AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam
Sekolah Tinggi Agama Islam Al-Jami Banjarmasin
The Implementation of the Qur'an Memorization Program through the Tahfizul Qur'an Quarantine Program at Darul Hijrah Putra Islamic Boarding School, Cindai Alus
This study was motivated by the rapid growth of Qur'an memorization (Tahfidz) programs in Indonesia, encouraging Islamic educational institutions to implement intensive memorization programs. Darul Hijrah Islamic Boarding School, Putra Cindai Alus, is one of the institutions that organizes the Qur'an Memorization Quarantine Program. However, several challenges remain, preventing the program from being implemented optimally. This study aimed to describe the implementation of the Qur'an Memorization Quarantine Program, focusing on its planning, implementation, and evaluation stages. A qualitative field research approach was employed. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the planning stage involved establishing learning objectives, organizing learning materials according to participants' initial abilities, applying the Yadain Litahfizhil Qur'an method integrated with talaqqi and muraja'ah, designing learning strategies, preparing instructional media, and developing evaluation procedures. The implementation stage consisted of opening activities, memorization sessions, recitation submission, muraja'ah, recitation correction, mentoring, and closing activities involving prayers and motivation. Meanwhile, the evaluation stage included continuous supervision by muhafiz, muhafizah, and the organizing committee, as well as assessments of memorization achievement, tajwid, discipline, and students' manners through daily, weekly, and monthly evaluations. The study concludes that the program has been implemented systematically; however, improvements in several aspects are still required to enhance its overall effectiveness and achieve the intended learning objectives.
Learning Planning, Learning Implementation
Copyright (c) 2026 Laila Mawaddah, Mardhiya Agustina, Khalilurrahman https://creativecommons.org/licenses/by-sa/4.0
Naskh and Mansukh in Contemporary Islamic Exegetical Thought: Reconstructing the Paradigm through the al-Jam’u wa al-Tawfīq Approach
This study aims to reconstruct the paradigm of naskh and mansukh in contemporary islamic exegetical thought by positioning the al-jam’u wa al-tawfīq approach as the primary methodological framework for resolving apparent contradictions among qur'anic verses. The research employs a qualitative library research design, drawing upon classical works of Ulum Al-Qur’an, uṣul al-fiqh, and tafsīr, alongside contemporary scholarly literature on qur'anic hermeneutics, maqasid al-shari’ah, and modern islamic legal thought. Data were collected through systematic documentation of authoritative sources and analyzed using qualitative content analysis, comparative analysis, and conceptual synthesis to examine the methodological evolution of naskh from classical to contemporary scholarship. The findings reveal a significant epistemological shift from viewing naskh as the primary mechanism for resolving legal differences toward prioritizing al-jam’u wa al-tawfīq, historical contextualization, and maqasid al-shari’ah before recognizing the occurrence of abrogation. The study demonstrates that many cases traditionally classified as mansukh can be more appropriately understood through harmonization, contextual differentiation, and gradual legislation (tadarruj fi al-tashrīʿ). The novelty of this study lies in the formulation of an integrated theoretical framework that systematically combines al-jam’u wa al-tawfīq, maqasid al-shari’ah, historical contextualization, and gradual legislation into a unified epistemological model, repositioning naskh as a valid but highly restricted interpretative mechanism while reinforcing the coherence, universality, and contemporary relevance of the qur'an in islamic exegetical thought and islamic education.
Copyright (c) 2026 Suriyadi Suriyadi, Fathorrahman Fathorrahman https://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education Teachers' Control over the Viral Trend of Imitating Impolite Language from TikTok Social Media in Shaping Students' Moral Character
This study aims to analyze the influence of TikTok viral trends on students’ imitation of impolite language, examine the control strategies implemented by Islamic Religious Education (IRE) teachers, and identify the supporting and inhibiting factors affecting students’ moral character development through language regulation. This research employed a qualitative approach using a case study design at SD Negeri Jatibarang Lor 01. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. Data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that TikTok’s algorithm accelerates students’ imitation of impolite language by repeatedly exposing them to viral expressions and communication patterns that gradually become part of their daily interactions at school. IRE teachers address this phenomenon through intensive supervision, educative corrective feedback, habituation of polite language, integration of Islamic communication ethics into classroom instruction, exemplary behavior, reinforcement of a religious school culture, and continuous collaboration with parents. The study also identifies excessive smartphone use, limited parental supervision, peer influence, and the rapid expansion of digital culture as the primary obstacles to effective moral education. The novelty of this study lies in the development of an Integrative Educational Control Model, which combines Islamic moral education, digital literacy, teacher role modeling, character habituation, and family school collaboration as a comprehensive framework for mitigating the negative influence of TikTok on students’ moral character in the digital era.
Copyright (c) 2026 Taukhid Mubarok, Siti Fatimah, Ahmad Mustofa Aqil , Rizka Ayu Amalia, Fardan Ali https://creativecommons.org/licenses/by-sa/4.0
Mechanisms and Dynamics of Parent–School Collaboration in Cultivating Qur'anic Morals: A Case Study at TAUD SaQu Zidna Ilma
Cultivating Qur'anic morals in early childhood requires sustained collaboration between schools and families to ensure consistent moral habituation across learning environments. This study aims to analyze the implementation and dynamics of parent–school collaboration in cultivating Qur'anic morals through the At-Tibyan Curriculum at TAUD SaQu Zidna Ilma. A qualitative case study design was employed using semi-structured interviews, non-participant observation, and document analysis. Data were analyzed using the Miles model through four stages: data collection, data condensation, data display, and conclusion drawing and verification. The findings reveal that collaboration is built through continuous communication, shared understanding developed through parenting programs, collaborative monitoring using adab journals and mutaba'ah books, and a clear division of roles between schools and families. The dynamics of collaboration are influenced by parental involvement, teacher responsiveness, monitoring systems, and institutional support. This study demonstrates that the effective cultivation of Qur'anic morals depends on the integration of collaborative mechanisms that sustain moral habituation across school and home environments.
