Handam: Journal of Islamic Calligraphy, as its name Handam, it is derived from the Arabic which means instrument in writing a calligraphy. In this sense, Handam: Journal of Islamic Calligraphy represents an academic journal that presents scientific research reports, document reviews, and library subjects related to the Islamic calligraphy research focus. This Journal published by Darus Sholah Islamic Boarding School in Jember, Indonesia. This publication seeks to offer up-to-date thoughts and trends regarding the swift advancement of Islamic calligraphy writing from various perspectives. This journal publishes twice a year through the process of the double-blind review. Team of journal receives scientific writing composition boh in qualitative or quantitative research result from researchers, lecturers or teachers, and students which are written based on author guidelines covered in the feature aside this journal. Publisher Published by Darus Sholah Islamic Boarding School Jember, Indonesia. Sponsored by: Darus Sholah Islamic Education Institute Editorial Office: Jl. Moh. Yamin No.25, Kelurahan Tegal Besar, Kaliwates, Jember Regency, East Java 68132 Email: Darussholah@gmail.com | Phone: 0821-4731-0800
Darus Sholah Islamic Boarding School, Jember, Indonesia
Teachers’ Pedagogical Strategies for Enhancing Students’ Motivation: Learning Qur’an through Calligraphy Collage Art
This study examines teachers’ efforts to enhance students’ motivation in learning the Qur’an through the integration of collage calligraphy art at Musholla Al-Hikmah Curah Rejo Jember. The research responds to the challenge of limited student engagement in conventional Qur’anic instruction, which often emphasizes repetitive recitation and writing. To create a more engaging learning environment, teachers incorporated collage-based Arabic calligraphy using recycled materials as an instructional medium. This study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis of learning records and student artwork. The data were analyzed using an interactive qualitative model involving data reduction, data display, and conclusion drawing, supported by triangulation to ensure credibility. The findings indicate that collage calligraphy effectively enhanced students’ motivation across cognitive, affective, and behavioral dimensions. The strategy combined direct reading–writing practice, creative artistic engagement, structured assignments, positive reinforcement, and continuous evaluation. Students demonstrated increased attendance, greater persistence in completing tasks, improved reading accuracy, and higher memorization consistency. The artistic approach stimulated intrinsic motivation through creativity and aesthetic satisfaction, while recognition and feedback strengthened extrinsic motivation. The study concludes that collage calligraphy represents an effective pedagogical innovation in non-formal Qur’anic education, highlighting the importance of teacher creativity and contextual adaptation in fostering meaningful and sustainable learning motivation.
Copyright (c) 2025 Handam: Journal of Islamic Calligraphy https://creativecommons.org/licenses/by-sa/4.0
Calligraphy-Based Instruction for Establishing Students’ Creativity in Arabic Alphabet Writing
This study investigates the development of students’ creativity through Arabic calligraphy activities at TPQ Darul Ulum Petung Glagasan Bangsalsari, a non-formal Islamic educational institution. While Taman Pendidikan Al-Qur’an (TPQ) traditionally emphasizes Qur’anic recitation and memorization, this institution integrates structured calligraphy instruction as a medium for artistic and cognitive development. Employing a qualitative case study design, data were collected through observation, semi-structured interviews, and documentation. Participants included the TPQ head, the calligraphy instructor, and selected students actively involved in the program. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing, with triangulation applied to ensure credibility. The findings reveal that creativity development occurs through a structured and progressive instructional process, beginning with mastery of basic letter anatomy, followed by guided compositional exercises, and culminating in decorative elaboration. Indicators of creativity observed include fluency in design variation, flexibility in spatial arrangement, elaboration of ornamental details, persistence, and enhanced intrinsic motivation. Supporting factors include institutional commitment, instructional competence, availability of basic facilities, public recognition of student work, and parental encouragement. Inhibiting factors involve limited instructional time, student fatigue, varying initial writing abilities, and motivational fluctuations. The study concludes that Arabic calligraphy can serve as an effective pedagogical medium for fostering creativity within non-formal Islamic education, contributing to holistic child development by integrating technical discipline, aesthetic sensitivity, and character formation.
