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All Journal ALSYS : Jurnal Keislaman dan Ilmu Pendidikan MASALIQ: Jurnal Pendidikan dan Sains
Rafli Hidayat
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Religion Education Social Sciences Other

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Resilience of Muslim Families in the Dynamics of Caring for Children with Special Needs: A Case Study of a 17-Year-Old Girl Siti Maisyaroh; Rafli Hidayat; Fairuz Jihad
MASALIQ Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i1.8662

Abstract

Hearing impairment in Indonesian adolescents poses significant developmental challenges, including socio-emotional difficulties and risks of cognitive delay, which are exacerbated by limited early interventions and cultural stigma. This qualitative single-case study examines the lived experiences of Suci Cahaya, a 17-year-old female high school student with hearing impairment, with a specific focus on family parenting dynamics, socio-emotional challenges, and religious coping strategies within an Islamic context. Data were collected through in-depth semi-structured interviews, and credibility was strengthened through triangulation of information across sources and perspectives. The findings show a marked shift from Suci’s outgoing childhood to adolescent introversion, precipitated by bullying and communication barriers, yet concurrently buffered by collaborative parenting—her mother’s patient, repetitive guidance and her father’s active advocacy—alongside supportive community engagement. Religious values, including sincerity, sabar (patience), and viewing disability as amanah (divine trust), fortified family resilience, reframed caregiving as spiritual worship, and helped reduce psychological distress. The study concludes that culturally embedded, faith-informed parenting and community support can foster adaptive coping and resilience among adolescents with hearing impairment in Indonesian Muslim families, offering critical insights for the design of inclusive education, family-centered interventions, and faith-integrated policies.
Rethinking the Islamic Education Curriculum: A Sociological Review Adyan Dhio Akhdany; Rafli Hidayat; Muhammad Abdullah Darraz
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.11144

Abstract

This study examines the sociological foundations and transformative imperatives of the Islamic Education (Pendidikan Agama Islam/PAI) curriculum in Indonesia. Using a systematic literature review of theoretical and empirical sources, this study explores how sociological principles, including culture, social structure, and community needs, shape curriculum design and implementation amid rapid social, technological, and cultural change. The analysis identifies Industry 4.0, digital disruption, and the persistent dichotomy between religious and secular knowledge as major drivers of curriculum renewal, while national reforms such as the Independent Curriculum (Kurikulum Merdeka) and emerging models such as the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) provide strategic opportunities for transformation. The findings indicate that a sociologically informed PAI curriculum can strengthen epistemological integration, wasathiyah moderation, and contextualized character education by connecting religious texts with contemporary social issues, promoting community engagement, and embedding ICT and digital literacy. However, implementation remains constrained by uneven educator digital competence, infrastructure disparities, and limited integration of Islamic values into digital learning content. This study concludes that PAI curriculum transformation should prioritize interdisciplinary thematic instruction, authentic assessment, and partnerships among schools, families, and communities to produce graduates who are ethically grounded, socially responsible, and technologically competent. The study contributes to the discourse on Islamic education reform by proposing a dynamic and integrative PAI curriculum that reconciles tradition and modernity, enhances educational relevance, strengthens social cohesion, and supports the formation of moral and civic-minded citizens capable of addressing twenty-first-century challenges.
Co-Authors Adyan Dhio Akhdany Fairuz Jihad Muhammad Abdullah Darraz Siti Maisyaroh