El-Rusyd

Philosophy of Science and Social Construction: An Epistemological Study in the Indonesian Context

Herina Yanti — 2023-11-28

Exploring the relationship between the philosophy of science and social construction provides a critical foundation for understanding the development of scientific knowledge in modern society, particularly within the Indonesian context. The philosophy of science, which examines the epistemological, ontological, and methodological foundations of scientific inquiry, is influenced by the post-positivist paradigm that emphasizes the role of social factors such as culture and norms in shaping knowledge. Meanwhile, Berger and Luckmann’s theory of social construction views scientific knowledge as the result of social interaction, negotiation, and institutionalization rather than an absolutely objective entity. Using qualitative methods with a content analysis approach and a synthetic examination of sources such as journals, books, and local case studies, this research reveals that scientific knowledge in Indonesia is shaped by local values such as mutual cooperation, post-reform political agendas, and cultural narratives, which often give rise to epistemic bias and the marginalization of traditional knowledge. The key findings highlight practical implications in the fields of education, health, and the environment, suggesting that integrating a decolonial philosophy of science can reduce injustice and support inclusive policies such as the National Health Insurance. Overall, this interdisciplinary approach affirms that scientific knowledge is dynamic and contextual, encouraging critical reflection on absolute objectivity to promote equitable and sustainable development.

Parental Strategies for Stimulating Speech Skills in Young Children

Ikromah Ikromah — 2025-11-28

Speaking ability is an important aspect of early childhood development because it forms the basis of communication, learning, and social interaction. This study aims to describe parental strategies for stimulating speaking skills in early childhood and to identify the factors that influence them. The study used a qualitative method with a case study approach conducted in an early childhood education setting. Data were obtained from three informants, namely parents and their 6-year-old children with speech delays. Data were collected through observation, in-depth interviews, and documentation, then analyzed thematically. The findings indicate that parental strategies for stimulating children's speaking skills include creating a pleasant communication environment, reading stories, singing together, role-playing, using visual media such as picture cards and posters, and repeating words to practice pronunciation. Singing and playing were found to be the most effective methods because children enjoyed them and they facilitated the acquisition of new vocabulary. Factors that hinder speech development include limited interaction time due to parents' busy schedules, excessive use of electronic devices, lack of communication with peers, the habit of using “baby talk,” the child's health condition, and hereditary factors. These findings confirm that consistent, varied stimulation tailored to children’s interests is crucial for speaking development during the Golden Age period. The study recommends collaboration between parents and early childhood education institutions in providing a language-rich environment and limiting the use of electronic devices.

A Comparative Analysis of Classical and Contemporary Integrative Methodologies in Islamic Education Studies

Ade Putra Hayat — 2025-11-28

This study examines the fundamental issue of epistemological tension as well as the potential for synergy between classical integrative methodology and contemporary integrative methodology in the study of Islamic education. The purpose of this study is to analyze in depth the similarities, differences, and potential synthesis of both approaches as an effort to construct a relevant paradigm of Islamic education in the modern era. The research was conducted using a qualitative method with a content analysis approach and comparative analysis. The results indicate that classical integrative methodology is rooted in the concept of wahdat al-‘ilm with a theocentric orientation, whereas contemporary integrative methodology is dialogical, multidisciplinary, and responsive to the development of modern scientific knowledge. A new finding of this study is the importance of reconstructing a methodology that not only preserves the values of tawhid but also promotes social transformation and scientific innovation. The main conclusion of this study is that a synthesis of the two is necessary to produce a transformative-integrative model that is relevant to the needs of Islamic Higher Education Institutions in the era of globalization. These findings are significant for the development of curricula, educational policies, and interdisciplinary research oriented toward forming individuals who are holistic, critical, productive, and contributive.

A Content Analysis of the Philosophical Foundations of the Islamic Religious Education Curriculum

Sri Hidayati — 2025-12-03

The development of an Islamic Education curriculum requires a strong philosophical foundation so that it does not become limited to technical-administrative aspects. This article aims to explain the relationship between foundational philosophy, institutional vision and mission, and their implementation in designing the Islamic Religious Education curriculum. This study employs a qualitative method with a content analysis approach using various literature sources that discuss educational policy, curriculum theory, and implementation practices in Islamic educational institutions. The analysis indicates that the philosophy of Islamic education serves as the basis for formulating learning objectives oriented toward Tauhid values and character formation. The vision and mission function as a bridge between philosophical values and the operational direction of the curriculum. In addition, the development of curriculum components such as objectives, content, methods, and evaluation requires principles of relevance, flexibility, continuity, efficiency, and effectiveness. The review of practices in Madrasah Aliyah and Vocational High Schools suggests differences in implementation emphasis according to each institution’s context. These findings indicate that the alignment between foundational philosophy, vision and mission, and curriculum structure is essential for producing a more adaptive and contextually relevant Islamic Religious Education curriculum.

Integrating Mixed Methods Paradigms for Research Gap Identification in Islamic Education Research

Yudi Gucandra — 2025-12-03

The phenomenon of weak problem identification and research gap analysis in Islamic Education studies reflects a serious epistemological challenge within the academic environment. Many student and faculty research projects remain repetitive and lack strong theoretical and empirical grounding. This article aims to examine the epistemological differences between quantitative and qualitative paradigms in the process of identifying research gaps and to integrate both within the methodology of Islamic Education research. The study employs a qualitative method using a conceptual Systematic Literature Review (SLR) by reviewing scientific articles indexed in Scopus and SINTA from 2020 to 2025. The data were analyzed through narrative and comparative synthesis focusing on ontological, epistemological, and methodological dimensions. The findings indicate that the quantitative paradigm is oriented toward theoretical verification (gap of extension and conflict), whereas the qualitative paradigm emphasizes meaning exploration (gap of void and emergent meaning). The integration of both paradigms produces the Epistemological Gap Framework (EGF), a conceptual model that combines the logic of verification and exploration in formulating research gaps in Islamic Education. This model is expected to strengthen methodological rigor, enhance epistemological awareness, and enrich the scholarly contribution to the development of Islamic Education as a scientific discipline.

