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Paylater Mindset: The Shift in Gen Z's Thinking Towards Debt from a Sharia Perspective Rizaldy Alpiansyah; Isrun Abdurahman; Irfan Alkhotiri; Miftah Wangsadanureja; Dzulfikri
Dirham : Journal of Islamic Economics Vol. 1 No. 1 (2026): Dirham : Journal of Islamic Economics
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/3a26sp98

Digital disruption in the modern economic landscape has given birth to financial technology (fintech) instruments that radically change the consumption patterns and financial governance of society globally and nationally. One of the most dominating innovations that has sparked sharp discourse is the Buy Now, Pay Later (BNPL) service, more popularly known as paylater. Generation Z (Gen Z) and Millennials are recorded as the largest demographic of users in this service ecosystem, where the total outstanding paylater debt in Indonesia reached an aggregate figure of Rp29.59 trillion in April 2025, with a Non-Performing Loan (NPL) ratio that continues to creep up. This scientific report presents a comprehensive, in-depth, and nuanced analysis of the fundamental shift in Generation Z's mindset towards the concept of debt due to paylater penetration, evaluated strictly through the lens of Islamic economics, Fiqh Muamalah, and Maqashid Sharia. Through a synthesis of empirical data from the Financial Services Authority (OJK), behavioral economics literature, and fatwas from the National Sharia Board of the Indonesian Ulema Council (DSN-MUI), this research identifies an acute sociological shift: debt, which in Islamic tradition is inherently viewed as an emergency instrument based on mutual assistance (tabarru'), is now commodified into a lifestyle based on instant gratification and a "self-reward" culture that reduces the psychological friction of shopping (pain of paying). Furthermore, the analysis in this report outlines contemporary Fiqh Muamalah resolutions regarding the schemes of Istijrar, Murabahah, Wakalah bil Ujrah, Qardh, and Kafalah to strictly differentiate between conventional paylater and sharia paylater facilities. Within the framework of Maqashid Sharia, the normalization of consumptive debt among Gen Z is proven to be diametrically opposed to the principle of Hifz al-Mal (protection of wealth), triggering systemic threats in the form of israf (extravagance) and tabzir (extreme wastefulness). In conclusion, the report asserts that without structured, massive, and digitally integrated Islamic financial literacy interventions, the ease of access to instant credit can transform from a tool of financial inclusion into a trap of long-term financial fragility that undermines the economic resilience of future generations.

DECONSTRUCTING THE HISTORICAL NARRATIVE: A CRITICAL REVIEW OF THE ABSENCE OF A CONSTRUCTIVE ROLE OF THE SHIA FACTION IN THE PAST, PRESENT, AND FUTURE OF ISLAMIC CIVILIZATION Rizaldy Alpiansyah; Isrun Abdurahman; Irfan Alkhotiri; Miftah Wangsadanureja; Dzulfikri
Mutamayyiz: Journal of Islamic Studies Vol. 1 No. 1 (2026): Mutamayyiz: Journal of Islamic Studies
Publisher : STAI Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/rdjanp91

The discourse on the history of Islamic civilization is often dominated by narratives that romanticize inter-group harmony without giving adequate attention to a critical analysis of the disintegrative factions within it. This scientific article aims to examine, dissect, and deconstruct the claims regarding the Shia faction's contributions to achieving the glory of Islam. This study investigates the historical role, contemporary sociopolitical reality, and future projections of the Shia faction using a comparative-analytical (muqāran) historical approach based on orthodox classical literature and modern political studies. The results conclusively show that the absence of a positive Shia role is not an a priori assumption, but a well-documented historical fact. In the past, the existence of Shia political entities such as the Fatimid (Ubaydid) Dynasty in Egypt and the Safavid Dynasty in Persia consistently acted as subversive forces that destroyed the cohesion of the Ummah, hindered the expansion of Islam into Europe by allying with Christian empires, and facilitated the collapse of the Abbasid Caliphate in Baghdad in 1258 AD. At present, the theological anomalies inherent in Shia dogma—such as the exclusive Imamate cult, the doctrine of infallibility, and the rejection of the legitimacy of the early generations of the Prophet's Companions—have triggered severe creedal clashes. The transformation of this ideology into a political movement post-1979 Iranian Revolution has proven to spawn sectarian proxy wars that destroy the infrastructure of civilization in the Middle East and threaten social harmony in regions like Indonesia. Projecting into the future, this research concludes that the historical shackles and sectarian sentiments institutionalized in Shia theology will always be a stumbling block to the reconciliation of the Ummah. As long as the epistemology of hatred towards mainstream history is maintained, the Shia faction will remain an inhibiting variable that distances the Ummah from the ideals of unity and the revival of global Islamic civilization.