Reimagining Islamic Calligraphy Learning: An Analysis of the Hamidiyyah Learning Method
Arabic calligraphy plays a vital role in Islamic education as it combines linguistic accuracy, aesthetic value, and spiritual meaning. However, teaching Arabic calligraphy in non-Arabic contexts presents significant pedagogical challenges, particularly for students with diverse educational backgrounds. This study aims to explore the implementation of Arabic calligraphy learning using Kitab At-Thoriqoh Al-Hamidiyyah Fi Tahsin Al-Kitabah Al-I’tiyadiyah at Ma’had Al-Jami’ah Syaifuddin Zuhri IAIN Jember. Employing a qualitative field research approach, data were collected through observations, semi-structured interviews, and documentation involving instructors, students, and institutional administrators. The findings reveal that calligraphy learning is conducted systematically through three main stages: planning, implementation, and evaluation. The Hamidiyyah method emphasizes gradual learning by grouping Arabic letters based on movement patterns and reinforcing skills through continuous practice and corrective feedback (tashih). The evaluation process is formative and integrated into daily learning activities, enabling students to improve their writing accuracy and proportionality. Despite challenges related to time constraints and varying initial competencies, the method proves effective in enhancing students’ calligraphy skills and learning motivation. This study concludes that the Hamidiyyah method represents a pedagogically sound and contextually appropriate model for Arabic calligraphy instruction in higher Islamic educational institutions.
The Role of Islamic Calligraphy Extracurricular Activities in Developing Visual-Spatial Intelligence of Primary School Students
This study examines the role of Islamic calligraphy extracurricular activities in developing students’ visual-spatial intelligence in a primary Islamic school (Madrasah Ibtidaiyah). Employing a qualitative descriptive approach, the research explores how the extracurricular program is planned, implemented, and evaluated, as well as its contribution to students’ cognitive, creative, and spiritual development. Data were collected through observations, semi-structured interviews with the school principal, calligraphy instructor, and students, and documentation analysis. The findings reveal that Islamic calligraphy extracurricular activities were systematically implemented through structured instructional stages, including demonstration, guided practice, and independent work. Students demonstrated increased visual-spatial awareness, particularly in recognizing proportions, spatial arrangements, and visual balance in calligraphic compositions. Supporting factors included institutional support, instructor competence, and high student motivation, while inhibiting factors involved limited facilities and time constraints. The integration of aesthetic and spiritual elements further enhanced students’ engagement and learning experiences. This study concludes that Islamic calligraphy serves as an effective educational medium for fostering visual-spatial intelligence and holistic development when supported by effective management and instructional strategies. The findings contribute to the discourse on multiple intelligences and provide practical implications for optimizing extracurricular programs in Islamic primary education.
Internalization of Islamic Educational Values through Arabic Calligraphy Learning:A Qualitative Study at the Institute of Culture and Islamic Studies (ICIS)
This study examines the internalization of Islamic educational values through Arabic calligraphy learning at the Institute of Culture and Islamic Studies (ICIS), IAIN Jember. Grounded in the Islamic educational paradigm, which emphasizes the integration of spiritual devotion (ʿibādah) and moral character (akhlāq), this research explores how artistic learning practices function as a medium for value-based education in higher education. Employing a qualitative field research approach, data were collected through participant observation, in-depth interviews, and documentation involving calligraphy tutors, administrators, and student members. The findings reveal that Arabic calligraphy learning at ICIS embodies substantial values of ʿibādah, including patience, sincerity, honesty, discipline, and spiritual focus, which are internalized through repetitive practice, intentional learning orientation, and ethical artistic processes. Additionally, akhlāq values such as hard work, responsibility, cooperation, and respect for teachers are cultivated through structured routines and collaborative learning environments. These values are not transmitted through explicit moral instruction but are embedded experientially within daily learning activities. The study concludes that Arabic calligraphy learning functions as an integrative educational practice that harmonizes artistic skill development with spiritual and moral formation. This research contributes to the discourse on Islamic education by highlighting the pedagogical potential of art-based learning as an effective strategy for internalizing Islamic values in contemporary higher education contexts.