Al-Jassas’s Legal Tafsir: A Rational-Fiqh Analysis of Ahkam al-Quran

Muhammad Sururi Alfajri Wannahar Siregar — 2025-12-06

This study examines the legal exegesis of Abu Bakr Ahmad ibn Ali al-Razi al-Jassas’s as presented in his monumental work Ahkām al-Qurān. The focus of the research is directed toward the fiqh oriented characteristics and the Hanafi rational methodology employed by al-Jassas’s in interpreting legal verses of the Quran. This study adopts a qualitative method using a content analysis approach through an in-depth examination of both primary and secondary sources. The findings reveal that Aḥkam al-Quran represents a rational fiqh based style of Quranic exegesis oriented toward the argumentative derivation of Islamic legal rulings. Al-Jassas’s integrates textual evidence and rational inquiry by combining tafsīr bi al-ma’thūr with the distinctive rational ijtihad of the Hanafi Mahzab. In interpreting legal verses such as Quran 2:262–272, he demonstrates a balanced perspective encompassing moral, social, and legal dimensions, including sincerity in charity, ethics of labor and wages, and charity to non-Muslims as an expression of universal humanism. Al-Jassas’s exegetical approach reflects a methodological commitment to Hanafi legal principles without falling into narrow sectarianism. He views legal exegesis as a dynamic and rational form of intellectual ijtihad aimed at promoting justice and public welfare. In the context of modern Quranic studies, al-Jassas’s method and thought remain relevant for developing a contextual, inclusive, and maqasid al-shariah-oriented legal exegesis.

Symbolic Interaction between Teachers and Students in Fostering Effective Classroom Learning

Rita Amelia — 2025-12-06

This study aims to examine the concept of symbolic interaction between teachers and students in the classroom learning process. The meaning of symbols in the context of education plays an important role in forming harmonious social relationships, increasing learning motivation, and strengthening students' self-identity. Teachers are seen not only as conveyors of knowledge, but also as social actors who create symbolic meanings that influence students' behavior and perceptions of the learning process. Symbolic interaction in the classroom occurs not only through verbal communication but also through nonverbal symbols, emphasizing the important role of technology and digital media in changing patterns of symbolic interaction in modern classrooms that present new symbols such as emojis, visual icons, and other forms of digital representation that also influence social meaning in learning. The study was conducted through an analysis of classical and contemporary literature relevant to symbolic interactionism theory, particularly the works of George Herbert Mead and Herbert Blumer, using a qualitative approach and library research methods. The main focus of this study is to analyze how symbols, meanings, and social communication processes between teachers and students contribute to the formation of meaningful learning experiences. The implications of this study can form the basis for the development of symbolic communication-based learning strategies that are adaptive to current social and educational technology changes. Overall, this study emphasizes that understanding symbolic interactions in learning is key to building effective, participatory, and humanistic educational communication.

Integrating Affective–Spiritual Assessment in Education: Instrument Development and Implementation

Mira Novia Dewi — 2025-12-07

Assessment functions as a method for evaluating students’ development after the learning process takes place. In the field of education, institutions need to design and develop assessment instruments that accurately measure affective–spiritual aspects so that learning objectives can be achieved optimally, considering that these aspects play an important role in determining an individual’s success. This study aims to describe the process of developing an affective–spiritual assessment instrument used in the learning process. The method employed is research and development (R&D), which consists of three main stages: observation, self-assessment, and attitude assessment. The results show that the presence of an affective-spiritual evaluation instrument is essential for shaping students’ behavior both within the school environment and in the wider community. The implications of this study indicate that developing appropriate assessment instruments can enhance the effectiveness of the educational process and support comprehensive character development among students.

An Integrative Approach to Al-Ghazali and Carl Jung in the Psychology of Learning within Islamic Religious Education

Syawaldi Syawaldi — 2025-12-08

This study aims to formulate an integrative learning psychology model that unifies Al-Ghazali’s methodology of Tazkiyatun Nafs with Carl Jung’s Individuation process as a transformative framework for Islamic Religious Education. The research departs from a critique of contemporary Islamic Religious Education, which tends to be predominantly cognitive-normative and therefore fails to cultivate inner transformation and holistic character development in learners. Through a comparative-theoretical literature study, this research analyzes the structural and functional correspondences between Islamic psychological concepts Nafs, Qalb, Ruh, and Tazkiyah and Jungian concepts such as the Shadow, Ego, Collective Unconscious, and the Self. The findings indicate a strong functional equivalence, particularly between Nafs Ammarah and the Shadow, as well as between Qalb and the Self/Depth Unconscious. This synthesis produces the “Tazkiyah-Individuation Learning Psychology Model,” which consists of three main stages: Takhalli (purification from psychic inferiority/Shadow), Tahalli (cultivation of akhlaq al-karimah and strengthening of the Ego–Self Axis), and Tajalli (spiritual actualization analogous to Self-Realization). The model offers a procedural framework for Islamic Religious Education curricula to integrate moral development, mental well-being, and spirituality into the learning process. This research concludes that integrating the two theories can bridge methodological gaps in the psychology of religion and provide a robust theoretical foundation for developing holistic character education. However, since this study remains theoretical, further research is needed to empirically examine the model’s effectiveness within Islamic Religious Education and psycho-spiritual counseling contexts.

Evaluating the Quality of Objective and Essay Tests in Cognitive Assessment

Syamsi Syamsi — 2025-12-08

Cognitive evaluation instruments are essential tools for systematically and objectively measuring students’ thinking abilities. This study analyzes two primary types of cognitive assessment instruments objective tests and essay tests by evaluating their quality based on established indicators of validity and reliability. The purpose of this research is to examine how effectively these instruments measure cognitive performance across different levels of thinking skills. This study employs a qualitative research method with a content analysis approach, which involves reviewing, selecting, and analyzing scholarly literature, including textbooks, empirical studies, and theoretical documents related to test construction, validity, and reliability. The content analysis reveals that the cognitive domain encompasses mental processes such as problem-solving, reasoning, and the integration of conceptual knowledge. Written cognitive test instruments generally consist of essay tests (restricted and extended response) and objective tests (true–false, multiple-choice, matching, and completion). The findings demonstrate that the overall quality of cognitive evaluation instruments is largely determined by their validity and reliability, which serve as critical benchmarks for ensuring the accuracy and consistency of cognitive measurement.

