Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal IJGIE (International Journal of Graduate of Islamic Education) Journal of Contemporary Islamic Education
Muhammad Naelul Mubarok
Universitas PTIQ Jakarta, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Religious Moderation In Classical and Contemporary Islamic Thought: A Comparative Study Of Ulama Perspectives Azka Nur A'yunin; Muhammad Naelul Mubarok; Baeti Rohman
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.5422

Abstract

Religious Religious moderation (wasathiyyah) has emerged as a critical discourse in responding to the challenges of globalization, religious extremism, and increasing social polarization. Although the concept has deep roots in classical Islamic scholarship, its contemporary interpretation has evolved to address modern social realities. This study aims to analyze the concept of religious moderation from the perspectives of classical and contemporary Muslim scholars, identify their similarities and differences, and examine its relevance to contemporary society. The research employs a qualitative descriptive-comparative approach through library research and qualitative content analysis of classical and contemporary Islamic literature. The collected data were analyzed using thematic analysis to identify major patterns and conceptual relationships. The findings reveal that both classical and contemporary scholars share the same normative foundations of religious moderation, namely balance (tawazun), justice ('adl), wisdom (hikmah), and public welfare (maslahah). However, classical scholars primarily emphasize moderation as a moral and spiritual principle, while contemporary scholars expand its application to issues of pluralism, democracy, social cohesion, and the prevention of religious extremism. The study further demonstrates that contemporary interpretations of wasathiyyah represent a contextual adaptation rather than a departure from classical Islamic thought. By integrating these two perspectives, this research proposes a comprehensive framework of religious moderation that combines theological authenticity with social relevance. The findings contribute to the development of Islamic studies and provide practical implications for strengthening moderation through education, religious leadership, and public policy in multicultural societies.
The Application of Cooperative Learning Methods in Islamic Religious Education for Students with Special Needs in Inclusive Schools Siti Julaeha; Muhammad Naelul Mubarok
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7998

Abstract

Inclusive education requires effective learning strategies to accommodate the diverse needs of students, including those with special needs. However, the implementation of Islamic Religious Education in inclusive classrooms often encounters challenges related to student participation, social interaction, and learning engagement. This study aims to analyze the implementation of cooperative learning methods in Islamic Religious Education for students with special needs at SMP PGRI 1 Ciputat, identify the supporting and inhibiting factors, and examine their impact on students. This research employed a qualitative field research approach with a descriptive design. Data were collected through observation, in-depth interviews, and documentation involving Islamic Religious Education teachers and Special Education Teachers as the primary informants. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that cooperative learning was implemented through heterogeneous group formation, group discussions, and the Student Teams Achievement Division (STAD) model. The implementation was supported by the school’s commitment to inclusive education, the presence of Special Education Teachers, positive attitudes of regular students, and teacher competence, while differences in students’ abilities, limited instructional time, and inadequate facilities became the main challenges. The study also found that cooperative learning improved students’ participation, self-confidence, social interaction, and learning motivation while strengthening Islamic values such as cooperation, responsibility, tolerance, and mutual respect. These findings demonstrate that cooperative learning is an effective strategy for supporting the academic, social, and spiritual development of students with special needs in inclusive Islamic Religious Education settings.
Co-Authors Azka Nur A'yunin Baeti Rohman Siti Julaeha