Student Management in Developing Calligraphy Talent through Extracurricular Activities: A Qualitative Study at an Islamic Junior High School in Indonesia
Student management plays a strategic role in facilitating students’ holistic development, particularly in nurturing talents through extracurricular activities. This study aims to analyze student management practices in developing students’ calligraphy talents through extracurricular programs at SMP Plus Darus Sholah Jember, an Islamic junior high school in Indonesia. Employing a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and documentation involving school principals, student affairs coordinators, calligraphy mentors, and participating students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing.The findings reveal that student management in the calligraphy extracurricular program is implemented systematically through integrated planning, organizing, implementation, and evaluation processes. Talent development begins with early identification and structured program planning, supported by clear organizational roles and collaborative coordination. Program implementation emphasizes not only technical calligraphy skills but also character building, discipline, and spiritual values. Evaluation is conducted continuously to monitor students’ progress and program effectiveness. Supporting factors include strong leadership commitment, mentor professionalism, and student motivation, while limited facilities and time constraints emerge as inhibiting factors. The study concludes that effective and integrated student management significantly contributes to the success of extracurricular-based talent development and provides practical implications for strengthening student management practices in similar educational contexts.
Management of Integrated Al-Qur’an Reading and Writing Learning Using IT-Based Media and Kurrasah At Thoriqoh Al-Hamidiyah in Islamic Secondary Education
Al-Qur’an reading and writing (Baca Tulis Al-Qur’an/BTQ) is a fundamental component of Islamic education that requires effective instructional management to ensure optimal learning outcomes. This study aims to analyze the management of BTQ learning through the integration of Information and Technology (IT)-based media and Kurrasah At Thoriqoh Al-Hamidiyah Fi Tahsinil Kitabah Al-I’tiyadiyah at SMP Plus Darussholah Jember. Employing a qualitative case study approach, data were collected through classroom observations, semi-structured interviews with school administrators, teachers, and students, as well as documentation analysis. The findings reveal that BTQ learning management was implemented systematically through collaborative planning, structured instructional implementation, and differentiated evaluation strategies. IT-based learning media were found to effectively enhance students’ Qur’anic reading skills by supporting pronunciation accuracy, tajwīd mastery, and learner autonomy. Meanwhile, the Kurrasah method significantly contributed to improving students’ Qur’anic writing accuracy through gradual instruction and continuous corrective feedback. The integration of both approaches addressed the multidimensional nature of BTQ learning more effectively than single-method instruction. This study concludes that the successful integration of modern technology and traditional pedagogical methods, supported by sound learning management practices, can enhance Qur’anic literacy in Islamic secondary education. The findings offer theoretical and practical implications for the development of innovative BTQ learning models in similar educational contexts.
Interpreting Qur’anic Calligraphy in Mosque Architecture: A Review on its Aesthetical Outlook
Qur’anic calligraphy constitutes a central element of Islamic visual culture, functioning not only as an artistic expression but also as a medium through which the Qur’an is experienced in everyday religious life. This study aims to examine the aesthetic characteristics and community reception of Qur’anic calligraphy displayed in mosque architecture, focusing on the Great Mosque of Ar-Raudlah in Kraksaan and the Raudlatul Jannah Mosque in Probolinggo, East Java. Employing a qualitative research design within the framework of Living Qur’an studies, data were collected through observation, in-depth interviews, and documentation. The findings reveal that Thuluth script dominates the calligraphic forms in both mosques, reflecting aesthetic principles of harmony, balance, and sacred symbolism. Qur’anic verses such as Ayat al-Kursi and Surah al-Fatihah are strategically positioned in architectural focal points, reinforcing their theological significance and spiritual functions. From the perspective of reception, worshippers perceive Qur’anic calligraphy not merely as decorative ornamentation but as a source of spiritual reflection, moral guidance, and religious protection. The visual presence of Qur’anic inscriptions contributes to heightened devotional awareness (khushu‘) and strengthens communal religious identity. This study demonstrates that Qur’anic calligraphy serves as a form of visual reception of the Qur’an, integrating aesthetics, theology, and lived religious experience within mosque spaces.