Copyright (c) 2026 Syafa'atus Syarifah, Imam Kanafi https://creativecommons.org/licenses/by-sa/4.0
Educators in Islam: A Study of Their Status, Roles, Duties, and Challenges from the Perspective of Islamic Education
Education in Islam is not merely aimed at transferring knowledge, but also at shaping the character, morals, and spirituality of learners toward becoming a perfect human being (insan kamil). One of the key components that determines the success of such education is the educator. This study aims to examine the definition, position, duties and roles, characteristics, as well as challenges faced by educators from an Islamic perspective. This research employs a qualitative method using a library research approach, where data are collected through the review and analysis of literature such as books and scientific journals, as well as primary sources including the Quran and Hadith relevant to the theme of educators in Islam. The data are analyzed using content analysis through a descriptive-qualitative technique. The findings indicate that the term "educator" in Islam carries a broad meaning, reflected in various designations such as murabbi, mu'allim, muaddib, mudarris, mursyid, and muzakki, each representing a distinct dimension of their role. The position of an educator in Islam is highly honorable, even comparable to that of the Prophets, since the knowledge they teach ultimately originates from Allah SWT. The duties and roles of an educator cover instructional, educational, and managerial functions, while their ideal characteristics include faith, knowledge, sincerity, fairness, and consistency in practicing what they teach. Furthermore, educators in Islam today face three main challenges: the advancement of science and technology, democratization, and moral decline. This study recommends strengthening both the spiritual and professional competencies of educators so that they can respond to contemporary challenges without abandoning Islamic values.
Copyright (c) 2026 Lalu Yusri Bahtiar, Syarifuddin Ondeng, Munawir Kamaluddin https://creativecommons.org/licenses/by-sa/4.0
The Islamic Education System during the Era of the Rightly Guided Caliphs: The Foundation of Islamic Civilization Development
This study aims to analyze the Islamic education system during the era of the Rightly Guided Caliphs and to examine its contribution to the development of Islamic civilization. Employing a qualitative library research approach, this study analyzes classical Islamic literature, historical records, and contemporary scholarly works concerning educational philosophy, curriculum, educational institutions, teaching methods, educational leadership, and educational policies implemented during the reigns of Abu Bakr al-Ṣiddīq, Umar ibn al-Khaṭṭāb, Uthman ibn Affān, and Ali ibn Abi Ṭālib. The findings indicate that Islamic education during this period developed into a systematic educational model characterized by the integration of spiritual, intellectual, moral, and social dimensions. Educational institutions such as mosques and kuttab became centers for knowledge transmission, while the standardization of the Qur'an, expansion of scholarly networks, appointment of teachers, and establishment of educational centers significantly strengthened Islamic intellectual development. Furthermore, each caliph introduced distinctive educational policies that collectively contributed to preserving Islamic teachings and fostering scientific advancement. The study concludes that the Islamic education system during the era of the Rightly Guided Caliphs established the essential educational foundations for the flourishing of Islamic civilization and continues to offer valuable educational principles for contemporary Islamic education.
Copyright (c) 2026 Novita Fauziah, Busahdiar Busahdiar, Rabiatul Adawiyah https://creativecommons.org/licenses/by-sa/4.0
Creative Learning Methods in Islamic Education for Character Development in Primary Schools
The development of students' character has become a major concern in primary education, particularly in the context of Islamic education, where moral, spiritual, and social values are expected to be integrated into the learning process. However, conventional teacher-centered instructional practices often limit students' engagement and reduce opportunities for meaningful character formation. This study aims to examine the implementation of creative learning methods in Islamic education and to analyze their contribution to character development among primary school students. The research employed a qualitative library research design by systematically reviewing contemporary scholarly literature, educational policies, and empirical studies related to creative pedagogy, Islamic education, and character education. Data were analyzed using descriptive-analytical and thematic content analysis to identify key pedagogical patterns and their implications for character development. The findings indicate that creative learning methods—including project-based learning, storytelling, role-playing, educational games, collaborative learning, digital learning media, and reflective activities significantly enhance students' participation, critical thinking, creativity, communication skills, and internalization of Islamic values. These methods also promote essential character traits such as honesty, responsibility, discipline, empathy, cooperation, and respect for diversity by encouraging active and contextual learning experiences. The study further reveals that the integration of creative pedagogy with Islamic ethical principles strengthens both cognitive achievement and affective development, leading to a more holistic educational process. The novelty of this study lies in proposing an integrated conceptual framework that synthesizes creative pedagogical approaches with Islamic character education principles, providing a comprehensive model for fostering twenty-first-century competencies while preserving Islamic moral values in primary school education.
