Abdul Basith
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

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Semantic Reception of Khilafiyyah Hadith and the Production of Horizontal Religious Conflict in Indonesia Muhandis Azzuhri; Faliqul Isbah; Abdul Basith; M. Fairuz Rosyid; Ana Faila Sufa
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v14i2.23653

Abstract

This study examines how differing semantic receptions of ḥadīth khilāfiyyah among Islamic mass organizations (ormas Islam) in Indonesia contribute to horizontal conflict and prolonged religious controversy, thereby challenging the spirit of religious moderation. The research aims to analyze how identical ḥadīth texts generate divergent meanings and truth claims that shape social exclusion and intergroup tensions. Employing a qualitative approach, this study investigates selected ḥadīth khilāfiyyah from kutub al-tis‘ah as the material object and the contested receptions of Islamic organizational figures as the formal object. Data were collected through textual documentation of ḥadīth and their commentaries, online observation of national news reporting religious conflicts, and semi-structured interviews with relevant actors. Data analysis followed the Miles and Huberman model, encompassing data reduction, display, and verification, and was further interpreted through the reception theory framework of Hans Robert Jauss and Wolfgang Iser. The findings reveal that key semantic gaps within specific ḥadīth phrases—such as bid‘ah, al-jamā‘ah, and khālifū—enable exclusive interpretations that are institutionalized as truth claims by dominant groups. These receptions function performatively, legitimizing practices of stigmatization, rejection of mosques, dissolution of religious gatherings, and marginalization of minority groups. The study concludes that horizontal religious conflict is rooted not in the ḥadīth texts themselves but in closed semantic receptions, underscoring the necessity of hermeneutical awareness and semantic literacy to strengthen religious moderation.Key words: ḥadīth khilāfiyyah; semantic reception; Islamic mass organizations; horizontal conflict. Penelitian ini mengkaji bagaimana perbedaan resepsi semantik terhadap hadis-hadis khilafiyah di kalangan organisasi massa Islam (ormas Islam) di Indonesia berkontribusi pada terjadinya konflik horizontal dan kontroversi keagamaan yang berkepanjangan, sehingga menantang semangat moderasi beragama. Penelitian ini bertujuan untuk menganalisis bagaimana teks hadis yang sama dapat menghasilkan makna dan klaim kebenaran yang berbeda-beda, yang kemudian membentuk praktik eksklusi sosial dan ketegangan antarkelompok. Dengan menggunakan pendekatan kualitatif, penelitian ini mengkaji sejumlah hadis khilafiyah yang bersumber dari kutub al-tis‘ah sebagai objek material, serta resepsi yang diperdebatkan di kalangan tokoh ormas Islam sebagai objek formal. Pengumpulan data dilakukan melalui dokumentasi teks hadis dan kitab syarahnya, observasi daring terhadap pemberitaan nasional terkait konflik keagamaan, serta wawancara semi-terstruktur dengan aktor-aktor terkait. Analisis data mengikuti model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta ditafsirkan lebih lanjut menggunakan kerangka teori resepsi Hans Robert Jauss dan Wolfgang Iser. Hasil penelitian menunjukkan bahwa celah-celah semantik pada frasa hadis tertentu—seperti bid‘ah, al-jamā‘ah, dan khālifū—memungkinkan lahirnya tafsir eksklusif yang dilembagakan sebagai klaim kebenaran oleh kelompok dominan. Resepsi tersebut berfungsi secara performatif dalam melegitimasi praktik stigmatisasi, penolakan masjid, pembubaran kegiatan keagamaan, serta peminggiran kelompok minoritas. Penelitian ini menyimpulkan bahwa konflik keagamaan horizontal tidak bersumber dari teks hadis itu sendiri, melainkan dari resepsi semantik yang tertutup, sehingga diperlukan kesadaran hermeneutik dan literasi semantik untuk memperkuat moderasi beragama.Kata kunci: hadis khilafiyah; resepsi semantik; organisasi massa Islam; konflik horizontal.Penelitian ini mengkaji bagaimana perbedaan resepsi semantik terhadap hadis-hadis khilafiyah di kalangan organisasi massa Islam (ormas Islam) di Indonesia berkontribusi pada terjadinya konflik horizontal dan kontroversi keagamaan yang berkepanjangan, sehingga menantang semangat moderasi beragama. Penelitian ini bertujuan untuk menganalisis bagaimana teks hadis yang sama dapat menghasilkan makna dan klaim kebenaran yang berbeda-beda, yang kemudian membentuk praktik eksklusi sosial dan ketegangan antarkelompok. Dengan menggunakan pendekatan kualitatif, penelitian ini mengkaji sejumlah hadis khilafiyah yang bersumber dari kutub al-tis‘ah sebagai objek material, serta resepsi yang diperdebatkan di kalangan tokoh ormas Islam sebagai objek formal. Pengumpulan data dilakukan melalui dokumentasi teks hadis dan kitab syarahnya, observasi daring terhadap pemberitaan nasional terkait konflik keagamaan, serta wawancara semi-terstruktur dengan aktor-aktor terkait. Analisis data mengikuti model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta ditafsirkan lebih lanjut menggunakan kerangka teori resepsi Hans Robert Jauss dan Wolfgang Iser. Hasil penelitian menunjukkan bahwa celah-celah semantik pada frasa hadis tertentu—seperti bid‘ah, al-jamā‘ah, dan khālifū—memungkinkan lahirnya tafsir eksklusif yang dilembagakan sebagai klaim kebenaran oleh kelompok dominan. Resepsi tersebut berfungsi secara performatif dalam melegitimasi praktik stigmatisasi, penolakan masjid, pembubaran kegiatan keagamaan, serta peminggiran kelompok minoritas. Penelitian ini menyimpulkan bahwa konflik keagamaan horizontal tidak bersumber dari teks hadis itu sendiri, melainkan dari resepsi semantik yang tertutup, sehingga diperlukan kesadaran hermeneutik dan literasi semantik untuk memperkuat moderasi beragama.Kata kunci: hadis khilafiyah; resepsi semantik; organisasi massa Islam; konflik horizontal.
Evaluating Arabic Language Competence Achievement in Indonesian Madrasah Tsanawiyah: A Criterion-Referenced Approach Fakhrudin Aman; Abdul Basith; Miftahul Ula; Ahmad Taufiq
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33624

