Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam ATTARBIYAH: Journal of Islamic Culture and Education al-Wadhih: Journal of Islamic History and Civilization
Irfan Musonif
Universitas Islam Negeri Prof. KH. Saifuddin Zuhri Purwokerto, Indonesia
Religion Humanities Education Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The Integration of Deep Learning in Thematic Learning at Elementary Schools: A Case Study at SD Negeri 03 Rawaheng Banyumas Donny Khoirul Azis; Dwi Safitri Agustina; Irfan Musonif
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16862

Abstract

This study aims to explore the process of integrating a pedagogical deep learning approach into integrated thematic learning design in elementary schools. This research employed a qualitative case study conducted at SD Negeri 03 Rawaheng Banyumas from January to February 2026. The participants included the principal, teachers, and students selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and documentation, including lesson plans and student work. The data were analyzed using thematic analysis through data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings reveal that the integration of deep learning is implemented through structured stages of stimulus, exploration, discussion, and reflection. Contextual stimuli encouraged students to identify real-life problems, exploratory activities enabled direct interaction with the learning environment, collaborative discussions facilitated the exchange of ideas, and reflective sessions helped students connect concepts with personal experiences. These processes fostered contextual learning experiences and strengthened students’ cognitive, emotional, and social engagement, leading to deeper meaning-making. The findings support constructivist and meaningful learning theories by demonstrating that reflection plays a crucial role in helping students internalize and apply knowledge contextually. This study implies that deep learning-based thematic instruction can serve as an effective strategy for promoting meaningful and student-centered learning in elementary education. Keywords: pedagogical deep learning; thematic learning; meaningful learning; student engagement; elementary school
The Relationship between Religion and Power between the Safavid and Mughal Dynasties in Islamic Politics Mita Tamaminni’mah; Irfan Musonif; Kholid Mawardi
al-Wadhih: Journal of Islamic History and Civilization Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alwadhih.v2i1.38

Abstract

The Safavid and Mughal dynasties were two major Islamic powers that played important roles in shaping the political, religious, and cultural development of the Islamic world during the medieval period. However, previous studies have generally discussed both dynasties separately and predominantly through descriptive historical approaches. This study aims to analyze the relationship between religion and power in the Safavid and Mughal dynasties from the perspective of Islamic politics. This research employed a qualitative approach through library research. The data sources consisted of scientific articles, books, and relevant academic literature published between 2020 and 2025. Data were collected through documentation techniques and analyzed using thematic analysis to identify patterns of religious legitimacy, political authority, and social integration within both dynasties. The findings reveal that the Safavid dynasty constructed political legitimacy through the institutionalization of Shi‘a ideology as the official state doctrine, making religion an instrument of political consolidation and identity formation. Meanwhile, the Mughal dynasty developed a more accommodative and inclusive political model by emphasizing tolerance, cultural acculturation, and social integration in a multicultural society. The study also shows that religion functioned not only as a spiritual system but also as a political instrument in shaping state authority and social order. Furthermore, differences in the relationship between religion and power in both dynasties were strongly influenced by their respective social and cultural contexts. In conclusion, the relationship between religion and power in Islamic political history was dynamic and contextual, reflecting different models of political legitimacy and governance within Islamic civilization.
Historiography of Malay Islam in the Archipelago between Academic Archives and Sanad Tradition Ibnu Da’i Munis; Irfan Musonif; Kholid Mawardi
al-Wadhih: Journal of Islamic History and Civilization Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alwadhih.v2i1.39

Abstract

This article examines the epistemological encounter between modern academic historiography and genealogical-spiritual narratives in the history of Malay–Nusantara Islam. The study employs a qualitative approach with a historical-comparative design based on library research. Data were collected from religious manuscripts, sanad and ulama genealogical documents, Islamic historiographical works, academic archives, and reputable scholarly publications, which were analyzed using historical source criticism, discourse analysis, and Pierre Bourdieu’s sociological framework of habitus, symbolic capital, and field. The findings reveal that Malay–Nusantara Islamic historiography develops through a dual epistemology that integrates the empirical validation of academic historiography with the legitimacy of sanad and spiritual authority embedded in genealogical traditions. Academic historiography emphasizes objectivity, archival evidence, and chronological consistency, whereas genealogical narratives prioritize sanad, lineage, and collective memory as the basis of historical legitimacy. The study further demonstrates that pesantren, Sufi orders, and ulama networks function as arenas for reproducing symbolic capital that sustains genealogical historiography amid the dominance of modern epistemology. Therefore, dual epistemology offers a framework for constructing a more inclusive, multidimensional, and contextual historiography of Islam in the Malay–Nusantara world.
Integrative inclusive problem based fiqh learning for contextual understanding and epistemic engagement Irfan Musonif; Aisyah Puan Maharani; Mahin Anas Ramadona; Saifudin Saifudin; Rohman Hakim
ATTARBIYAH: Journal of Islamic Culture and Education Vol. 11 No. 1 (2026): Attarbiyah: Journal of Islamic Culture and Education
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v11i1.63-81

Abstract

The dominance of text-centered and normative pedagogies in Islamic religious education often limits students' ability to engage critically, contextually, and inclusively with fiqh learning. This study examines how an integrative–inclusive problem-based learning model can transform fiqh learning toward more contextual and interpretive engagement. Using a qualitative case study design, the research was conducted in an eleventh-grade classroom at a Madrasah Aliyah in Indonesia from January to February 2026, involving one teacher and 32 students. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using reflexive thematic analysis. The findings reveal that fiqh learning exists within a transitional space where normative transmission coexists with emerging contextual approaches. Problem-based learning increases student engagement and supports contextual reasoning, although its implementation remains situational rather than systematically embedded. The study also identifies a gap between procedural and epistemic inclusion, indicating that classroom participation does not necessarily ensure equitable knowledge construction. Furthermore, epistemic tension between normative legalism and contextual meaning-making emerges as a productive aspect of learning. This study contributes to Islamic education discourse by introducing the concepts of closed epistemic structures, situated pedagogical innovation, and productive epistemic friction as frameworks for reflective and context-responsive fiqh learning.
Co-Authors Aisyah Puan Maharani Donny Khoirul Azis Dwi Safitri Agustina Ibnu Da’i Munis Kholid Mawardi Mahin Anas Ramadona Mita Tamaminni’mah Rohman Hakim Saifudin Saifudin