Copyright (c) 2026 Ummi Saadah, Anisa Yulia Saputri, Mila Hariani, Rahayu Mardikaningsih, Didit Darmawan https://creativecommons.org/licenses/by-sa/4.0
The Style of Kināyah in the Qur'an: A Critical Analysis from the Perspective of Bayan of the Verses on Social Interaction
Human language often has limitations and can seem vulgar when articulating private domestic matters. This is where the Qur’an uniquely comes into play by utilizing the flexibility of uslūb kināyah (a figurative style of speech or subtle allusion) as an aesthetic and ethical linguistic instrument. This study aims to critically analyze the mechanisms of uslūb kināyah, including its meaning, components, classification, and significance by focusing specifically on verses regarding mu‘āsyarah (intimate spousal interaction). This is a descriptive qualitative study based on library research. Primary data is sourced from the mu‘āsyarah verses in the Qur’an, which are analyzed using a stylistic and exegetical approach through thematic study methods. The results of the study indicate that the semantic mechanism of uslūb kināyah operates through the interconnection of its three main elements, whereby the figurative meaning is conveyed profoundly without invalidating the original meaning according to sharia logic. In the mu‘āsyarah verses (such as QS. al-Baqarah: 187, 223, 235; QS. al-Nisā’: 21, 43; QS. al-A‘rāf: 189; and QS. al-Zukhruf: 18), the Qur’an consistently employs euphemism by shifting from explicit (ṣarīḥ) diction to suggestive expressions rich in aesthetic value. This is evidenced by the use of the word libās (clothing) to refer to intimacy, ḥarṡ (field) to refer to uterine reproduction, and the words lāmastum, tagasysyā, and afḍā to represent sexual intercourse. This study concludes that the uslūb kināyah in the mu‘āsyarah verses plays a strategic role in balancing the morality of polite speech (adab al-kalim) without obscuring or diminishing the precision of the fiqh legal rulings contained therein.
Copyright (c) 2026 Sarmilah Amir, Mardan Mardan, Andi Miswar https://creativecommons.org/licenses/by-sa/4.0
A Comparative Study of al-Jarḩ wa al-Ta‘dīl in Ahl al-Sunnah and Shī‘ah Imāmiyyah
The science of al-Jarḩ wa al-Ta‘dīl occupies a central position in hadith criticism as the primary instrument for evaluating the credibility of hadith narrators. Ahl al-Sunnah developed this discipline around the criteria of ‘adālah and ḍabṭ, while Shī‘ah Imāmiyyah developed a parallel discipline known as ‘Ilm al-Rijāl, which places strong emphasis on a narrator's loyalty to Ahl al-Bayt. This methodological divergence carries significant implications for the corpus of hadith accepted by each school, yet a focused comparative study of the two traditions remains limited. This study aims to compare the concepts, criteria, and epistemological foundations of al-Jarḩ wa al-Ta‘dīl in the Sunni tradition with ‘Ilm al-Rijāl in the Imāmī Shī‘ah tradition, and to examine how these methodological differences shape the acceptance of contested hadith such as the hadith of Ghadīr Khum and the hadith of the twelve caliphs. This research employs a qualitative library research design with a thematic (mawḍū‘ī) approach, a descriptive-analytical method, documentation as the data collection technique, and content analysis as the data analysis technique. Primary sources include Ṣaḥīḥ al-Bukhārī, Ṣaḥīḥ Muslim, and classical rijāl literature from both traditions, supported by relevant secondary scholarship. The findings show that although both schools share the goal of safeguarding the authenticity of hadith and use comparable narrator classifications such as thiqah and ḍa‘īf, they differ fundamentally in their standards for evaluating the Companions, their sources of religious authority, and the resulting corpus of accepted hadith. These differences are not merely technical but reflect divergent paradigms in understanding religious authority and the transmission of Islamic teachings.
Copyright (c) 2026 Muhammad Azzam, Muhammad Akhyar, Muhammad Akbar Tanjung, Neni Nurlaela, Mulyana https://creativecommons.org/licenses/by-sa/4.0
Digitalizing Menstrual Fiqh Education: The Use of RIMA Application to Support Haid Cycle Monitoring among Female Islamic Boarding School Administrators
This study explores the use of the RIMA application as a digital learning medium to support menstrual fiqh education among female administrators of Al Ishlah Assalafiyah Islamic Boarding School, Luwungragi. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and documentation. The findings reveal that the RIMA application contributes significantly to improving participants’ understanding of menstruation-related fiqh, particularly in distinguishing between haid, istihadhah, and periods of purity. The application also facilitates systematic menstrual cycle monitoring, enabling users to connect personal biological experiences with Islamic legal principles. Furthermore, the integration of menstrual data into learning activities promotes experiential and student-centered learning, resulting in greater engagement and critical reflection. Although challenges related to digital literacy and technological adaptation were identified, the study demonstrates that digital tools can enhance the effectiveness of Islamic learning. The findings highlight the potential of RIMA as an innovative model for digitalizing women’s fiqh education in Islamic boarding schools
Copyright (c) 2026 Anis Khumaeni, Fitri Andiyani, Putri Lia Ningsih, Widya Sifa, Muhammad Farhan, Ratoni Ratoni https://creativecommons.org/licenses/by-sa/4.0
Communicative Approach in Managerial Supervision from an Islamic Educational Perspective: Improving School Evaluation at SDN 14 Selayo, Solok Regency
This study aims to describe the implementation of a communicative approach in managerial supervision as an effort to improve the quality of school evaluation at SDN 14 Selayo, Solok Regency. Effective managerial supervision requires open, dialogic communication based on trust between the principal and teachers. This research uses a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, and education staff at SDN 14 Selayo. The findings show that the implementation of a communicative approach in managerial supervision significantly improves the quality of school evaluation, including program planning, instructional implementation, and reporting of evaluation results. This approach is able to build a conducive school climate, increase teacher motivation, and foster a reflective culture within the school environment. It is concluded that managerial supervision with a communicative approach is an appropriate and effective strategy to enhance the overall quality of school evaluation.