Abstract

Criterion-Referenced Assessment (PAP) is a strategic evaluation instrument in Arabic language learning, yet its implementation in madrasah still faces challenges in standard construction, achievement interpretation, and pedagogical follow-up. This study aims to explore the dynamics of PAP in evaluating Arabic language learning among seventh-grade students at MTs At-Taqwa Jatingarang. This study employs a qualitative approach with a case study design, involving teachers, students, parents, and vice principal as informants. Data were collected through semi-structured interviews, observation, and document analysis, then analyzed thematically with source and technique triangulation. The findings reveal that competence standard construction is contextual through negotiation between national curriculum and madrasah characteristics. Achievement interpretation is conducted through a qualitative matrix based on four maharah skills, enabling precise identification of competence gaps. Furthermore, PAP transforms into the heart of a continuous learning improvement cycle through remedial programs, enrichment, instructional strategy adaptation, and collaboration with parents. This study offers a new conceptual model that transforms PAP from an administrative instrument into a participatory and improvement-oriented evaluation ecosystem
Internalizing the Values of Religious Moderation through Narrative Education: A Study among Madrasah Aliyah Students in Pekalongan Abdul Khobir; Abdul Basith; Hendri Hermawan Adinugraha; Ilyas Erpay
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3722

Abstract

Background. The rise of exclusive and radical religious narratives among Indonesian students, driven by globalization and digitalization, poses a serious threat to social cohesion. Madrasah in Pekalongan, as strategic Islamic educational institutions, face the challenge that a purely cognitive approach to learning is insufficient to foster deep awareness of anti-extremism among students. Purpose. This research analyzes the process of internalizing religious moderation values through narrative education and its implications for fostering anti-extremist awareness among madrasah students in Pekalongan. Methods. This study employed a qualitative case study design involving purposively selected teachers and students in Pekalongan madrasah. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted thematically through data reduction, categorization, interpretation, and conclusion drawing. Data validity was ensured through triangulation and member checking to strengthen credibility. Results. Findings show that narrative education through experiential stories, role modeling, and reflective dialogue engages both emotional and cognitive dimensions of students more effectively than cognitive approaches alone. Students are able to construct their own understanding of moderation values (tawasuth, tasamuh, tawazun, i’tidal) through lived experiences rather than passive acceptance. This process strengthens anti-extremist awareness and builds resilience against radical influences in the learning environment. Conclusions. Narrative education is an effective pedagogical strategy for internalizing religious moderation values and developing anti-extremism awareness. It integrates reflective dialogue and exemplary storytelling to foster meaningful understanding and can be adopted as an innovative approach in madrasah education.
The Variety of the Presenting Methods of the Grammatical Content in the Grammar Books in Indonesia Abdul Basith; Muhandis Azzuhri; Khoirul Basyar; Muhammad Natsir
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/011b1a69

Abstract

This study aims to examine how grammatical content was presented in Indonesian grammar books between 2001 and 2018. Al-Arabiyyah li Ghair al-Arab, Metode Al Muallim, Ibtida'iy, Amtsilati, The Book of Method 33, al-Miftah lil Ulum, and Manhaji are the seven books released between 2001 and 2018 that provided the data for this study, which is based on library research. The distribution of the area and the features of the organizations that use them are taken into consideration while choosing the books. The Miles and Huberman interactive model was used by the researcher to examine the information gathered. The study's conclusions indicate that the books used three different approaches to communicate their content: modified (mu'addalah), inductive (istiqra'iyyah), and deductive (qiyasiyah). Despite the inductive method's advantages for language educators and researchers, books prefer the deductive (qiyasiyah) method. As for the variety of these methods, they include the use of sentence patterns, the mind map, the table, the Qur'anic verses, Matn Taqrib, Fath al-Qarib, and other books in examples and exercises, as well as the encouragement of students to read Arabic words, the support of vocabulary and grammar with Alfiyyah Ibn Malik and Al-Amriti, and the presentation of rules and examples in a square with colored lines on the word associated with the studied rules. This study provides an overview of the creativity and development of nahwu learning methods carried out by nahwu teachers by adapting the background and context of students and allowing other parties to carry out other developments.