Islamic Calligraphy Learning as a Medium for Developing Disciplinary and Creative Character in Pesantren-based Education
Character education is a fundamental aspect of Islamic education, particularly in pesantren-based institutions that emphasize moral, spiritual, and intellectual development. This study aims to examine the role of Islamic calligraphy learning (khat) in shaping disciplinary and creative character among female students (santriwati) at Pondok Pesantren Modern Putri Darur Ridwan, Banyuwangi. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation of learning activities and students’ calligraphic works. The findings reveal that Islamic calligraphy learning is implemented through structured stages, including preparation, demonstration, guided practice, independent practice, and evaluation. These stages effectively foster disciplinary character, manifested in punctuality, adherence to rules, patience, accuracy, and responsibility. At the same time, calligraphy learning nurtures creative character by encouraging students to explore decorative elements, composition, and artistic expression within established writing conventions. The study also highlights the significant role of teachers as role models and facilitators, as well as the supportive pesantren environment in reinforcing character formation. The results indicate that discipline and creativity develop synergistically rather than contradictorily through calligraphy learning. This study concludes that Islamic calligraphy can serve as an effective medium for character-based education in Islamic boarding schools, integrating religious values, artistic learning, and character development holistically.
The Role of Arabic Calligraphy Learning in Shaping Students’ Character: A Qualitative Study on Self-Awareness, Patience, and Perseverance in an Islamic Junior High School
This study investigates the role of Arabic calligraphy learning in shaping students’ character within an Islamic junior high school context. The research focuses on three core character traits: self-awareness, patience, and perseverance. Employing a qualitative field research approach, the study was conducted at SMP Plus Darus Sholah Jember during the 2018/2019 academic year. Data were collected through classroom observations, in-depth interviews with teachers and students, and documentation of learning activities and students’ calligraphic works. The findings reveal that Arabic calligraphy learning contributes significantly to character formation by integrating reflective practice, disciplined repetition, and spiritual engagement. Self-awareness was developed through continuous self-evaluation and recognition of learning progress, while patience emerged from the meticulous and repetitive nature of calligraphy practice that required emotional regulation and acceptance of gradual improvement. Perseverance was fostered through sustained effort, structured learning progression, teacher modeling, and a supportive pesantren-based educational environment. The study concludes that Arabic calligraphy learning functions not merely as an artistic or linguistic activity but as a holistic pedagogical medium that effectively integrates character education into formal schooling. These findings suggest that art-based learning, particularly within Islamic education, holds substantial potential for cultivating morally grounded and resilient learners.
Implementing Islamic Calligraphy Extracurricular Activities to Foster Students’ Visual–Spatial Intelligence in Primary Education: A Qualitative Case Study
This study explores the implementation of Islamic calligraphy extracurricular activities as a strategy to develop students’ visual–spatial intelligence in an Islamic primary school context. Grounded in the multiple intelligences framework, the research aims to examine the planning, instructional practices, evaluation processes, and contextual factors influencing the effectiveness of calligraphy-based learning. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with school leaders, instructors, and students, as well as document analysis. The findings reveal that calligraphy extracurricular activities were systematically planned to integrate artistic learning with Islamic values and were implemented through demonstration, guided practice, and continuous feedback. Students demonstrated increased engagement, improved spatial awareness, enhanced creativity, and stronger learning discipline throughout the program. Evaluation was conducted through authentic and process-oriented assessment focusing on students’ artistic development rather than numerical achievement. Supporting factors included institutional commitment, students’ intrinsic interest, and parental encouragement, while limited instructional time and facility constraints emerged as inhibiting factors. The study highlights the pedagogical potential of Islamic calligraphy as an alternative learning pathway for fostering visual–spatial intelligence and promoting holistic student development in primary education.