Copyright (c) 2026 Yusnimaranti Yusnimaranti, Jamilus Jamilus https://creativecommons.org/licenses/by-sa/4.0
Reconstruction of Islamic Educational Thought between Tradition and Modernity in West Nusa Tenggara
This study aims to analyze the roots of Islamic tradition in West Nusa Tenggara (NTB), map the challenges of modernity facing local Islamic educational institutions, identify the typologies of ideological reconstruction, and examine the implications of these reconstruction models on contemporary educational policies and practices. The method employed in this qualitative research is a Systematic Literature Review (SLR) to identify, evaluate, and interpret scientific literature indexed in Sinta and Scopus, government regulations, and relevant scholarly books. The data analysis technique combines content analysis and thematic analysis through data reduction, thematic coding, categorization, and conclusion drawing. The research findings indicate that the traditional roots of Islamic education in NTB rest firmly on the dominance of bayani and irfani epistemologies through halaqah institutions, the charismatic authority of Tuan Guru, and local leadership manuscripts. The influx of modernity manifested in post-pandemic digital disruption, global tourism expansion, and national standardization has triggered institutional pressures and an epistemological dichotomy. The responses of religious institutions in NTB are classified into three reconstruction typologies:traditional-conservative, modernist-reformist, and integrative-transformative. The integrative-transformative model proves to be the most relevant adaptation pattern through the implementation of hybrid curricula, digitalization of learning media without desacralizing face-to-face learning, and character strengthening based on local wisdom. The practical implication of this reconstruction successfully transforms Islamic education in NTB into a living laboratory for contextualizing religious moderation while serving as a strategic pillar in maintaining cross-ethnic social cohesion.
Copyright (c) 2026 Nur Ismiyahyi, Ahmad Barizi, Fadhilah Hanjani Putri, Fifin Nopisaputri https://creativecommons.org/licenses/by-sa/4.0
Reconstructing Islamic Education Management through Prophetic Leadership and Sufism in Educational Institutions
This study aims to analyze the integration of prophetic leadership and Sufism as a foundation for reconstructing Islamic education management in educational institutions. The research employs a qualitative method with a library research approach through the examination of various relevant literature on Islamic education management, prophetic leadership, and Sufism. The findings indicate that the reconstruction of Islamic education management can be developed through four main dimensions: prophetic planning based on prophetic values, shura-based organizing that emphasizes participation and consultation, prophetic leadership that implements the principles of siddiq (truthfulness), amanah (trustworthiness), tabligh (effective communication), and fathanah (wisdom and intelligence), as well as muraqabah-based supervision that integrates organizational control with spiritual consciousness. The integration of prophetic leadership and Sufism contributes to the development of a management system that is organizationally effective while fostering spiritual awareness, social ethics, and moral transformation. The novelty of this study lies in the formulation of a reconstructed Islamic education management model that integrates the principles of prophetic leadership with Sufi values as a management framework capable of adapting to contemporary educational challenges without neglecting the spiritual dimensions of Islam.
Copyright (c) 2026 Fadhilah Hanjani Putri, Ahmad Barizi, Nur Ismiyahyi , Fifin Novi Saputri https://creativecommons.org/licenses/by-sa/4.0
The Role of Nationalism in Shaping Modernity: Towards a Triaxial Theory of National Identity in the Global Digital Era through the Lens of Islamic Education
This study examines the evolving role of nationalism in shaping modernity and proposes a reconstructed Triaxial Theory of National Identity (TTNI) through the lens of Islamic education to address the challenges of the global digital era. The research aims to develop a comprehensive conceptual framework that explains how cultural-historical continuity, civic-democratic values, and digital-network dynamics interact in constructing adaptive national identity while integrating Islamic educational principles. This study employed a qualitative library research approach by systematically reviewing classical and contemporary literature on nationalism, digital society, citizenship education, and Islamic educational philosophy. Data were analyzed using qualitative content analysis, thematic analysis, and comparative conceptual synthesis to identify theoretical convergences, research gaps, and interdisciplinary relationships. The findings reveal that contemporary nationalism can no longer be adequately understood through single-dimensional approaches emphasizing ethnicity, territory, or civic institutions alone. Instead, sustainable national identity emerges from the dynamic interaction among the Cultural-Historical Axis, Civic-Democratic Axis, and Digital-Network Axis, mediated by Islamic educational values such as maqāṣid al-sharī‘ah, ukhuwah waṭaniyyah, wasatiyyah, and ethical digital citizenship. Islamic education plays a strategic role in fostering historical awareness, democratic participation, critical digital literacy, and moral responsibility necessary for strengthening adaptive nationalism in digitally interconnected societies. The novelty of this study lies in reconstructing the Triaxial Theory of National Identity by positioning Islamic education as the ethical and pedagogical mediator that integrates cultural identity, democratic citizenship, and digital literacy into a holistic framework for developing adaptive, inclusive, and ethically grounded nationalism in the era of artificial intelligence and global digital transformation.
