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All Journal Ar-Rasyid: Jurnal Pendidikan Agama Islam Episteme: Jurnal Kajian Mahasiswa
Ibnu Imam Al Ayyubi
Institut Darul Falah Bandung Barat
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Educational Transformation of Pesantren Values in a Multicultural Society Ibnu Imam Al Ayyubi; Wildan Miftahussurur; Siti Rahmawati
Episteme: Jurnal Kajian Mahasiswa Vol. 2 No. 1 (2026): Episteme: Jurnal Kajian Mahasiswa
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/episteme.v2i1.547

Abstract

This The increasing diversity within higher education institutions raises important questions about how students from traditional Islamic educational backgrounds negotiate their values in multicultural environments. However, limited studies have examined the transformation of pesantren values when individuals experience minority positions in pluralistic academic settings. This study aims to analyze the transformation of pesantren values within a multicultural higher education context. Using a qualitative case study approach, the research focuses on a student with a pesantren background studying at a multicultural university where he occupies a minority religious position. Data were collected through in-depth informal conversations to explore academic and social experiences. The findings indicate that core pesantren values discipline, responsibility, tolerance, social ethics, and religious commitment remain resilient while undergoing contextual adaptation. The subject maintains a strong religious identity while developing openness, empathy, and adaptive communication. Notably, the minority experience encourages reflective understanding and constructive reinterpretation of religious values. This study highlights the dynamic transformation of pesantren values from a minority perspective and demonstrates their role in fostering intercultural resilience and inclusive attitudes.
Social Media and Religious Moderation: Countering Radicalism Among University Students Firdaus; Ibnu Imam Al Ayyubi; Nurhikmah; Rabiatul Nadawiyah
Episteme: Jurnal Kajian Mahasiswa Vol. 2 No. 1 (2026): Episteme: Jurnal Kajian Mahasiswa
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/episteme.v2i1.548

Abstract

The rapid expansion of social media has transformed the way students access religious information and engage in public discourse, creating both opportunities and challenges in addressing digital radicalism. In this context, promoting religious moderation has become an important strategy for fostering tolerance and balanced perspectives among young people. However, empirical studies examining how social media influences students’ attitudes toward religious moderation remain limited. This study aims to analyze the role of social media in shaping and strengthening religious moderation among university students. Using a qualitative descriptive approach, the research involved university students who actively use social media platforms such as WhatsApp, Instagram, and TikTok. Data were collected through semi-structured online interviews and analyzed using thematic analysis. The findings reveal that social media plays a dual role: it facilitates exposure to diverse viewpoints that encourage openness, tolerance, and critical reflection, while simultaneously presenting challenges through the rapid circulation of provocative or extreme narratives. Students responded to these dynamics by developing digital literacy and critical filtering strategies to maintain balanced perspectives. This study contributes to the discourse on digital religion and education by highlighting how social media can function as a strategic platform for promoting religious moderation among university students in the digital era.
Students’ Perspectives on Religious Moderation in Pancasila Education: Insights into Multicultural Learning Practices Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Alamul Huda Almuzakky
Episteme: Jurnal Kajian Mahasiswa Vol. 2 No. 1 (2026): Episteme: Jurnal Kajian Mahasiswa
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/episteme.v2i1.549

Abstract

The growing religious diversity and potential polarization in higher education highlight the urgency of strengthening religious moderation through civic education. However, limited studies have examined how students perceive and internalize religious moderation within Pancasila Education. This study analyzes students’ perspectives on the implementation of religious moderation in Pancasila Education in higher education. Grounded in the conceptual framework of religious moderation as a balanced, anti-extremist, and tolerance-based approach, this research employs a descriptive qualitative design. Data were collected through semi-structured interviews with students who had completed the Pancasila course and analyzed using an interactive qualitative analysis model. The findings reveal that students conceptualize religious moderation as a middle-path attitude that promotes harmony, justice, and respect for diversity. Pancasila learning particularly through dialogical discussions, contextual case studies, and reflective assignments facilitates the internalization of moderation values. The historical formulation of the first principle of Pancasila serves as a key entry point for understanding compromise and consensus in a plural society. However, challenges remain in translating conceptual understanding into consistent social practice. This study contributes by highlighting students’ perspectives as a micro-level lens to understand the internalization of religious moderation, reinforcing the role of Pancasila Education in fostering inclusive and moderate student character.
A Love-Based Curriculum from a Hadith Perspective: A Conceptual Analysis of the Integration of Values of Compassion and Ahlak in Islamic Religious Education Asep Hikmatullah; Moh. Nasir; Ramdani Nopandri; Namiyah Fitriani; Ibnu Imam Al Ayyubi
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.29741

Abstract

This study aims to analyze a love-based curriculum from the perspective of hadith and the integration of compassion and moral values (akhlak) in Islamic religious education. This research employs a qualitative approach of the library research type and the thematic (maudhu'i) approach to hadith studies. The results show that compassion is a fundamental aspect of Islamic teachings. The Prophet's hadiths not only serve as a normative source of Islamic teachings but also possess significant pedagogical dimensions in building an educational paradigm. The values contained in the hadiths, such as rahmah (mercy/compassion), empathy, gentleness, social care, and morals (akhlak), constitute the primary foundation for designing a humanistic curriculum. The love-based curriculum model from the hadith perspective consists of three main components. First, the source of values, namely the hadiths of Prophet Muhammad (peace be upon him) which contain the principles of compassion and morals as the theological basis of education. Second, the core values, which include rahmah, empathy, gentleness, care, and morals (akhlak), serving as the foundation in education. Third, curriculum integration, i.e., the application of these values into the main components of the Islamic religious education curriculum: objectives, content or materials, methods, and learning evaluation.
Co-Authors Alamul Huda Almuzakky Ari Limay Trisno Putra Asep Hikmatullah Firdaus Moh. Nasir Namiyah Fitriani Namiyah Fitriani Nurhikmah Rabiatul Nadawiyah Ramdani Nopandri Siti Rahmawati Wildan Miftahussurur