A Multidimensional Qualitative Approach: Synthesizing Western and Islamic Research Paradigms

Abdul Rahman — 2025-12-08

This study aims to present a comprehensive synthesis of four major qualitative research approaches narrative inquiry, phenomenology, grounded theory, and Islamic research design as a multidimensional framework for studying phenomena in Islamic education. Narrative inquiry emphasizes the reconstruction of life stories as sources of meaning; phenomenology seeks to uncover the essence of participants’ lived experiences; grounded theory systematically generates concepts or theories emerging from empirical data; while Islamic research design integrates contemporary qualitative strategies with Islamic epistemology, ethics, and values. The analysis demonstrates that each approach offers distinctive strengths yet remains compatible for integrative use. Narrative inquiry supports studies requiring an exploration of individual life trajectories, phenomenology is suitable for examining spiritual and religious experiences in depth, grounded theory is relevant for developing contextually rooted theoretical constructs, and Islamic research design ensures that the research process aligns with Islamic ethical and epistemological foundations. Taken together, these approaches form a multidimensional qualitative model that enriches methodological discourse in Islamic studies and promotes research practices that are both contextually grounded and aligned with the needs of contemporary Muslim societies.

Pitih Balanjo in Courtship: Minangkabau Traditions and their Compliance with Islamic Law

Suci Isra Ramadhani — 2025-12-08

This study examines the tradition of pitih balanjo, in which a prospective groom provides a monetary gift to his prospective bride during the courtship period in Minangkabau society, and evaluates its compliance with Islamic law. This tradition has long been an integral part of the social system and is regarded as a symbol of a man’s sincerity in proposing marriage. The value of pitih balanjo is determined not by the amount given but by the giver’s sincerity. The study employs a qualitative method with an ethnographic approach, including interviews, participant observation, and documentation, to gain an in-depth understanding of the practice and its socially constructed meanings. Findings indicate that the community views pitih balanjo as a symbolic bond between prospective partners, preventing others from proposing to the woman after the gift is given. However, the traditional sanction requiring the gift to be returned double in case of a canceled engagement contradicts the Islamic principle of voluntary gifts (hibah), which cannot be withdrawn except in specific contexts, such as by a father to his child. The study concludes that the giving of pitih balanjo is permissible as long as it complies with Sharia, while the traditional sanction mechanism warrants reconsideration.

Government and Pesantren: The Dilemma of Formalization and Informalization in Islamic Education in Indonesia

Yanti Novita — 2025-12-09

This study analyzes the conceptual and practical tensions between government formal policies and the informal character of pesantren in the transformation of Islamic education in Indonesia. Although Law No. 18 of 2019 provides formal legitimacy for pesantren, the relationship between the government and pesantren does not operate linearly. Formalization through standardized curricula, accreditation, competency certification, and administrative obligations has created new dynamics within pesantren, which were previously based on non-bureaucratic traditions such as sorogan, bandongan, and halaqah. Many pesantren respond to these policies through adaptive strategies: accepting certain aspects of formalization to gain legitimacy and funding, while maintaining informal structures as the core of their identity. This research employs a qualitative approach, including document analysis, in-depth interviews, and participatory observation in both salafiyah and khalafiyah pesantren. The findings indicate that the formalization-informalization dilemma is a dialectical process involving adaptation, resistance, and compromise. The study underscores that the sustainability of pesantren depends on their ability to develop a hybrid education model that accommodates the demands of modernity without compromising foundational traditions.

Analysis of the Genduri Funeral Tradition from the Perspective of Maqashid al-Sharia

Arum Windy Lestari — 2025-12-09

The genduri funeral tradition represents a form of cultural heritage preservation aimed at offering prayers for deceased individuals through a series of rituals performed on specific days following death. This study seeks to identify the factors that sustain the continuity of this tradition and to analyze it from the perspective of maqashid al-sharia. The research employs a qualitative method with an ethnographic approach through observations, in-depth interviews, and document analysis to obtain a comprehensive understanding of the practices and cultural meanings underlying the genduri funeral tradition. The findings indicate that the tradition continues to be preserved because it is regarded as a hereditary custom and is supported by the belief that prayers offered by family members and the community benefit the deceased. From the perspective of maqashid al-sharia, the genduri tradition is permissible as long as it does not contain elements of shirk and embodies positive values such as strengthening social solidarity, enhancing spiritual awareness, and fostering interpersonal relationships. These findings suggest that local cultural practices can align with the objectives of Islamic law as long as they are carried out in accordance with the principles of aqidah and provide broad social benefits to the community.

Scientific Neutrality in the Age of Artificial Intelligence: A Critical Analysis of the Value-Free Ideal

Budi Harto — 2025-12-09

The debate on the neutrality of scientific knowledge whether science is value-free or value-laden has been a central discussion in the philosophy of science from the era of logical positivism to the present. The positivist tradition of Carnap and Reichenbach, along with Popper’s falsificationism, argues that the process of scientific justification must be separated from non-epistemic values in order to secure objectivity. However, the use of artificial intelligence (AI) in contemporary scientific research presents empirical evidence that challenges this ideal of value-free science. This study critically examines how the use of AI in science supports the value-laden position advocated by Thomas Kuhn, Helen Longino, and feminist epistemology. Employing a qualitative method with a content analysis approach, the study is analyzed through a philosophical analytical framework. The findings identify three major positions: neopositivism, which defends the value-free ideal; the Kuhnian position, which acknowledges the role of epistemic values; and the radical value-laden position. The discussion demonstrates that artificial intelligence substantiates the value-laden view through four dimensions: algorithmic bias as a manifestation of social values, value-laden design choices in artificial intelligence systems, the incommensurability of artificial intelligence paradigms, and situated objectivity, which requires explicit recognition of embedded values. The study concludes that artificial intelligence not only confirms but reinforces the argument that the value-free ideal is a philosophical illusion, and that responsible science requires critical reflexivity toward the values embedded within scientific practice.