Political Education Methods in the Islamic Perspective: An Analysis of the Political Education Methods Employed by Prophet Muhammad SAW
This study examines the methods applied by the Prophet Muhammad SAW in political education based on the Qur'anic perspective. Indonesian political education currently shows a significant gap between the growing number of political parties and the quality of political education produced. Scholars such as Omar Muhammad al-Toumy al-Syaibany, Hassan Langgulung, and Muhammad Quthb assert that educational success is fundamentally determined by the quality of methods used, not merely the content of the curriculum. Using qualitative interpretive methodology with a thematic Qur'anic approach (mawdhu'i), this study identifies at least 32 political education methods practiced by the Prophet, producing three primary domains of transformative change: 11 Cognitive methods, 19 Affective methods, and 2 Psychomotor methods. These methods are rooted in the Qur'anic principles of Surah al-Nahl verse 125 hikmah, mau'izhah hasanah, and mujadalah. Implementation within the family unit is identified as the key to societal transformation, as the family constitutes the first and most decisive institution for cultivating political consciousness in successive generations
Copyright (c) 2026 Amsori Amsori https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Cooperative Learning to Enhance the Creativity and Learning Outcomes of Ninth-Grade Students in Islamic Religious Education (PAI) at SMP Negeri 4 Brebes
This study aims to analyze the implementation of the Cooperative Learning method in enhancing the creativity and learning outcomes of ninth-grade students in Islamic Religious Education (PAI) at SMP Negeri 4 Brebes, as well as to identify the supporting and inhibiting factors that influence its implementation. This study employed a qualitative approach with a case study design. Data were collected through observations, interviews, and documentation involving an Islamic Religious Education teacher and ninth-grade students. The findings reveal that the implementation of Cooperative Learning was carried out through three main stages: planning, implementation, and evaluation. The novelty of this study lies in its simultaneous analysis of the impact of Cooperative Learning on students’ creativity and learning outcomes in Islamic Religious Education, while also identifying contextual factors that influence its effectiveness at the junior secondary school level.
Copyright (c) 2026 Lulu Rahma Detriska, Didi Nur Hilal, Zahrotun Nisa, Annisa Anggraeni, Ati Umi Atun Nur Azizah, Dewi Rizqiah, Nur Kholidin https://creativecommons.org/licenses/by-sa/4.0
Challenges and Opportunities in Research Methodologies for Contemporary Islamic Education Studies
This article examines the challenges and opportunities of research methodology in contemporary Islamic education studies. The rapid development of science, digital technology, and social transformation has encouraged significant changes in research approaches used to study Islamic education. This study aims to analyze the development of research methodologies, identify methodological challenges and opportunities, and explain their implications for the future of Islamic education studies. The research employed a qualitative approach using the library research method. Data were collected from scientific journal articles, books, proceedings, and other relevant academic sources, then analyzed through content analysis techniques. The findings indicate that research methodology in Islamic education has shifted from predominantly normative and textual approaches toward more empirical, contextual, interdisciplinary, and technology-based approaches. The study also reveals several challenges, including the integration of Islamic normative values with scientific objectivity, the complexity of educational issues, and ethical concerns in digital research. On the other hand, the development of mixed methods, digital technology utilization, interdisciplinary collaboration, and the integration of Islamic epistemology with modern scientific methodologies provide significant opportunities for strengthening Islamic education research. These developments have implications for improving methodological competence, digital literacy, curriculum reform, and the development of an integrative research paradigm. Therefore, adaptive and innovative methodological development is essential to enhance the quality, relevance, and contribution of Islamic education studies in responding to contemporary educational challenges.
Copyright (c) 2026 Nahdliana 'Aisyatul 'Asyiroh, Firman Jumbati, Isnaini Isnaini, Langgeng Budianto https://creativecommons.org/licenses/by-sa/4.0
Islamic Educational Values within the Curriculum of Love: A Semantic Analysis of Nasaruddin Umar’s Educational Thought
This study aims to analyze the values of Islamic education in the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) proposed by Nasaruddin Umar through a semantic review. The research seeks to explore the deep meanings of key terms in this concept and its relevance as a new paradigm for a more humanistic and transformative Islamic education in Indonesia. This study employs a qualitative approach using library research. Primary data were obtained from Nasaruddin Umar’s original works and official documents from the Ministry of Religious Affairs, while secondary data were drawn from relevant Islamic education literature. Data were analyzed using semantic analysis to examine the meanings of key terms such as cinta (love), rahmah (mercy), and Panca Cinta (Five Loves). The findings reveal that the Love-Based Curriculum is built upon an integrated theological-logos-ethos framework. Through semantic analysis, the terms mahabbah, rahmah, and Panca Cinta (love for Allah and His Messenger, love for self and others, love for knowledge, love for the environment, and love for the homeland) contain holistic meanings that integrate theological, spiritual, humanistic, ecological, and national dimensions. This concept shifts Islamic education from a formalistic approach to one centered on compassion and mercy (rahmatan lil ‘alamin). Theoretically, this study enriches the discourse of Islamic education thought with a semantic perspective. Practically, the Love-Based Curriculum has the potential to serve as a more humanistic and inclusive curriculum model. However, this research is limited to a literature study; therefore, further empirical research is needed to measure the effectiveness of its implementation in educational settings.
