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All Journal Civilization Research: Journal of Islamic Studies Mustaneer : Journal of Islamic Thought and Civilization
Abu Warasy Batula
Universitas Pendidikan Indonesia, Bandung, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Analisis Bibliometrik Penelitian Hadis Tarbawi pada Publikasi Scopus Tahun 2020–2025 Nurlaila Turohmah; Abu Warasy Batula; Robiatul Adawiyah Ramadhani; Antiti Armilah; Yahya Rafi Sya’bani
Mustaneer : Journal of Islamic Thought and Civilization Vol. 2 No. 1 (2026): Mustaneer: Journal of Islamic Thought and Civilization
Publisher : PT. Student Rihlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/mjitc.v2i1.43

Abstract

This study analyzes research trends in educational hadith (hadis tarbawi) within Scopus publications from 2020–2025 using a bibliometric approach. Its importance lies in mapping the development of prophetic pedagogy as a foundational value during the post-pandemic digital transformation of Islamic education. This research aims to map publication performance, identify key actors, and analyze thematic structures. Data were retrieved from the Scopus database using systematic selection and analyzed through performance analysis and science mapping via VOSviewer. The results reveal dynamic publication trends peaking in 2024 (179 documents), though academic collaboration remains fragmented across nine clusters. Geographically, Indonesia and Malaysia dominate the field, with six major thematic clusters reflecting multidimensionality. The novelty of this study is its contemporary temporal focus (2020–2025), highlighting a paradigm shift toward interdisciplinary and applied approaches. These findings provide strategic directions for strengthening educational hadith studies through enhanced international research collaboration and the integration of digital technology in contemporary Islamic pedagogy.
Implementation of Islamic Ecotheology in the Hidden Curriculum of Traditional Islamic Boarding School Education Antiti Armilah; Abu Warasy Batula; Nurlaila Turohmah; Robiatul Adawiyah Ramadhani; Yahya Rafi Sya’bani; Rizki Abdillah
Civilization Research: Journal of Islamic Studies Vol 5 No 2 (2026): Civilization Research: Journal of Islamic Studies
Publisher : PT. Student Rihlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/crjis.v5i2.169

Abstract

This study analyzes  the implementation of Islamic ecotheological values in farming practices in traditional Islamic boarding schools as a hidden curriculum for shaping student’s character . The global ecological crisis, rooted in the anthropocentric paradigm calls for  spiritual reconstruction through experience-based Islamic education. Yet, the role of traditional Islamic boarding schools without formal environmental programs is often overlooked in eco-Islamic boarding school discourse. Employing  a qualitative case study approach at Azziyadah Islamic Boarding School, Cirebon, data were collected through in-depth interviews, participant observation, and documentation studies, then analyzed thematically using NVivo 12. The findings reveal ree that farming practices are not merely economic activities, but rather a medium for spiritual education that encompasses three dimensions of the hidden curriculum: direct instruction, religious reflection, and the exemplary behavior of the kyai (uswah hasanah). ogether, these dimensions synergistically internalize the values of tauhid, amanah, khalifah, and gratitude, aligning with principles of curriculum relevance and integration.  The novelty of this research lies in revealing the mechanism of organic ecological value transmission through cultural obedience (ta’dzim) in traditional Islamic boarding schools. This research indicates  that this hidden curriculum model can be replicated as an alternative policy recommendation for the Ministry of Religious Affairs and related institutions to strengthen environmentally conscious character education in contemporary Islamic educational settings, complementing existing structural approaches.
Integrating Tajribi, Experiential Learning, and Ngaji Rasa into Islamic Religious Education Yahya Rafi Sya'bani; Abu Warasy Batula; Antiti Armilah; Nurlaila Turohmah; Robiatul Adawiyah Ramadhani; Zakaria Zakaria
Civilization Research: Journal of Islamic Studies Vol 5 No 2 (2026): Civilization Research: Journal of Islamic Studies
Publisher : PT. Student Rihlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/crjis.v5i2.171

Abstract

This study aims to develop a spiritual experience-based Islamic Religious Education (PAI) learning model by integrating the Tajribi method, David Kolb’s Experiential Learning theory, and the practice of Ngaji Rasa. The primary problem addressed is the current dominance of cognitive-informative approaches in PAI instruction, which frequently neglects the affective-spiritual dimension the core essence of Islamic education. Unlike previous research, this study synthesizes lived experience, inner reflection, Qur’anic meaning-making, and riyadhah (spiritual discipline) practices into a novel pedagogical framework. Employing a conceptual Research and Development (R&D) design, this study utilizes a theoretical synthesis approach to formulate an integrative instructional model. The findings reveal an epistemological and pedagogical convergence among the three approaches, manifested in a four-stage learning cycle: Tajribi Experience, Rasa Reflection, Qur'anic Conceptualization, and Riyadhah Action. The resulting Islamic Experiential Learning model offers a holistic framework that seamlessly blends concrete experience, inner reflection, Qur'an-based conceptualization, and continuous spiritual practice. Theoretically, this study contributes significantly to the advancement of the "pedagogy of rasa" (inner sentiment) within Islamic education. Practically, the model aligns with Indonesia’s Kurikulum Merdeka (Independent Curriculum) and is highly applicable in pesantrens (Islamic boarding schools), madrasahs, and public schools to foster robust character transformation among students.
Co-Authors Antiti Armilah Antiti Armilah Antiti Armilah Nurlaila Turohmah Nurlaila Turohmah Nurlaila Turohmah Rizki Abdillah Robiatul Adawiyah Ramadhani Robiatul Adawiyah Ramadhani Robiatul Adawiyah Ramadhani Yahya Rafi Sya'bani Yahya Rafi Sya’bani Zakaria Zakaria