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All Journal Kamaya: Jurnal Ilmu Agama Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan ACADEMIA: Jurnal Inovasi Riset Akademik Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Mazrur Mazrur
Universitas Islam Negeri Palangka Raya
Religion Education Social Sciences Other

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The Prophet Muhammad's Love Education: The Concept of Islamic Parenting and Parents' Responsibilities Towards Their Children Yuliani Khalfiah; Hamdanah Hamdanah; Mazrur Mazrur
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 4 : Al Qalam (In Progress July 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i4.6181

Abstract

This article examines the concept of love-based upbringing in Islamic parenting as reflected in the Hadiths of the Prophet Muhammad (peace be upon him) through an interdisciplinary approach combining Hadith studies and developmental psychology. The study aims to analyze parental educational responsibilities as depicted in the Prophetic traditions and to integrate these insights with Attachment Theory developed by John Bowlby and Mary Ainsworth. This research employs a qualitative library research method, using primary sources from major Hadith compilations, particularly Ṣaḥīḥ al-Bukhārī and Ṣaḥīḥ Muslim, alongside secondary sources from Islamic education and child development literature. The findings reveal that the Prophetic model of parenting is fundamentally grounded in compassion (raḥmah), gentleness (rifq), and attentiveness to children's emotional needs. The integration of Attachment Theory demonstrates that the Prophetic parenting practices align closely with the principles of secure attachment, particularly parental responsiveness and emotional availability. This study contributes a conceptual framework of Islamic parenting based on love-based upbringing, offering a holistic model that remains relevant to the emotional, moral, and spiritual development of Muslim children in contemporary contexts.
Revelation as an Epistemic Basis: An Examination of Authenticity and Its Implications for the Reconstruction of Modern Islamic Education Jumrotunisak Jumrotunisak; Hamdanah Hamdanah; Mazrur Mazrur
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 4 : Al Qalam (In Progress July 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i4.6627

Abstract

The world of Islamic education today faces the problem of dualism in knowledge, namely between religious knowledge and modern knowledge, which results in the learning process lacking a complete epistemological foundation. This study emphasizes a single, solid foundation, namely revelation as an epistemological basis capable of collaborating the two. This study focuses on highlighting the authenticity of revelatory texts and their implications for the renewal of modern Islamic education through a literature study using descriptive-analytical methods. The results show that the authenticity of revelation provides a strong foundation and guidance on values and methods for building a more comprehensive and relevant Islamic education. The integration of revelation with modern disciplines encourages the emergence of an educational paradigm oriented towards character, rationality, and technological advancement without abandoning spiritual values. This study confirms that revelation can be a strong foundation in designing an adaptive, superior, and responsive Islamic education system to the challenges of modern civilization, with the hope of producing Muslim scientists who are moral, have integrity, and are able to respond to global challenges.
Multicultural Interpretation and Hermeneutics of Islamic Education Philosophy: Frithjof Schuon's Perennialism Perspective in Urban Society Muhammad Abdul Anam; Hamdanah Hamdanah; Mazrur Mazrur
Kamaya: Jurnal Ilmu Agama Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/kamaya.v9i1.5142

Abstract

Urban communities face complex challenges in Islamic education due to cultural diversity and tendencies toward religious formalism. As a multi-ethnic city, Palangka Raya requires an inclusive and spiritually meaningful approach to Islamic education. This article analyses the role of multicultural interpretation and philosophical hermeneutics in urban Islamic education through the perspective of Frithjof Schuon's perennialism. This study uses a qualitative approach based on literature studies contextualized with the social reality of Palangka Raya and supported by limited interviews with educators and Islamic education figures. The analysis was conducted interpretively through philosophical synthesis. The results of the study show that multicultural interpretation functions as an inclusive ethical framework, philosophical hermeneutics encourages dialogical and contextual understanding, while Schuon's perennialism becomes a metaphysical foundation that integrates the exoteric and esoteric dimensions. The novelty of this research lies in the formulation of an integrative epistemological framework for the development of Islamic education in urban communities.
Traces of Orientalism in the Construction of Modern Islamic Science Ahmad Hidir Amin; Hamdanah Hamdanah; Mazrur Mazrur
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2747