Copyright (c) 2026 Nurfadillah Nurfadillah, Abdul Jabbar Tahir, Baso Pallawagau https://creativecommons.org/licenses/by-sa/4.0
The Construction of Tarāduf between Khauf and Khasyah in the Qur’an: Semantic Analysis and Interpretive Implications
This study examines the construction of al-tarāduf between the words khauf and khasyyah in the Qur’an through semantic analysis and its implications for interpretation. Both words are often translated as “fear,” yet they possess different nuances of meaning when analyzed contextually. This research aims to explore the meanings of khauf and khasyyah, analyze their usage in Qur’anic verses, and identify the interpretive implications arising from the differences between the two terms. This study employs a qualitative method with a library research approach by examining classical and contemporary tafsir literature as well as linguistic studies related to Qur’anic semantics. The findings indicate that khauf refers more to general fear arising from perceived danger or threat, whereas khasyah denotes fear rooted in knowledge, reverence, and awareness of the greatness of Allah. These differences demonstrate that the Qur’an does not use synonymous words randomly, but rather places each word according to its semantic and contextual function. Therefore, understanding the distinction between khauf and khasyah is important in order to avoid simplification of meaning and to strengthen accuracy in interpreting Qur’anic verses.
Copyright (c) 2026 Afkar Azizi, misnawati https://creativecommons.org/licenses/by-sa/4.0
The Ngaji Duduk Tradition of Banjar Women as a Manifestation of Islam Nusantara: An Analysis of Contemporary Islamic Thought
This study aims to analyze the tradition of ngaji duduk among Banjar women as a manifestation of Islam Nusantara and to examine its relevance within contemporary Islamic thought. The research focuses on understanding how this local religious tradition functions as a medium for transmitting Islamic values, strengthening women’s religious agency, and preserving indigenous Islamic culture in South Kalimantan. This study employs a qualitative approach using library research methods. Data were collected from books, scientific articles, historical documents, and scholarly works related to Banjar culture, Islamic education, women’s religious participation, Islam Nusantara, and contemporary Islamic thought. The findings reveal that the ngaji duduk tradition represents a living manifestation of Islam Nusantara characterized by moderation, cultural accommodation, social harmony, and contextual religious understanding. Banjar women are not merely recipients of religious knowledge but active agents in maintaining Islamic scholarship, social cohesion, and local religious identity. Furthermore, this tradition reflects contemporary Islamic perspectives that emphasize inclusiveness, contextualization, local wisdom, and the integration of Islamic teachings with socio-cultural realities. The novelty of this study lies in its effort to connect Banjar women’s religious practices with the discourse of Islam Nusantara and contemporary Islamic thought, thereby demonstrating that local traditions can serve as significant instruments for preserving Islamic values amid modern social transformations.
Copyright (c) 2026 Agung Nugroho, Zulfa Jamalie https://creativecommons.org/licenses/by-sa/4.0
The Dynamics of Contemporary Islamic Thought in the “Muhammadiyah Is Not Wahhabi” Narrative: A Framing Analysis Based on Robert N. Entman’s Framework
This study aims to analyze the construction of the “Muhammadiyah Is Not Wahhabi” narrative and to examine how such a discourse reflects broader dynamics of contemporary Islamic thought in Indonesia. This research employs a qualitative approach using library research methods and applies Robert N. Entman’s framing analysis model, which consists of four analytical dimensions: defining problems, diagnosing causes, making moral judgments, and recommending treatments. The data were collected from digital religious discourses, scholarly literature, and relevant media texts discussing Muhammadiyah, Wahhabism, and Islamic identity. The findings indicate that the narrative frames Muhammadiyah as an autonomous Islamic reform movement with distinctive historical, theological, and methodological foundations that differ from Wahhabism. The discourse also portrays Wahhabism as an external ideological influence while positioning Ahmad Dahlan’s intellectual legacy as a source of legitimacy for Muhammadiyah’s independent identity. Furthermore, the study reveals that digital religious narratives function not only as instruments of da‘wah but also as arenas for ideological contestation, identity construction, and the reinterpretation of Islamic thought in the digital age. The novelty of this research lies in its integration of framing analysis with contemporary Islamic thought studies, demonstrating how digital discourse actively shapes theological boundaries and religious identities within Indonesian Islam.