Islamic Digital Storytelling in Enhancing Students’ Recount Text Writing Skills and Learning Motivation: A Systematic Literature Review

Sisri Rahmayuni — 2025-12-08

This study aims to examine the use of Islamic digital storytelling media in improving students’ recount text writing skills and learning motivation through a systematic literature review. The rapid development of educational technology has encouraged teachers to integrate digital media into English language teaching, particularly in writing instruction. Digital storytelling has emerged as a promising approach that combines narrative, multimedia elements, and student-centered learning, while Islamic values embedded in learning media contribute to character education. This study employed a qualitative systematic literature review method by analyzing open-access articles from national and international journals indexed in Sinta, Scopus, and other reputable databases published within the last five years. The data were collected through documentation techniques and analyzed using content analysis procedures, including identifying themes, categorizing findings, and synthesizing patterns across studies. The findings indicate that Islamic digital storytelling significantly enhances students’ writing performance in recount texts, particularly in organization of ideas, language use, and creativity. Additionally, it positively influences students’ learning motivation, engagement, and confidence. The integration of Islamic values also strengthens students’ moral awareness and learning attitudes. This study implies that Islamic digital storytelling can serve as an effective alternative learning medium that supports both cognitive and affective domains in English language learning at the secondary school level.

Integrating Educational Foundations with Islamic Education: A Critical Analytical Study

Febri Yonanda Yovi — 2025-12-09

This article examines the integration of educational foundations with Islamic education principles to strengthen both theoretical understanding and contemporary educational practice. Educational foundations comprising philosophical, psychological, sociological, historical, juridical, curricular, cultural, technological, economic, and religious dimensions serve as the fundamental basis for determining the direction and objectives of education. From an Islamic perspective, education adopts a holistic orientation that emphasizes not only intellectual development but also moral, spiritual, and character formation. This study employs a qualitative descriptive approach using content analysis to explore the conceptual relationship between modern educational foundations and Islamic educational values. The findings indicate a strong integrative relationship, particularly in the development of human potential, character education, and holistic learning orientation. The discussion demonstrates that this integrative framework offers a relevant response to 21st-century educational challenges, including moral degradation, rapid technological advancement, and future-oriented learning demands. This article contributes conceptually by reinforcing the position of Islamic educational foundations within the contemporary global educational discourse.

The Concept of Multicultural Islamic Education: A Literature Study of the Ideas of Islamic Educational Thinkers

Ismaraidha Ismaraidha — 2025-12-09

This study aims to analyze the concept of multicultural Islamic education as developed by contemporary Islamic educational thinkers. Using content analysis, this study examines the works of figures such as Abdul Munir Mulkhan, Azyumardi Azra, Abdurrahman Wahid, and Fethullah Gülen, who have made significant contributions to the development of an Islamic educational paradigm that values diversity. The analysis was conducted using documentary data collection and content analysis techniques to identify the core principles of multicultural education from an Islamic perspective. The results show that multicultural Islamic education emphasizes the values of tolerance (tasamuh), moderation (wasathiyah), justice (al-'adl), inclusivity, and constructive intercultural dialogue. The ideas of these thinkers emphasize that Islamic education functions not only as a process of transmitting knowledge but also as an instrument for character formation for students, enabling them to live harmoniously in a pluralistic society. The study's conclusions confirm that multicultural Islamic education is a relevant educational paradigm in facing global challenges, particularly in strengthening religious moderation in Indonesia.

Educational Psychology Principles of Zakiah Darajat as a Conceptual Foundation for Education in the Artificial Intelligence Era

Adriansyah Adriansyah — 2025-12-09

The advancement of Artificial Intelligence (AI) technology has brought significant changes to the field of education, including transformations in learning, teaching, and interaction methods. However, these developments also pose serious challenges related to moral degradation, mental health issues, identity crises, and the decline of humanistic relationships between educators and students. In this context, Zakiah Darajat’s educational psychology principles are relevant for re-examination, as they encompass concepts of personality development, self-control, emotional stability, and spiritual and moral balance. This article aims to analyze the relevance of Zakiah Darajat’s ideas as a conceptual foundation for national education in the AI era using a qualitative with content analysis approach. The findings indicate that Zakiah Darajat’s perspectives on mental health, religiosity, the humanization of education, and self-control serve as practical foundations for addressing the negative impacts of technology, particularly among digitally native students. This study emphasizes that her ideas remain relevant as a psychological foundation for the future of Indonesian education.

Cognitive Learning Theory from an Islamic Perspective: A Conceptual and Content Analysis

Khairan Nur Lubis — 2025-12-09

Cognitive Learning Theory emphasizes mental processes as the foundation of how individuals acquire, organize, and process knowledge. Rather than viewing learning solely as a response to external stimuli, this theory highlights the role of cognitive structures, perception, memory, attention, and higher-order thinking. This study aims to examine the core concepts of Cognitive Learning Theory and analyze their relevance from an Islamic perspective. Using a qualitative content analysis approach, this study reviews key sources in educational psychology, peer-reviewed journals, and Islamic literature, including Quranic verses and the perspectives of Muslim scholars. The findings indicate that fundamental cognitive concepts such as reason, understanding, reflective thinking, and internal reinforcement are strongly aligned with Islamic educational principles. The Quran emphasizes the use of reason through concepts such as tadabbur, tafakkur, and ta‘aqqul, which correspond to cognitive processes highlighted in modern learning theory. This study argues that integrating Cognitive Learning Theory with Islamic educational values contributes to the development of learning strategies that are both cognitively effective and ethically grounded.

Reconceptualizing Education with Human Dignity: Islamic Philosophical Perspectives and Literature Insights

Devi Triana — 2025-12-09

This study examines the concept of human dignity within the context of Islamic education and explores how it is integrated into contemporary pedagogical approaches, particularly in pesantren and formal Islamic schooling systems. The research aims to identify conceptual definitions, philosophical foundations, and practical implementations of humanizing education grounded in Islamic values. A systematic literature review was conducted using the PRISMA framework, analyzing studies published between 2015–2024 sourced from Google Scholar, Scopus, SINTA, and Web of Science. Fifty-seven studies met the final eligibility criteria and were reviewed based on relevance, methodological rigor, and thematic alignment. The findings reveal three key themes: i) human dignity as a core moral and theological principle derived from Quranic anthropology and Islamic philosophical thought; ii) pedagogical frameworks that emphasize compassion, dialogical learning, learner autonomy, and ethical formation; and iii) practical implementation in classroom and pesantren contexts, showing positive effects on character development, student motivation, and ethical behavior. Despite strong conceptual grounding, gaps remain in empirical implementation evaluation and policy alignment. The study recommends further mixed-method and longitudinal research to measure the long-term impact of humanizing Islamic pedagogies. These findings contribute to strengthening ethical-based educational transformation and support Islamic education in fostering holistic, dignified, and human-centered learning environments.

