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All Journal Maslahah: Jurnal Pengabdian Masyarakat Educate: Jurnal Ilmu Pendidikan dan Pengajaran
Maswan Ahmadi
Universitas Islam Negeri Alauddin Makassar
Religion Humanities Education

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Spiritual Education in the Qur’an: A Study of the Concept of Tasbih and Its Relevance to the Formation of Muslim Character Maswan Ahmadi; Mardan Mardan; Muhsin Mahfud
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i2.13641

Abstract

This study aims to analyze the concept of tasbih in the Qur'an and its relevance to the formation of a Muslim's spiritual character through a thematic Qur'anic interpretation approach. The study employed a qualitative approach using a library research method. Data were collected by identifying Qur'anic verses related to tasbih and analyzed based on the interpretations of classical and contemporary exegetes, relevant hadiths, and scholarly literature. The findings reveal that tasbih in the Qur'an is not merely a form of verbal remembrance but also represents the glorification and transcendence of Allah, acknowledgment of His greatness, the obedience of all creation to Allah, and serves as a foundation for spiritual education. These values of tasbih are relevant to fostering the spiritual character of Muslims by cultivating faith, piety, humility, discipline in worship, and a constant awareness of remembering and glorifying Allah in every aspect of life.
Socialization of the Characteristics of the Arabic Language during the Pre-Islamic (Jahiliyyah) Period as an Effort to Strengthen Islamic Linguistic Insight Maswan Ahmadi; Andi Abdul Hamzah; Kamaluddin Abu Nawas
Maslahah: Jurnal Pengabdian Masyarakat Vol 7, No 2 (2026): Publication in progress
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/maslahah.v7i2.13646

Abstract

This Community Service Program (PKM) aimed to enhance public literacy on the characteristics of the Arabic language during the Jahiliyah (Pre-Islamic) period as a foundation for understanding the development of Arabic and the Qur'an. The program was implemented through educational sessions, lectures, interactive discussions, and question-and-answer activities involving community participants. The materials covered the socio-cultural background of pre-Islamic Arab society, the characteristics of the Arabic language during the Jahiliyah period, the traditions of Jahiliyah poetry and literature, the moral values embedded in these literary works, and their relevance to contemporary Arabic language learning and Islamic education. The results of the program demonstrated an improvement in participants' understanding of the development of the Arabic language prior to the revelation of the Qur'an, the significance of Jahiliyah literary traditions as an integral part of the Islamic intellectual heritage, and their contribution to contextual Arabic language learning. Participants also showed a high level of enthusiasm throughout the activities and were able to relate the materials to Arabic language teaching practices in educational settings. In conclusion, this community service program successfully strengthened participants' Islamic literacy and broadened their understanding of the historical development of the Arabic language as a fundamental basis for comprehending the Qur'an and Islamic sciences.
Internalization of Religious Moderation Values in Multicultural Education Maswan Ahmadi; Andi Aderus; Andi Jufri
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13708

Abstract

This study examines the internalization of religious moderation values within the framework of multicultural education. In increasingly diverse societies, the rise of religious extremism and social intolerance poses significant challenges to communal harmony. Employing a qualitative research design based on content analysis and literature review, this paper analyzes the theoretical dimensions and practical strategies for embedding religious moderation into institutional policy, pedagogical methods, and school culture. The findings indicate that successful internalization relies on three primary pathways: formal curricular integration across disciplines, hidden curriculum practices exemplified by teacher modeling and inclusive campus climate, and experiential learning through intercultural and interfaith dialogue. Ultimately, synthesizing religious moderation with multicultural education transforms educational institutions into proactive incubators of peace, equipping learners to embrace diversity while upholding social cohesion and ethical balance.
The Relevance of Jamal al-Din al-Afghani's and Muhammad Abduh's Educational Thought to Contemporary Education Syamzan Syukur; Maswan Ahmadi; Susmihara Susmihara
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 5, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v5i3.13709

Abstract

This study examines the educational philosophy of 19th-century Islamic modernist reformers Jamal al-Din al-Afghani and Muhammad Abduh, analyzing its enduring relevance to contemporary educational challenges. Modern educational systems—particularly within Muslim-majority societies—frequently grapple with epistemological dualism, pedagogical dogmatism, and a structural gap between traditional moral formation and rapid scientific-technological advancement. Utilizing a qualitative philosophical inquiry and historical-hermeneutic content analysis, this paper systematically evaluates Afghani's anti-colonial, socio-political educational awakening alongside Abduh's institutional and curricular reform paradigms at Al-Azhar. The findings reveal that both thinkers formulated a revolutionary synthesis that rejected taqlid (uncritical imitation), advocated for the revival of ijtihad (independent reasoning), and championed the integration of modern empirical sciences with dynamic Islamic ethics. The study demonstrates that al-Afghani's emphasis on critical political consciousness and Abduh's structural integration of sacred and secular knowledge offer vital theoretical models for resolving contemporary epistemological bifurcation, combating instructional passivity, and cultivating ethically grounded, critically minded citizens capable of navigating globalized knowledge economies.
Co-Authors Andi Abdul Hamzah Andi Aderus Andi Jufri Kamaluddin Abu Nawas Mardan Muhsin Mahfud Susmihara Syamzan Syukur