Copyright (c) 2024 Handam: Journal of Islamic Calligraphy https://creativecommons.org/licenses/by-sa/4.0
Improving Islamic Junior High Students' Writing Abilities through the Art of Calligraphy: A Study on Tahsin Al-Khaţ
This study examines Qur’anic calligraphy as a lived expression of the Qur’an within mosque spaces, focusing on its aesthetic reception, educational function, and socio-religious significance. Employing a qualitative research design with a phenomenological approach, this study is framed within the Living Qur’an perspective, which emphasizes the manifestation of the Qur’an in social and cultural practices beyond textual interpretation. Data were collected through observation, semi-structured interviews with mosque administrators, religious teachers, calligraphers, and congregants, as well as visual documentation of calligraphic inscriptions. The findings reveal that Qur’anic calligraphy functions not merely as decorative art, but as a symbolic medium that reinforces religious identity, enhances spiritual experience, and serves as an informal tool of religious education. The selection of calligraphic styles and Qur’anic verses reflects a balance between aesthetic beauty, readability, and theological intent. Furthermore, calligraphy mediates the relationship between sacred text and social life, allowing the Qur’an to be experienced visually, emotionally, and communally. This study contributes to Living Qur’an scholarship by demonstrating how Islamic art operates as a dynamic form of religious engagement within contemporary Muslim communities.
Management of Calligraphy Extracurricular Programs in Enhancing Students’ Achievement at an Islamic Senior High School
Extracurricular activities play a strategic role in supporting holistic student development, particularly in enhancing non-academic achievement and character formation. This study aims to analyze the management of a calligraphy extracurricular program in enhancing students’ achievement at Madrasah Aliyah Darus Sholah Jember, an Islamic senior high school operating within a pesantren-based educational environment. Employing a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and documentation involving school administrators, instructors, and students. The data were analyzed using interactive analysis techniques consisting of data reduction, data display, and conclusion drawing.The findings indicate that the calligraphy extracurricular program was managed systematically through integrated planning, implementation, and evaluation processes. Program planning emphasized clear goal formulation, selective student recruitment based on interest and potential, and the involvement of competent instructors. Implementation focused on consistent practice, intensive mentoring, and the development of cognitive, affective, and psychomotor competencies. Evaluation was conducted continuously through portfolio assessment, observation of skill development, and review of student participation in competitions. As a result, the program contributed significantly to students’ non-academic achievement, particularly in calligraphy competitions, while also fostering discipline, patience, and learning motivation. This study concludes that effective management of culturally and religiously grounded extracurricular programs can serve as a strategic instrument for enhancing student achievement and strengthening the quality of Islamic educational institutions.
Implementing the Taqlidy Hamidi Method in Islamic Calligraphy Education: A Qualitative Study at the Institute of Culture and Islamic Studies (ICIS)
Islamic calligraphy represents a central artistic and educational tradition in Islamic culture, combining aesthetic beauty with disciplined craftsmanship and spiritual values. This study aims to analyze the implementation of Islamic calligraphy learning using the Taqlidy Hamidi method at the Institute of Culture and Islamic Studies (ICIS), IAIN Jember. Employing a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and documentation involving calligraphy instructors, tutors, and students. The findings reveal that the Taqlidy Hamidi method is implemented through systematic and gradual instructional stages, beginning with Khat Riq‘ah as a foundational script, followed by mastery of basic letterforms (mufradat), letter connections (tarkib), and continuous formative evaluation. A distinctive feature of this method is the murosim ijazah, which functions as both summative assessment and symbolic legitimization of students’ competence. The study also finds that the method effectively enhances students’ technical skills, aesthetic sensitivity, discipline, and perseverance. Supported by institutional structures and qualified instructors, the Taqlidy Hamidi method demonstrates strong relevance for contemporary Islamic art education while preserving classical calligraphic traditions. This research contributes to the discourse on traditional pedagogical models in higher education and offers insights for the development of structured Islamic calligraphy learning.