Digital Revolution and the Shifting Paradigm of Knowledge: Islamic Scholars’ Perspectives on Technology Ethics

Mustaqim Mustaqim — 2025-12-09

The rapid advancement of digital technology has fundamentally transformed the ways knowledge is produced, disseminated, and validated, resulting in significant paradigm shifts across educational, religious, and social domains. This study aims to examine how Islamic scholars construct and negotiate ethical frameworks and knowledge paradigms in response to the digital revolution, particularly in relation to ontological, epistemological, and axiological dimensions of knowledge. Employing a qualitative approach with Critical Discourse Analysis (CDA), this study applies content analysis to examine classical and contemporary Islamic scholarly texts, academic publications, and authoritative digital discourses on technology and ethics. The findings reveal that Islamic scholars perceive the digital revolution as both a challenge and an opportunity: while digitalization disrupts traditional modes of authority and knowledge transmission, it also enables the emergence of more adaptive, inclusive, and context-sensitive models of Islamic scholarship and education. Furthermore, the analysis demonstrates an increasing emphasis on integrating spiritual and moral values with technological innovation to ensure ethical accountability and social benefit. This study implies that the formulation of technology ethics in the digital age requires a holistic integration of Islamic ethical principles with contemporary technological realities, offering a normative framework that promotes human well-being, social responsibility, and the public good.

State Centralization and the Collapse of Parliamentary Democracy in Indonesia

Fauzan Haviz — 2025-12-15

This study analyzes the transformation of Indonesia’s political structure from a federal system to a unitary state during the 1950s, with particular attention to center–periphery relations, the emergence of the PRRI and Permesta movements, and their political implications for the configuration of national power. Employing a qualitative approach grounded in historical research, the study utilizes document analysis of state archives, legal and regulatory texts, political speeches, and relevant academic literature. The data are examined through qualitative content analysis and historical interpretation to identify patterns of power centralization, elite fragmentation, and fiscal–political tensions between the central government and regional authorities. The findings indicate that the transition to a unitary state was shaped by a complex interaction of parliamentary political dynamics, unequal resource distribution, and post-election institutional instability. PRRI and Permesta emerged as expressions of regional dissatisfaction with increasing centralization rather than as explicitly separatist movements; however, the escalation of these conflicts contributed to the weakening of parliamentary democracy. The study further demonstrates that the dissolution of the Masyumi Party and the Indonesian Socialist Party (PSI) reflected state-led efforts to consolidate political authority within the framework of Guided Democracy. This research contributes to historical scholarship on center–region relations and the processes of political centralization in postcolonial state formation.

Teaching Basic Economics through English in Islamic Higher Education: A Mixed Methods

Irna Wahyuni — 2025-12-28

The integration of content and language learning has increasingly been recognized as an effective pedagogical approach to enhance both subject comprehension and foreign language proficiency. This study examines the effectiveness of using English as a medium of instruction in teaching basic economics within an Islamic higher education context to improve students’ understanding of economic concepts and their English language skills. Employing a qualitative descriptive design, the study involved students enrolled in a basic economics course delivered in English. Data were collected through classroom observations, analysis of students’ learning tasks, and questionnaires, and were analyzed thematically. The findings reveal that English-medium instruction fosters active student engagement, enriches discipline-specific economic vocabulary, and strengthens comprehension of fundamental economic concepts. Despite initial challenges related to limited English proficiency, sustained exposure and supportive instructional strategies were found to mitigate these difficulties. The study highlights the potential of English-medium instruction as an effective approach to strengthening the quality and global orientation of economics education in Islamic higher education.

Character Formation through Quranic Memorization Programs: An Educational Management Approach

Fahril Syahweli — 2025-12-28

Quranic memorization programs serve as an important instrument in fostering students’ character and behavioral development. This study aims to examine the influence of Quranic memorization program management on character formation and behavioral development among elementary school students. A quantitative approach was employed using a survey method. The sample consisted of 120 students selected through stratified random sampling. Data were collected using a Likert-scale questionnaire (1–5) and analyzed using Structural Equation Modeling (SEM) with LISREL 8.80. The results indicate that the management of the Quranic memorization program has a positive and significant effect on students’ character (t-value = 6.72) and behavioral development (t-value = 5.94). The SEM model demonstrates a good fit, as indicated by χ² = 142.18, RMSEA = 0.045, CFI = 0.97, and GFI = 0.93. These findings confirm that well-structured management of Quranic memorization programs contributes substantially to enhancing students’ religiosity, discipline, responsibility, and social behavior.

Transforming Islamic Religious Education through Nusantara Philosophy: Integrating Popular Pedagogy and Transformative Tauhid

Putri Adona — 2025-12-28

Islamic education in Indonesia faces fundamental challenges in the contemporary era, particularly criticism that the dominant curriculum is normative and doctrinal in nature, failing to balance cognitive aspects with affective and social aspects. Manifestations of this failure include a crisis of character, a decline in the ethos of mutual cooperation, and continuing social inequality. The renewal of Islamic Religious Education must have a strong and contextual philosophical foundation, which in the Indonesian context is offered by Nusantara Philosophy. Nusantara Philosophy, as a post-colonial project that reflects subaltern identity, demands that Islamic Religious Education serve the interests of the oppressed and reject the dualism of theory and practice. This study proposes the integration of Tan Malaka's People's Pedagogy, which has historically proven to be emancipatory, as the operational methodological framework of Nusantara Philosophy. Tan Malaka's People's Pedagogy, although based on Anti-Mystification Materialism, is strongly rooted in Islam as an anti-caste and anti-oppression movement. Its main objectives are liberation from ignorance and oppression, and the formation of agents of social change (Kaum Kromo) through an emphasis on practical skills and collectivity. The key synthesis of the integration of Tan Malaka's People's Pedagogy with the principle of Tawhid (Oneness) results in Transformative Islamic Religious Education, which operationalises Nusantara Philosophy. Transformative Islamic Religious Education emphasises the dialogical and problem-posing methods characteristic of critical pedagogy, as well as the reform of evaluation towards measuring social benefit. This study uses Systematic Literature Review (SLR) to analyse literature, resulting in the formulation of a Transformative Islamic Religious Education model that transforms the role of Islamic Religious Education teachers into emancipatory facilitators, demands curriculum harmonisation, and positions evaluation on the process and social impact, so that Islamic Religious Education becomes a true instrument for social emancipation and the achievement of national dignity.

