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All Journal al-Afkar, Journal For Islamic Studies Tazkiya: Jurnal Pendidikan Islam Jurnal Pendidikan Islam
Ratu Suntiah
Universitas Islam Negeri Sunan Gunung Djati Bandung
Religion Education Social Sciences Other

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The Hermeneutic Interpretation of Ta'lim Mutaallim By Al-Zarnuji In Shaping The Morals of Santri at Pesantren Maslani Maslani; Ratu Suntiah; Karman Karman; Nursaid Nursaid
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.206

Abstract

Islamic moral education has long been positioned as a normative and prescriptive process that emphasizes the doctrinal transmission of values. Such an approach tends to overlook the interpretive dimension and learners’ lived experiences in the process of internalizing moral values. Departing from these limitations, this article examines Ta‘lim al-Muta‘allim by al-Zarnuji as a form of lived moral pedagogy within the pesantren context, employing Paul Ricoeur’s hermeneutic theory of mimesis as the analytical framework. The purpose of this study is to understand how the moral teachings contained in Ta‘lim al-Muta‘allim are not merely taught as normative texts but are internalized, mediated, and dynamically interpreted by educational actors in the pesantren. This research adopts a qualitative case study design conducted at Pesantren Buntet, Indonesia. Data collection techniques include participant observation, in-depth interviews with kiai, ustaz, and santri, and textual analysis of Ta‘lim al-Muta‘allim. The data are analyzed through Ricoeur’s three-stage mimesis framework: prefiguration, configuration, and refiguration. The findings reveal that al-Zarnuji’s moral principles function as pre-reflective ethical horizons that shape the dispositions of santri (Mimesis I), are configured into coherent pedagogical narratives through the authority and exemplarity of the kiai (Mimesis II), and are actively refigured by learners in their responses to contemporary educational challenges (Mimesis III). The implications of this study underscore that Islamic moral education should be understood as a hermeneutic-narrative praxis that integrates textual authority, pedagogical mediation, and learner agency, thereby contributing to the development of character education discourse in the modern era.
History and Development of Islamic Education During the Period of the Prophet Muhammad Ratu Suntiah; Irfan Ahmad Zain; Hamdan Maulana; Hofifah Astuti
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.2047

Abstract

This article discusses how Islamic education changed from the beginning, that is, from the time of the Prophet Muhammad. In the period of the Prophet Muhammad, Islamic education started in a simple way and focused on its inhabitants. In the world of Islamic education, the Prophet Muhammad was the first and foremost teacher. The Prophet Muhammad saw as uswatun hasanah and rahmatan lil'alamin for those who expect grace in the world of Islamic education. The process of change of spiritualism internalization of values and emotional guidance of the Prophet is an extraordinary miracle that cannot be achieved by ordinary people. Islamic education taught at the time of the Prophet was carried out in two stages. Education began in Mecca, which was the initial stage, and education in Medina, which was the second stage of education as an improvement in the guidance of Islamic education. The educational methods used include direct teaching, discussion, and exemplary examples. The results showed that Islamic education in the period of the Prophet succeeded in forming the first generation of Muslims who were noble and knowledgeable.
Integrating Islamic Values ​​and Science to Develop Students with Noble Morals Ratu Suntiah; Mursidin; Hani Yuliawati; Habibah Nur Azizah; Siti Wifa Uswatussolihah
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.2048

Abstract

This research aims to explore the integration of Islamic values and science in the education system and its impact on the formation of noble students. . Methods This research is a qualitative research with a literature study approach. The data used in this research is in the form of document data, both from textbooks, scientific journals, and other relevant document sources. The results showed that teachers play an important role as role models and facilitators in instilling the principles of integration. Overall, this integration helps students develop into balanced individuals, possessing intelligence and moral goodness, and ready to contribute positively in society.
PERADABAN ISLAM PADA MASA NABI MUHAMMAD SAW Abdul Basit; Ilyas Rifa"i; Ratu Suntiah
Tazkiya: Jurnal Pendidikan Islam Vol 13, No 1 (2024): Tazkiya
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/taz.v13i1.3116

Abstract

Peradaban Islam dalam prosesnya melewati tahapan yang sangat panjang. Selain upaya, Nabi Muhammad saw. selaku pembawa risalahnya telah mengalami berbagai peristiwa demi tersebarnya ajaran Islam. Nabi Muhammad Saw. dalam menjalani misi dakwahnya menjumpai berbagai rintangan, bahkan dari seorang pamannya; Abu Lahab. Meski demikian berkat pertolongan Allah beliau selalu saja menemukan jalan keluar agar misi dakwah tetap berjalan dengan baik, di antaranya jaminan dari pamannya yang lain; Abu Thalib. Secara garis besar peradaban Islam pada masa Nabi Muhammad Saw. meliputi dua periode; Mekkah dan Madinah. Di dua kota tersebut di tengah kecaman dan ancaman beliau melakukan berbagai strategi sehingga dakwah bisa tetap terlaksana. Pada periode Mekkah dakwah secara sembunyi- sembunyi—mula-mula islam dipeluk oleh istri dan keluarga terdekat yang kemudian disebut dengan istilah assabiyqulnal awwalun-- dan dakwah secara terang-terangan yang ditempuh berhasil meski tidak jarang ancaman dan siksaan tidak terhindarkan diterima oleh para sahabatnya. Adapun ketika periode Madinah fokus dakwah Rasulullah Saw. sudah mulai berbeda, di antaranya; 1) Pembentukan sistem sosial masyarakat, 2) Politik, 3) Membangun masjid, 4) Ekonomi, 5) Rasulullah Presiden Madinah.
Co-Authors Abdul Basit Habibah Nur Azizah Hamdan Maulana Hani Yuliawati Hofifah Astuti Ilyas Rifa"i Irfan Ahmad Zain Karman Karman Maslani, Maslani Mursidin Nursaid Nursaid Siti Wifa Uswatussolihah