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All Journal al-Afkar, Journal For Islamic Studies Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains
Muhammad Irsyad Saifullah
Universitas Islam Negeri Raden Fatah Palembang
Education Social Sciences Other

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Moderasi Beragama Dalam Pemikiran Syekh Yusuf Al-Makassari Dan Relevansinya Bagi Pendidikan Islam Muhammad Irsyad Saifullah; Lathifah; Dina Bahriani Putri; Abu Mansur; Nurlaila
Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains Vol. 10 No. 1 (2026): Vol X Edisi I 2026
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Bukhary Labuhanbatu

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Abstract

Indonesia’s rich cultural diversity presents both opportunities and challenges in Islamic education, particularly in fostering religious moderation. This study aims to reconstruct the conceptual framework of religious moderation in the thought of Syekh Yusuf Al-Makassari and explore its relevance for contemporary Islamic education. Employing a library research method, the study systematically reviews primary texts by Syekh Yusuf alongside recent academic literature published between 2021 and 2025. Data were collected through document analysis and processed using qualitative content analysis techniques. The population includes classical works and scholarly articles, with purposive sampling focusing on sources with high academic credibility. Findings reveal Syekh Yusuf’s integration of tasawuf ethics, social harmony, and balanced spirituality underpinning four key principles of moderation: tawasuth, tawazun, tasamuh, and musawah. These principles provide a holistic moral framework applicable to character education and deradicalization efforts. The conclusion highlights that Syekh Yusuf’s thought offers practical and ethical foundations for inclusive educational curricula, promoting tolerant, balanced, and socially responsible Islamic learning.
Constructivism Paradigm in Islamic Religious Education Asiana Asiana; Ismarani Junia Putri; Muhammad Irsyad Saifullah; Indah Wigati; Fitri Ovi Yanti
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.2910

Abstract

The constructivist paradigm within Islamic Religious Education (PAI) highlights the students' active involvement in forming knowledge through their experiences, reflection, and social interactions. This research employs a qualitative descriptive method, using a literature review approach to examine the integration of constructivism in PAI learning. Findings indicate that the constructivist approach leads PAI education towards a more participatory, contextual, and human-centered path. Students are transformed from passive recipients of information to active creators of meaning through critical and reflective thinking. Teachers take on roles as facilitators and mediators, aiding students in linking religious concepts to everyday reality. This paradigm also aligns with the evolution of new literacies, such as digital, data, and humanistic literacy, required in today’s world, enabling students to assess religious information critically and responsibly. Hence, constructivism in PAI serves as a conduit between traditional Islamic values and the demands of modern education, fostering individuals who are intellectually, spiritually, and socially adept.
Co-Authors Abu Mansur Asiana Asiana Dina Bahriani Putri Fitri Ovi Yanti Indah Wigati Ismarani Junia Putri Lathifah Nurlaila