Research Traditions in Islamic Education: An Integrative Perspective

Riri Susanti — 2025-12-28

This study analyzes research traditions and methodological models in Islamic education grounded in three major foundations empirical, historical, and normative and proposes an integrative research model to address the complexity of contemporary educational challenges. Each research tradition is characterized by distinct epistemological assumptions, analytical orientations, and methodological contributions, which necessitate a critical examination of their respective strengths and limitations. Employing a qualitative descriptive-analytical approach, this study is based on a literature review of books, peer-reviewed journal articles, and relevant scholarly documents. The analysis involves conceptual classification, critical evaluation of research models, and synthesis of interrelationships among research traditions. The findings indicate that the empirical tradition provides an objective basis through measurable data, the historical tradition offers contextual understanding through source criticism and reconstruction of educational development, while the normative tradition establishes philosophical and value-based foundations derived from the Qur’an, hadith, and classical Islamic scholarship. However, when applied in isolation, each tradition reveals methodological limitations. Therefore, this study emphasizes the urgency of an integrative research model that synthesizes empirical, historical, and normative dimensions to produce more holistic, relevant, and applicable analyses in Islamic education research. This integrative framework contributes methodologically to the development of Islamic education studies, particularly in curriculum design, instructional models, educational policy, and the reinforcement of Islamic values in educational practice.

Character Formation through the Kulliyyatu-l-Mu’allimin al-Islamiyyah Curriculum

Randa Ramadhan — 2025-12-28

Character education is a fundamental element of Islamic education that aims to shape morally grounded individuals through the integration of knowledge, Islamic values, and habitual practices. In the context of modern Islamic boarding schools, the curriculum of Kulliyyatu-l-Mu’allimin al-Islamiyyah plays a crucial role in students’ character development. Therefore, this study aims to analyze the impact of implementing the Kulliyyatu-l-Mu’allimin al-Islamiyyah curriculum on students’ character development in a modern Islamic boarding school that adopts this educational system. This study employs a descriptive qualitative method with a field research approach. Data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, curriculum administrators, educators, and students. Data analysis was conducted through data reduction, data organization, and conclusion drawing, with data validity ensured through source and method triangulation. The findings indicate that the implementation of the Kulliyyatu-l-Mu’allimin al-Islamiyyah curriculum is carried out in an integrated manner through formal instruction, boarding school activities, and residential life. This implementation has a positive impact on students’ character development, particularly in terms of discipline, responsibility, independence, sincerity, and leadership, which are grounded in the values of the Panca Jiwa. These findings affirm that the Kulliyyatu-l-Mu’allimin al-Islamiyyah curriculum represents an effective and relevant model of Islamic character education for application in modern Islamic boarding schools across diverse socio-cultural contexts.

Male Roles and Responsibilities in Islamic Teachings: A Textual and Literature-Based Analysis

Harli Harli — 2025-12-28

This study examines the roles and responsibilities of men in Islamic society, with particular emphasis on their functions as husbands, fathers, and social leaders. The study aims to explore how Islamic teachings construct men’s moral, social, and spiritual responsibilities and the implications of these constructions for family life and social order. Employing a qualitative approach, this research adopts a literature review and textual analysis of the Quran, Hadith, and relevant academic sources. Data were collected through document analysis and examined using descriptive and interpretative methods to identify key dimensions of male leadership, parenting, family responsibility, and moral education within contemporary contexts. The findings indicate that Islamic teachings position men in multidimensional roles. As husbands, men are responsible for economic provision, protection, and emotional and spiritual support within the family. As fathers, they play a significant role in parenting and in shaping children’s moral values. In the social sphere, men are conceptualized as key actors in leadership, the promotion of justice, and the reinforcement of social cohesion. These findings highlight the importance of a comprehensive understanding of men’s roles in Islam for the development of family education and the discourse on social leadership in contemporary Muslim societies.

Philosophical Foundations of the Merdeka Curriculum in Islamic Education: Implications for English Language Teaching

Ade Suhendra — 2025-12-28

This article aims to examine the philosophical foundations of the Merdeka Curriculum within the context of Islamic education and to explore their implications for English language teaching. The study focuses on selected philosophical orientations namely pragmatism, constructivism, and existentialism and considers their relevance to educational values commonly discussed in Islamic educational thought. A qualitative approach was employed through a literature-based study, drawing on policy documents, curriculum guidelines, and relevant philosophical and educational literature. The analysis suggests that the Merdeka Curriculum reflects philosophical tendencies that may support more contextual, dialogic, and learner-centered approaches to English language teaching, particularly in relation to communicative competence, the role of teachers, learning media, assessment practices, and student creativity. At the same time, the literature also points to potential limitations, including variations in teacher preparedness, unequal access to learning resources, and established evaluation cultures that may affect classroom implementation. The article implies that a reflective engagement with philosophical foundations especially when situated within Islamic educational perspectives may help educators approach the Merdeka Curriculum more critically, so that changes in English language instruction are not limited to technical adjustments but also involve broader shifts in educational orientation.

Exploring Teachers’ Experiences in Integrating SAMR-Based Adaptive Technology in Primary English Reading–Writing Instruction

Rahmat Syukran — 2025-12-28

The implementation of educational technology often remains at the level of substituting conventional media, rather than reflecting a deeper understanding of adaptive technology and its potential to transform learning processes. This qualitative descriptive study employed an exploratory approach to investigate English teachers’ experiences and perceptions regarding the integration of SAMR-based adaptive technology in integrated reading–writing instruction at the primary level. Data were collected through semi-structured interviews, classroom observations, and document analysis involving primary school English teachers and were analyzed using the interactive model proposed by Miles, Huberman, and Saldana. The findings reveal that technology integration predominantly occurs at the Substitution (S) and Augmentation (A) levels of the SAMR framework, with limited evidence of modification or redefinition in instructional practices. This indicates that the transformative potential of SAMR-based adaptive technology has not yet been optimally realized in integrated primary literacy instruction. Strengthening teachers’ digital pedagogical competencies and reconceptualizing technology integration as a means of restructuring learning processes are therefore essential to support more meaningful, contextually relevant literacy learning aligned with 21st-century educational demands.