Qur’anic Calligraphy in Mosque Spaces as Aesthetic Reception: A Living Qur’an and Phenomenological Study
This study examines Qur’anic calligraphy in mosque spaces as a form of aesthetic reception within the framework of Living Qur’an studies. Focusing on three mosques in Jember Regency, East Java—Masjid Jami’ Al-Baitul Amin, Masjid Raudhotul Muchlisin, and Masjid Jami’ Al-Falah Mangli—this research explores how Qur’anic verses are visually presented, interpreted, and experienced by mosque congregants. Employing a qualitative phenomenological approach, data were collected through participant observation, in-depth interviews, and visual documentation. The findings reveal that Qur’anic calligraphy functions not merely as decorative ornamentation but as a multidimensional medium encompassing theological authority, aesthetic expression, and social meaning. Congregational reception varies from symbolic reverence and visual appreciation to deeper reflective engagement, shaped by individual religious knowledge and cultural context. Using Karl Mannheim’s sociology of knowledge, the study demonstrates that Qur’anic calligraphy embodies objective, expressive, and documentary meanings that collectively articulate Islamic identity and spiritual values within communal worship spaces. This research contributes to Living Qur’an scholarship by highlighting the significance of aesthetic practices in shaping contemporary Muslim religious experience.
Study of Character Types, Colours, and Media in Calligraphy at the Great Mosque of At-Taqwa Gumawang Belitang East OKU South Sumatra
This study aims to describe the types of khat, colors and media used in calligraphy decoration at the At-Taqwa Great Mosque, Gumawang, East OKU, South Sumatra. As is known, apart from having aesthetic value, decorating mosques using Arabic calligraphy also creates problems because the majority of people do not understand the writing which uses a squiggly letter style. For this reason, this study was carried out with two problem formulations: (1) what types of sermons and verses are chosen for MAG decoration? (2) What colors and media are used in MAG calligraphy decoration? This study uses field research methods with observation and indepth interviews. The results of this study are that the types of khat used in mosque decoration are Thuluth Jaly khat and Kufi Fatimi khat. There are four types of media used, namely: mattress, glass, wood and cement. The color used for Arabic calligraphy writing is gold, color background tends to be darker, such as dark green, brown and black.
Calligraphy in Digital Qur'an Manuscripts: EAP1020/3/2 and EAP1020/3/3
Manuscripts is a cultural heritage of a nation. Indonesia has a variety of manuscripts that have been successfully digitized. This digital form opens opportunities for researchers to study further related to ancient manuscripts. This article discusses the various calligraphic scripts on digital manuscripts of the Qur'an (EAP1020/3/2 and EAP1020/3/3). The method used is literature studies. The analysis is limited to the calligraphy forms of the Qur'anic text which are listed at the beginning, the text, and the edge of pages. The results show that generally, the calligraphy used in EAP1020/3/2 and EAP1020/3/3 is khat naskhi. It was also found the use of floral calligraphy as a copyist's adaptation of Arabic letters
Development of Da'wah Strategies Through Calligraphy Media: Opportunities and Challenges in Increasing Student Interest in Calligraphy Learning
Preaching by writing (da’wah bil qolam) has now started to be frequently used as a support for the success of da'wah targets, such as the teaching of calligraphy for example. Beauty expressed in the form of art is the most important part of culture because art is an effort or power of the human instinctive mind that is beautiful. The objectives of this research are 1). Describe the communication strategy of Ustadz Junaidi Hafaz's da'wah through calligraphy media in increasing interest in learning among MAS Sumber Bungur Pakong Pamekasan students. 2). Describe the supporting and inhibiting factors of Ustadz Junaidi Hafaz's da'wah communication strategy through calligraphy media in increasing students' interest in learning at MAS Sumber Bungur Pakong Pamekasan. This research used descriptive qualitative, with data collection techniques using observation, interviews and documentation. This research concluded: 1). Ustadz Junaidi Hafaz's communication strategy in increasing interest in learning calligraphy begins with making new breakthroughs in the field of calligraphy art in the Madrasah environment in order to obtain maximum results and quality of art for his students both in the school environment and in the community environment. 2). Supporting factors for Ustadz Junaidi Hafaz's da'wah communication strategy include, students are easy to guide well, enthusiasm and sincerity are visible during the learning process. Meanwhile, factors inhibiting this communication strategy include a lack of learning time which requires a lot of time for practice, especially for students who can be said to be beginners.