Abstract

This study examines traces of Orientalism in the construction of modern Islamic scholarship as an epistemological issue in contemporary Islamic studies. The main focus of the study is to identify how categories of knowledge, standards of truth, and scholarly authority regarding Islam are formed, institutionalised, and reproduced in modern academic traditions. The research uses a qualitative method based on a literature study with a historical-critical approach to academic texts from three traditions: classical Orientalists, post-Orientalist thinkers, and Muslim scholars. The data are analysed comparatively to trace patterns of continuity and transformation of epistemic categories used in Islamic studies. The results show that modern Islamic studies operate within the framework of epistemic categories such as objectivity, historicism, textual criticism, and scientific methodology rooted in Western scientific traditions. Islamic scientific traditions tend to gain academic legitimacy to the extent that they can be translated or harmonised with these categories. The dominance of Orientalism is therefore not only a historical legacy but also works structurally through the university system, curriculum, and mechanisms of publication and global scientific legitimacy. This study contributes by systematically mapping these epistemic mechanisms, thereby expanding the analysis of Orientalism from the level of discourse representation to the level of operational structures in contemporary academic practice
IMPLEMENTASI TEORI BELAJAR SIBERNETIK DALAM PEMBELAJARAN PAI Supriyanto Supriyanto; Mazrur Mazrur
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i4.15276

Abstract

The challenge of integrating spiritual values and digitalization demands in Islamic Religious Education (PAI) requires an adaptive systemic learning model. This study aims to analyze the implementation of cybernetic principles in PAI learning and its implications for learning effectiveness and student spiritual enhancement. This descriptive qualitative study was conducted at Al-Amin Islamic Boarding School involving three PAI teachers and 12 students through observation, in-depth interviews, and validated documentation. The findings indicate that cybernetic implementation is realized through digital feedback loops based on daily reflection aligned with muhasabah, the use of instant formative assessment platforms, and the enhancement of students' self-regulation in worship practices. However, information system integration must prioritize the qalb aspect to prevent the educational process from being reduced to a mere mechanistic-administrative routine. In conclusion, cybernetic theory effectively reinforces reflective processes and self-regulated learning in PAI when integrated proportionally within the framework of tarbiyah and tazkiyatun nafs. ABSTRAK Tantangan integrasi nilai spiritual dan tuntutan digitalisasi dalam Pendidikan Agama Islam (PAI) membutuhkan model pembelajaran sistemik yang adaptif. Penelitian ini bertujuan untuk menganalisis implementasi prinsip sibernetik dalam pembelajaran PAI serta implikasinya terhadap efektivitas belajar dan penguatan spiritualitas peserta didik. Penelitian kualitatif deskriptif ini dilaksanakan di Al-Amin Islamic Boarding School dengan subjek tiga guru PAI dan 12 peserta didik melalui observasi, wawancara mendalam, serta dokumentasi tervalidasi. Hasil penelitian menunjukkan bahwa implementasi sibernetik terlaksana melalui mekanisme feedback loop digital berbasis refleksi harian yang selaras dengan nilai muhasabah, pemanfaatan platform asesmen formatif instan, dan peningkatan regulasi diri (self-regulation) peserta didik dalam ibadah. Kendati demikian, integrasi sistem informasi harus tetap mengedepankan aspek qalb agar proses pendidikan tidak tereduksi menjadi mekanistik-administratif semata. Kesimpulannya, teori sibernetik terbukti efektif memperkuat proses reflektif dan kemandirian belajar PAI apabila diintegrasikan secara proporsional dalam kerangka tarbiyah dan tazkiyatun nafs.  
Co-Authors Ahmad Hidir Amin Hamdanah Hamdanah Jumrotunisak Jumrotunisak Muhammad Abdul Anam Supriyanto Supriyanto Yuliani Khalfiah