Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal La Edusci MANDALA WIDYA: Jurnal Ilmu Pendidikan
Junaidi Junaidi
Universitas Nahdlatul Ulama Nusa Tenggara Barat, Mataram, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Rekonstruksi Pendidikan Agama Islam Berbasis Kearifan Lokal dalam Penguatan Karakter dan Moderasi Beragama di Era Disrupsi Baiq Mulianah; Budi Hardjono; Junaidi Junaidi; Ahmad Munir Ardiansyah
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Februari 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i1.183

Abstract

The era of digital disruption has brought significant changes to the practice of Islamic Religious Education (IRE), leading to a shift in educational orientation from character formation toward the dominance of normative knowledge transmission. This condition has generated serious challenges, including the weakening of value internalisation, a crisis of character, and declining sensitivity to local cultural contexts within religious education. This article aims to formulate a model for reconstructing Islamic Religious Education based on local wisdom to strengthen character development and religious moderation in the era of disruption. The study employs a qualitative approach with an ethnographic design, utilising observation, in-depth interviews, and documentation, and is analysed thematically and interpretively within a socio-cultural framework. The findings indicate that local wisdom plays a strategic role as both an epistemic medium and a form of social praxis in the internalisation of Islamic values that are contextual, inclusive, and sustainable. The reconstruction of Islamic Religious Education based on local wisdom enables the integration of cultural values, the formation of moderate character, the strengthening of economic self-reliance, and the use of arts and local traditions as media for value-based education. This article proposes a conceptual model of Islamic Religious Education reconstruction grounded in four integrative pillars: Islamic Religious Education as the transmission of cultural values, the strengthening of character and religious moderation, economic literacy and self-reliance, and adaptability to digital disruption. This model affirms that Islamic Religious Education must be developed holistically and contextually in order to remain relevant as value-based education that responds to contemporary change without losing its cultural roots and Islamic values.
Qur’anic Gender Equality and Arab Patriarchy: Implications for Islamic Education Muhamad Arfan; Junaidi Junaidi
Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i6.3357

Abstract

This article examines gender interpretation from the perspectives of the Qur’an and Arab tradition and explores its implications for the development of Islamic education grounded in equality and universal Islamic values. The study employs a qualitative literature review using content analysis, historical analysis, and hermeneutic approaches to classical and contemporary scholarship on gender, Qur’anic exegesis, Arab tradition, and Islamic education. The findings reveal that the Qur’an positions men and women as equal moral agents through the principles of ontological equality, the shared mandate of vicegerency (khilāfah), recognition of women’s leadership, and equal rights to social, political, and economic participation. In contrast, many forms of women’s subordination are rooted in patriarchal social structures and Arab cultural traditions that subsequently influenced certain interpretations of Islamic law and exegesis. These findings underscore the importance of Islamic education as a space for critical literacy that distinguishes between the universal teachings of Islam and historically contingent patriarchal traditions. Islamic education informed by al-musāwah (equality), al-‘adālah (justice), al-ḥurriyyah (freedom), and al-tasāmuḥ (tolerance) has the potential to serve as a strategic instrument for fostering inclusive religious consciousness and addressing the challenges of contemporary global society.
Co-Authors Ahmad Munir Ardiansyah Baiq Mulianah Budi Hardjono Muhamad Arfan