Copyright (c) 2026 Ari Dwi Aditya, Ida Suryani Wijaya, A. Rivai Beta https://creativecommons.org/licenses/by-sa/4.0
Islam, Tradition, and Modernity: A Living Hadits Analysis of the Transformation of Sound Symbols for Iftar Time in Banjar Society
This study aims to analyze the transformation of sound symbols used to mark iftar time in Banjar society through the perspective of living hadith, with particular attention to the interaction between Islam, local tradition, and modernity. The research investigates how prophetic teachings concerning the determination of iftar time have been interpreted, embodied, and transformed through different auditory symbols, ranging from direct observation of sunset, the adhan, and the beduk to contemporary digital notifications. This study employs a qualitative library research method utilizing classical hadith collections, works of Islamic scholarship, living hadith studies, sociological analyses of religion, and contemporary literature on digital religiosity. The findings reveal that the transformation of sound symbols does not alter the normative foundation of the prophetic tradition but reflects a dynamic process of adaptation to changing socio-cultural and technological contexts. In Banjar society, the beduk functions not only as an auditory marker of iftar but also as a symbol of collective memory, cultural identity, and religious education. The transition toward digital notifications demonstrates the continuing relevance of prophetic teachings in contemporary Muslim life. The novelty of this study lies in its integration of living hadith theory, sound symbolism, Banjar Islamic culture, and modern digital religiosity to explain how religious traditions maintain continuity while simultaneously accommodating cultural and technological transformations
Copyright (c) 2026 Uria Hasnan, Jalaluddin Jalaluddin, Zainal Abidin, Zaki Mubarak https://creativecommons.org/licenses/by-sa/4.0
Digital Ethics Based on Islamic Education and Thought: An Approach to Technological Innovation in the Development of Digital Society
This study aims to develop a framework of digital ethics based on Islamic education and thought as a conceptual approach to addressing the increasingly complex challenges of digital society development. The main focus of this research is to integrate Islamic ethical values with the dynamics of digital technological innovation in order to foster responsible, ethical, and sustainable digital behavior. The study employs a qualitative method using a library research approach. Data were analyzed through content analysis of primary sources, namely the Qur’an and Hadith, as well as secondary sources consisting of recent scholarly literature in digital ethics, Islamic education, and the sociology of technology. The findings indicate that Islamic ethical principles such as trustworthiness (amanah), proper conduct (adab), honesty, and responsibility can serve as a normative foundation for building digital ethics in the digital era. The integration of these values provides moral guidance in the use of technology, particularly in addressing issues such as misinformation, cyberbullying, data privacy, and unethical digital behavior. The novelty of this study lies in the development of a conceptual model of digital ethics that integrates the epistemology of Islamic education with modern technological innovation principles. This model is not only normative-theological but also practical and applicable in the context of digital society development, offering a new approach to digital ethics studies grounded in Islamic values while remaining responsive to contemporary technological advancements
Copyright (c) 2026 Fahriah Fahriah, Ani Cahyadi, Hamrani Hamrani https://creativecommons.org/licenses/by-sa/4.0
A Methodology for Reading Tafsir Manuscripts: Philological and Hermeneutical Analysis within the Framework of Qirā’ah al-Nuṣūṣ
This study aims to analyze the methodology of reading tafsir manuscripts (qirā’ah al-nuṣūṣ) through philological and hermeneutical approaches and to explain the urgency of integrating both approaches within contemporary Qur’anic exegesis studies. The study is motivated by the tendency of tafsir scholarship to separate textual validity, which constitutes the primary concern of philology, from contextual interpretation, which is the central focus of hermeneutics. This research employs a qualitative-descriptive library research method. Data were collected from various primary and secondary sources, including books, journal articles, and other scholarly works relevant to the research topic. Data collection was conducted through documentary research, while data analysis employed content analysis of the selected literature. The findings reveal that philology plays a crucial role in ensuring textual authenticity and validity through manuscript criticism, collation, and textual reconstruction, whereas hermeneutics functions to interpret textual meaning based on historical and social contexts as well as the reader’s horizon of understanding. Although these approaches differ in orientation, they are complementary in the interpretative process. This study concludes that the integration of philology and hermeneutics constitutes an ideal methodological framework for reading tafsir manuscripts, as it maintains a balance between textual validity and contextual relevance. Consequently, such an integrated approach produces interpretations that are both academically rigorous and contextually meaningful in addressing the challenges of contemporary tafsir studies.
Copyright (c) 2026 Ilham Murtala, Andi Abdul Hamzah, Mohammad Harjum https://creativecommons.org/licenses/by-sa/4.0
Teacher Assignment Management Based on Competencies and Academic Qualifications in the Perspective of Islamic Education
Human resource management in schools determines the effectiveness of the learning process, one of which is through the distribution of teaching tasks. Placing teachers who do not align with their educational background and expertise can reduce the quality of teaching and organizational performance. This study aims to examine the ideal distribution of teaching tasks based on teacher competency and qualifications. The method used is a literature review analyzing various relevant educational management concepts and theories. The results of the study indicate that effective distribution of tasks must be based on appropriate disciplines, mastery of professional and pedagogical competencies, and a proportional workload analysis. Implementing this principle requires accurate data support, policy transparency, and active teacher participation. The implications of these findings emphasize the importance of careful planning and a continuous evaluation system to ensure that each task is assigned to the most appropriate personnel, thereby improving the quality of learning and overall school performance.
Copyright (c) 2026 Rahayu Mardikaningsih, Muhammad Ainul Misbah Alfarid, Partono, Mila Hariani, Didit Darmawan https://creativecommons.org/licenses/by-sa/4.0
Qawāʿid al-Tafsīr: The Implementation of Qawāʿid al-Tafsīr in Qur’anic Interpretation Based on the Qur’an and the Sunnah
Qawāʿid al-Tafsīr constitute essential methodological principles for maintaining the validity of Qur’anic interpretation. Without an appropriate foundational framework, interpretation is at risk of semantic distortion. This study aims to analyze the implementation of Qawāʿid al-Tafsīr in interpretations based on the Qur’an and the Sunnah. The research employs a qualitative method with a library research approach, involving the analysis of classical and contemporary tafsir literature. Data were analyzed descriptively and analytically to identify the application of these principles in interpreting Qur’anic verses. The results indicate that the application of Qawāʿid al-Tafsīr within tafsīr bi al-ma’thūr ensures consistency of meaning, prevents contradictions, and strengthens interpretive validity, particularly through interpreting the Qur’an by the Qur’an, Hadith, and asbāb al-nuzūl. Conclusion: Qawāʿid al-Tafsīr grounded in the Qur’an and the Sunnah represent an essential approach for preserving the accuracy and authenticity of interpretation. Recommendation: Future studies should examine the application of Qawāʿid al-Tafsīr in thematic verses more practically and integrate classical and contemporary approaches to enhance methodological relevance.
