemukan bahwa matakuliah PAI di Universitas Negeri Malang (MUs) memiliki empat tahap desain pembelajaran yang terdiri dari stimulasi dan identifikasi masalah, analisis konten masalah pembelajaran, verifikasi hasil, dan generalisasi. Tahapan ini memfasilitasi pengembangan pembelajaran mandiri mahasiswa, sebagaimana terlihat melalui tiga indikator yang dimiliki oleh masing-masing mahasiswa, yaitu, kreativitas, kemampuan berpikir kritis, dan regulasi diri. Implikasi dari penelitian ini adalah munculnya sisi teknis pembelajaran daring Pendidikan Agama Islam melalui tahapan desain pembelajaran yang dirancang sehingga pada akhirnya akan bermanfaat dalam mencapai tujuan pendidikan secara lebih efektif.  How to Cite: Mardiana, D, Umiarso. (2021). The Development of Students’ Self-Regulated Learning Through Online Learning Design. TARBIYA: Journal of Education in Muslim Society, 8(2), 119-134. doi:10.15408/tjems.v8i2.22804.