Interfaith Marriage in the Perspective of Islamic Legal Sociology

Deni Alendra — 2025-12-28

Interfaith marriage continues to generate debate in plural societies, particularly in Indonesia, where religion constitutes the basis for the legal validity of marriage. This study aims to analyze the phenomenon of interfaith marriage from the perspective of Islamic legal sociology by highlighting the relationship between religious norms, state law, and social realities. This research employs a qualitative approach using a normative–empirical method through content analysis of Islamic legal sources, statutory regulations, and relevant sociological literature. The findings reveal a tension between normative legal frameworks and social practices, which has led to the emergence of various societal strategies in responding to existing legal restrictions. This article concludes that interfaith marriage is not merely an issue of normative Islamic jurisprudence, but also a social phenomenon that requires a contextual approach to ensure that Islamic law remains responsive to societal dynamics without losing its fundamental value orientation.

Digitalizing the Quran and Hadith: Epistemological Reconstruction and Challenges of Religious Authority in the Digital Age

Riri Susanti — 2025-12-28

This study examines how the digital transformation of the Quran and Hadith reshapes Islamic epistemology while maintaining the authenticity and authority of revealed texts in the contemporary technological era. The central issue addressed is the tension between expanded accessibility enabled by digital platforms and the emerging challenges related to textual verification, ethical responsibility, and interpretative accuracy. This research employs a Systematic Literature Review (SLR) by analyzing peer-reviewed national and international publications focusing on the digitalization of sacred texts, artificial intelligence in Islamic studies, and data governance. The analysis follows a thematic and comparative approach through the stages of identification, screening, evaluation, and synthesis, emphasizing philosophical, epistemological, and normative dimensions. The findings reveal that digitalization enhances scholarly engagement, supports innovative da’wah practices, and contributes to the preservation and dissemination of Islamic knowledge. However, it also poses significant risks, particularly the potential for epistemic distortion, algorithmic bias, and weakened mechanisms of sanad and textual authentication. This study argues that the digitalization of the Quran and Hadith must be grounded in ethical frameworks, rigorous scholarly methodology, and sharia-based principles to ensure its legitimacy as a sustainable instrument for Islamic education and religious authority in the digital age.

Post-Positivism and the Tripartite Epistemology of Islamic Knowledge: Toward an Alternative Paradigm of Science

Soibatul Aslamiah Nasution — 2025-12-28

This study examines the epistemological crisis of modern science resulting from the dominance of Western positivism, which tends to separate scientific inquiry from transcendental values. The hegemony of rationalism and empiricism has marginalized spiritual dimensions in knowledge production, leading to epistemic reductionism. Drawing on post-positivist perspectives, particularly the works of Thomas S. Kuhn and Paul Feyer bend, this study explores the relevance of Islamic epistemology as an alternative framework. Using a Systematic Literature Review (SLR) of philosophical and Islamic epistemology literature published between 2020 and 2025, the analysis employs philosophical hermeneutics to examine points of conceptual convergence. The findings reveal a philosophical alignment between post-positivist critiques of rational-empirical dominance and the pluralistic epistemological structure of Islamic knowledge, grounded in Bayani (revelation), Burhani (reason), and Irfani (intuition). This synthesis is further articulated through the integration of Al-Attas’s emphasis on metaphysics and adab and Al-Faruqi’s focus on methodological and curricular reconstruction. The study argues that the tripartite Islamic epistemological framework offers a viable alternative paradigm for addressing the reductionism of modern science. However, further empirical studies are required to assess the applicability of this integrative model within Islamic higher education contexts.

Axiological Analysis of Islamic Education Philosophy in a Tahfidz Quran Boarding School

Mujiburrohma Mujiburrohma — 2025-12-28

Islamic education is not merely oriented toward knowledge transmission and skill development but also toward the internalization of values as the foundation of character formation. This study aims to analyze the philosophy of Islamic education at a Tahfidz Quran boarding school through an axiological approach from the perspective of Islamic philosophy. Employing a qualitative method with a philosophical approach, data were collected through document analysis, observation, and interviews. The findings reveal that the educational philosophy is grounded in the values of tawhid, Quranic ethics, sincerity, discipline, and responsibility, oriented toward the formation of the complete human being (insan kamil). From an axiological perspective, these values function not only as educational goals but also as normative principles guiding the entire educational process and students’ daily life. This study contributes to the discourse on Islamic education philosophy by highlighting the systematic integration of divine and human values within Quran-based boarding school education.

EXe-Learning Integration in Quran–Hadith Instruction: A Qualitative Study on the Shift from Behaviorist to Constructivist Learning in Madrasahs

Hamdi Hamdi — 2025-12-28

This study aims to examine the use of eXe-Learning in Quran Hadith instruction, with a focus on the integration of relevant educational theories in supporting a shift in learning paradigms. A descriptive qualitative approach was employed. The research participants included teachers and students involved in Quran Hadith learning, particularly on the topic of Mad Thabi‘i. Data were collected through observations, interviews, and documentation. Data analysis followed the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings indicate that the use of eXe-Learning reflects a transition in instructional approaches from teacher-centered (behaviorist) to learner-centered (constructivist) learning. The interactive modules developed through eXe-Learning assist students in understanding the concept of mad asli, recognizing the letters of mad, and accurately distinguishing vowel length, while also encouraging active engagement in the learning process. The implications of this study suggest that eXe-Learning can serve as an alternative digital learning medium in Quran Hadith subjects to support learner-centered instruction and to encourage teachers to integrate constructivist approaches in the design and implementation of learning activities that align with students’ characteristics in the digital era.