Islamic Religious Education Learning Based on Religious Moderation at Senior High School NU Al-Ma’ruf Kudus Maulana Achmad Hasan Maulana; Agus Salim; Rizaldy Alpiansyah; Irfan Alkhotiri; Dzulfikri
Labina : Journal of Islamic Education Management Vol. 1 No. 1 (2026): Labina volume 1 issue 1, 2026
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/tad4z935

The focus of this research is the learning of Islamic religious education based on religious moderation at Senior High School NU Al-Ma'ruf Kudus. The purpose of this research is to find out: (1) the learning of Islamic religious education based on religious moderation using the insertion method. (2) the supporting and inhibiting factors of learning Islamic religious education based on religious moderation using the insertion method. This research is a qualitative research, using field research. The subjects of this research are the principal, curriculum vice principal, Islamic religious education teacher, and students. The results of this research are: (1) the implementation of learning Islamic religious education based on religious moderation at Senior High School NU Al-Ma'ruf Kudus, namely: a) the planning stage, teachers must prepare the material to be taught to students. b) the implementation stage, Islamic Religious Education teachers teach in class with material according to KD (Basic Competencies) and textbooks then insert the character value of religious moderation according to the 21st Century RPP based on the character value of the Pancasila student profile (PPP) and the value of religious moderation according to Permendikbud No. 37 of 2018 c) learning evaluation stage. (2) Supporting factors for learning Islamic religious education based on religious moderation at Senior High School NU Al-Ma'ruf Kudus are as follows: a) The school organization is a 1 command system. b) Islamic Religious Education teachers are competent and understand the material on religious moderation. c) Adequate facilities, while the inhibiting factors are as follows: a) teachers must make thorough preparations before learning begins. b) socialization of religious moderation has not been maximized in schools from the Ministry of Religion. c) the influence of social media. d) the influence of social interactions outside of school. e) the diversity of students' school origins.

MANAJEMEN KURIKULUM DAN EKSTRAKURIKULER BERBASIS KARAKTER: INTEGRASI PENDIDIKAN JASMANI, PEMBIASAAN SPIRITUAL, DAN NEUROSAINS DALAM PEMBENTUKAN ADAB ISLAMI Rizaldy Alpiansyah; Isrun Abdurahman; Irfan Alkhotiri; Miftah Wangsadanureja; Dzulfikri
Labina : Journal of Islamic Education Management Vol. 1 No. 1 (2026): Labina volume 1 issue 1, 2026
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/v4dpda25

Character education within Islamic educational ecosystems—particularly in pesantrens (Islamic boarding schools), madrasahs, and integrated Islamic schools—has historically faced complex paradigmatic challenges. These often involve a rigid dichotomy between religious sciences (fardhu 'ain) and general sciences (fardhu kifayah), as well as a separation between academic and non-academic activities. This comprehensive scientific research report aims to deeply examine the design of curriculum management and character-based extracurricular programs that synergistically integrate physical activities or sports and daily routines—such as worship and tahfiz (Quranic memorization)—grounded in the epistemological foundations of spiritual neuroscience and Islamic theology.Utilizing a qualitative and phenomenological approach based on the POAC (Planning, Organizing, Actuating, Controlling) management framework, this analysis outlines how educational institutions transform physical extracurricular activities—such as basketball, futsal, pencak silat martial arts, and scouting—into strategic vehicles for teaching adab (etiquette), leadership, and emotional regulation. Furthermore, this study explores the neurobiological mechanisms and structural components of the human brain—specifically neuroplasticity, the optimization of the prefrontal cortex as the center of rationality, and the limbic system as the center of emotional regulation—in the process of internalizing character values through routine worship and the memorization of short surahs from the Qur'an. Methods such as spaced repetition, chunking, and multisensory approaches are analyzed for their effectiveness in modifying the students' cognitive architecture.The findings convincingly demonstrate that the integration of classical methodologies—such as Imam Al-Ghazali’s concepts of riyadhah (spiritual exercise) and mujahadah (self-struggle)—with modern neuroscience principles produces a neurocognitive educational model that is measurable, adaptive, and holistic. Within this curricular constellation, sports function as a physiological catalyst that significantly strengthens self-regulation capacity, while spiritual routines stabilize the brain's neural architecture. This results in a well-rounded student personality: intellectually complete, physically resilient, and morally and emotionally refined. Ultimately, the evaluation of character education success is reconstructed to no longer depend exclusively on cognitive-scholastic scores, but rather to adopt neuroassessment principles that evaluate emotional stability, spiritual consistency, and social intelligence in real-life contexts.

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