Copyright (c) 2026 Ilham Murtala, Andi Miswar, Hamka Ilyas https://creativecommons.org/licenses/by-sa/4.0
Implementing Classroom Action Research Findings for Practical Improvement of the Learning Process: An Evaluation of Their Implementation in School Educational Practices
This study aims to examine teachers' experiences in applying classroom action research results for learning improvement, as well as identifying factors that influence these experiences. The method used in this research is a literature study that collects and analyzes various sources of information relevant to the topic of study. The results of the study show that teachers' experience in implementing classroom action research results is a complex journey influenced by various factors, such as understanding research results, the ability to manage change, work environment support, and resource availability. The experience experienced by teachers can be positive or negative, both of which have an important role in determining the success of the learning improvements made. The implication of this research is the need for comprehensive support from schools and educational institutions to help teachers overcome various challenges faced and improve the quality of the process of sustainable application
Copyright (c) 2026 Rahayu Mardikaningsih, Miftahul Jannah, Karimatul Qudsiyah, Ilmiyetul Chonimah, Dewi Kholifah https://creativecommons.org/licenses/by-sa/4.0
The Thought of Ibn Taymiyyah as a Framework for Critical Thinking in Islamic Education in the Post-Truth Era
This study aims to analyze the relevance of Ibn Taymiyyah’s thoughts on critical thinking to the development of Islamic education in the post-truth era. The study employs a qualitative approach using a descriptive-analytical method through library research. Data were obtained from various relevant literature on Ibn Taymiyyah’s thought, Islamic education, and the post-truth phenomenon, and were analyzed using content analysis. The results of the study indicate that Ibn Taymiyyah’s concept of critical thinking rooted in criticism of excessive ta’wil, rejection of blind adherence (taqlid), and the emphasis on the importance of ijtihad remains relevant in addressing the challenges of contemporary Islamic education. These concepts can be applied through the harmonization of reason and revelation, guided inquiry-based learning, and the application of the tabayyun method in dealing with the flow of digital information, thereby fostering students who are critical, selective, and responsible.
Copyright (c) 2026 Rahmaisya Surbakti, Nabila Ramadhani Harahap , Nabila Humairoh , Asrini Harahap , Kacar Ginting, Rahmah Walidaini https://creativecommons.org/licenses/by-sa/4.0
Financial Comfort Zone and the Academic Learning Ethos of KIP-Kuliah Scholarship Recipients: A Phenomenological Study in the Perspective of Islamic Values
This study aims to analyze the effect of the financial comfort zone on the learning discipline of college students receiving the KIP-Kuliah scholarship. The financial comfort zone is a psychological condition where students feel secure due to full tuition coverage and monthly stipends, which potentially triggers a moral hazard in the form of academic passivity. This study employs a qualitative approach with a phenomenological method. Data were gathered through in-depth interviews and observation of KIP-Kuliah recipients whose class attendance fell below 75%. The results indicate that a stable financial comfort zone contributes to a decline in learning discipline when not accompanied by rigid institutional monitoring or strong intrinsic motivation. The guarantee of "free college" tends to diminish the students' sense of urgency, leading to behaviors such as skipping morning classes and delaying assignment submissions. This study recommends that higher education institutions implement a real-time attendance monitoring system directly tied to semesterly scholarship eligibility evaluations
Copyright (c) 2026 A Mukhsin Irfangi, Pubita Sasti Fintani, Muhammad Hanif Abdillah https://creativecommons.org/licenses/by-sa/4.0
Islamic Educational Thought Rooted in Banjar Local Wisdom: The Internalization of Baiman, Bauntung, Batuah, and Baadab Values in Qur'anic Memorization Education
This study aims to analyze Islamic educational thought rooted in Banjar local wisdom through the internalization of the values of Baiman, Bauntung, Batuah, and Baadab in Qur’anic memorization education. The study employs a qualitative approach using the library research method. Data were collected from books, scholarly journal articles, historical documents, and various relevant studies concerning Islamic education, Banjar culture, local wisdom, and Qur’anic memorization education. Data analysis was conducted through content analysis, interpretation, categorization, and synthesis of various academic sources. The findings reveal that Baiman serves as the foundation of spiritual and theological development, Bauntung represents educational productivity and competence, Batuah reflects beneficial character and social contribution, while Baadab embodies ethical and moral excellence. These values are not merely cultural expressions; rather, they constitute a comprehensive framework of Islamic educational thought that supports the holistic development of Qur’anic memorizers. The study further demonstrates that the integration of Banjar local wisdom into tahfidz education contributes to strengthening religious identity, character formation, and social responsibility. The novelty of this research lies in reconstructing Banjar cultural values as a conceptual framework of Islamic educational thought while positioning them as a foundational paradigm for contemporary Qur’anic memorization education
Copyright (c) 2026 Norhapijah, Zulfa Jamalie https://creativecommons.org/licenses/by-sa/4.0