Premarital Medical Check-Ups in Islamic Marriage: A Maqasid al-Shariah Based Literature Review

Rahmat Dani — 2026-01-14

Premarital medical check-ups represent a preventive strategy aimed at preparing couples for marriage and strengthening family well-being. However, in Indonesia, their implementation remains fragmented and insufficiently integrated into the formal marriage system. This study examines the role of premarital medical check-ups in safeguarding the objectives of Maqasid al-Shariah within Islamic marriage, as well as the challenges and opportunities surrounding their implementation. This study adopts a qualitative research design using a content analysis approach to examine scholarly sources, including journal articles, theses, and dissertations related to premarital health screening, Islamic law, and Maqasid al-Shariah.. Data were examined using content analysis to explore the relevance of premarital medical check-ups to the protection of life (hifz al-nafs), lineage (hifz al-nasl), intellect (hifz al-‘aql), wealth (hifz al-māl), and religion (hifz al-dīn). The findings indicate that premarital medical check-ups align closely with the objectives of Maqasid al-Shariah by reducing health risks, enhancing psychological and social readiness, and supporting sustainable family resilience. Nonetheless, regulatory gaps, limited public awareness, and cultural barriers continue to hinder their optimal implementation. This study proposes the integration of premarital medical check-ups with Maqasid al-Shariah based premarital guidance as a comprehensive approach to strengthening Islamic marriage systems in Indonesia.

Progressive Islam in Haedar Nashir’s Perspective and Its Implications for Islamic Education in Indonesia

Aljamaedi Aljamaedi — 2025-12-28

This article aims to analyze in depth Haedar Nashir's thoughts on the concept of Progressive Islam and its relevance to strengthening the Muhammadiyah movement and reforming Islamic education in Indonesia. This study uses a qualitative method with a content analysis approach. The research data is sourced from Haedar Nashir's primary works discussing Progressive Islam and Muhammadiyah, as well as secondary sources in the form of scientific journal articles, academic books, previous research results, and official Muhammadiyah documents. Data analysis was conducted using thematic content analysis techniques by classifying the data into main themes, such as the definition of Progressive Islam, its theological and philosophical foundations, basic principles, and its implementation in the Muhammadiyah movement, particularly in the field of education. The results of the study show that Progressive Islam in Haedar Nashir's perspective is a comprehensive and visionary Islamic paradigm, which positions Islam as a moral, intellectual, and social force in building a modern civilization. This concept not only functions as a theological framework, but also as an ideological and strategic foundation for Muhammadiyah in responding to global dynamics, technological disruption, and contemporary humanitarian challenges. In the context of Islamic education, Progressive Islam implies strengthening the integration between religious knowledge and modern science, transforming the orientation of education towards the formation of people who are faithful, knowledgeable, and have superior personalities, as well as developing an adaptive, inclusive, and civilized education system. Thus, Haedar Nashir's thoughts on Progressive Islam contribute significantly to the renewal of Islamic education and the strengthening of Muhammadiyah's role in the development of a just, progressive, and sustainable Indonesian civilization.

An Epistemological Study of Naqli–Aqli Knowledge Integration in Islamic Boarding School Education

Khafidoh Khafidoh — 2025-12-28

This study aims to analyze the epistemology of Islamic education by highlighting the integration of naqli and aqli knowledge within the learning system of tahfidz Islamic boarding schools. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews with caregivers, teachers, and students, participant observation, and document analysis of curricula and instructional guidelines. The data were analyzed thematically using a descriptive-analytical approach. The findings indicate that the epistemology of Islamic education is constructed upon a naqli–aqli integration that is holistic, hierarchical, and contextual. This integration is manifested through Quran memorization and classical text studies, the strengthening of literacy and critical reasoning, values-based civic education grounded in Quranic principles, and the internalization of adab as an epistemic ethos. This epistemological model contributes to the development of students’ intellectual–spiritual character, the enhancement of critical and reflective thinking skills, and the strengthening of the social relevance of knowledge. These findings offer a conceptual contribution to the development of contemporary Islamic educational epistemology that emphasizes a balance between intellectual intelligence, spiritual depth, and social responsibility.

Learning Assistance in Quranic Reading Using the Wafa Method for Elementary School Students

Anis Noprianti — 2025-12-28

The ability to read the Quran accurately and in accordance with tajwid rules is a fundamental competency for Muslim students. However, learning practices in elementary education indicate that many students still experience difficulties in mastering proper pronunciation (makhraj) and recitation rules, particularly due to limited opportunities for individual reading practice in heterogeneous classrooms. This study aims to examine the effectiveness of Quranic reading learning assistance using the Wafa Method. The research employed a Participatory Action Research (PAR) approach involving elementary school students in assisted Quranic reading activities. The Wafa Method was implemented through an integrative visual, auditory, and kinesthetic (VAK) approach, utilizing rhythm and movement as instructional media. The findings reveal that the application of the Wafa Method fostered a more engaging and participatory learning environment and significantly enhanced students’ motivation and Quranic reading abilities. Improvements were evident in reading fluency, accuracy of pronunciation, and adherence to tajwid rules. These results suggest that the Wafa Method is an effective and innovative alternative for Quranic education in elementary school contexts and holds potential for broader implementation in Islamic education.

Islamic Religious Education in the Digital Era: Digital Akhlak Curriculum and Adaptive School Management

Syahruddin Syahruddin — 2025-12-28

This study aims to analyze the improvement of the quality of Islamic Religious Education in the digital era through the integration of curriculum transformation and adaptive school management. Employing a qualitative approach with a content analysis model, this study utilizes secondary data sources, including academic books, scientific journal articles, conference proceedings, and other relevant literature. Data were selected based on their relevance, credibility, and novelty, and were analyzed using descriptive-analytical techniques through processes of categorization, interpretation, and synthesis to identify patterns and significant conceptual relationships. The findings indicate that improving the quality of Islamic Religious Education in the digital era is closely linked to successful curriculum transformation toward the Digital Akhlak paradigm. This paradigm emphasizes the internalization of Islamic moral values in students’ behavior within digital spaces through the strengthening of critical digital literacy, media ethics, and the contextualization of Islamic teachings in contemporary realities. However, the effectiveness of this curriculum transformation is highly dependent on responsive and visionary school management, particularly in developing teachers’ digital competencies, providing high-quality digital learning infrastructure and content, and implementing academic supervision oriented toward professional development. Without strong managerial support, curriculum innovation risks remaining normative and inadequately implemented. This study highlights that reforming Islamic Religious Education in the digital era requires a holistic approach that integrates curriculum innovation and technology-based school management to foster a generation of Muslims who are faithful, virtuous, critical, and responsible in addressing the challenges of the digital world.