Calligrapher's Aesthetic Reception of the Hadith of the Prophet Muhammad SAW: Hilyah Syarifah Calligraphy Study
The aim of this research is to analyze the characteristic forms of writing by Jember calligraphers in hadith calligraphy Hilyah Syarifaha and analyzing the Jember Calligrapher's aesthetic reception of the hadith of the Prophet Muhammad SAW in hadith calligraphy Hilyah Syarifah. To identify these problems, researchers using a qualitative approach with a phenomenological approach. The data collection techniques use observation, interviews and documentation, data analysis techniques use descriptive analysis, data accuracy uses source triangulation techniques. The findings of this research show that: 1) The form of written characters (khat) Jember Calligraphers in Hilyah Syarifah Calligraphy adapting or following Uslub (style) and Qawaid which he followed and had variations of writing (khat) which is typical according to the version, but still refers tokurrosah-kurrosah previous. Calligrapher's writing variations depend on Dhauq (taste), because Dhauq from one person to another it is different. 2) Hilyah Syarifah is a response to the prohibition on drawing, painting the face of the Prophet Muhammad SAW and proof of the calligrapher's love for the calligraphy version of the Prophet Muhammad SAW. In Hilyah Syarifah the hadith of the Prophet SAW is written on the theme of the attributes of the Prophet Muhammad SAW. In expressing love and longing for Prophet Muhammmad SAW is not always done through Hilyah Syarifah but following the guidelines of Sheikh Hafidz Uthman Türkiye to get aesthetic value. Hilyah Syarifah as a form of scientific legality. Because of a diploma or Hilyah Syarifah is like a quality certificate that shows the quality of goods that have met predetermined standards, so that someone is a calligrapher who has completed the Hilyah Syarifah or certificate then they are worthy and have the right to disseminate their knowledge.
Revisiting the Learning of Calligraphy at School: A Study of Khat Learning in Islamic Junior High School
Khat in Islamic calligraphy represents a visual journey through the intricate and magnificent scripts that have adorned Islamic art for centuries. The diverse styles of khat, developed over time, showcase the skill, creativity, and cultural exchange inherent in Islamic calligraphy. From Thuluth’s elegance to Diwani’s ornamental intricacy, khat scripts embody the beauty and richness of Islamic culture and continue to captivate and inspire audiences around the world. This study aims to describe and identify the khat learning in Darus Sholah Islamic Junior High School. Implementing qualitative research approach, the research focus is going to presented comprehensively based on the actual learning process taking place. The data were collected through in-depth interview, observation, and document review. Miles Hubberman and Saldana Analysis was carried out as it includes some stages such as the data condensation, data display, and drawing conclusion. To have a valid data, source and technique triangulation was used. The results of the research suggested that there are three types of khat learning taking place in Darus Sholah Islamic Junior High School.