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All Journal Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Al-Munawwarah: Journal of Islamic Education Filantropis: Jurnal Pengabdian kepada Masyarakat Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Muhammad Fadhil Hadziq
Universitas Islam Negeri Maulana Malik Ibrahim, Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Hermeneutical Analysis of the Concept of Makkiyah–Madaniyah in Mafhūm al-Naṣṣ by Nasr Hamid Abu Zayd Muhammad Fadhil Hadziq; Muhammad Aqil Abror; Bulqis Bulqis; Sri Jomila Oktari; M. Fauzan Zenrif
Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Vol. 4 No. 1 (2026): July
Publisher : Lembaga Peneltian Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/pelita.v4i1.5007

Abstract

This study examines the classification of Makkiyah and Madaniyah in ʿUlūm al-Qur’ān with a focus on Nasr Hamid Abu Zayd’s hermeneutical critique of the classical approach, which tends to be descriptive and narration-centered. The research is important because it reveals epistemological problems in determining Makki–Madani classifications that affect the understanding of the Qur’anic text, the history of revelation, and the relationship between text and law. The method used is library research employing content analysis with a critical-hermeneutical approach to Mafhūm al-Naṣṣ and other classical and contemporary exegetical literature. The findings show that Makki–Madani criteria such as geography, audience, content, and narrations are not absolute and instead represent problematic historical constructions. Abu Zayd also critiques the method of talfīq al-riwāyāt, the assumption of ta‘addud al-nuzūl, and the separation between text and law, all of which contribute to an epistemological crisis in textual understanding. In addition, Qur’anic stylistic features are interpreted as historical indicators reflecting the socio-cultural dynamics of revelation. The study concludes that Makki–Madani should be understood in a historical-contextual and hermeneutical framework as a dynamic process involving text, reality, and interpretation. These findings are significant because they offer a methodological reconstruction in Qur’anic studies that is more critical, integrative, and contextual. This research is expected to contribute to contemporary Qur’anic studies by emphasizing a critical, historical, and dialogical approach to understanding revelation more comprehensively and relevantly for scholarly discourse.
Analysis of Character Education Values in Minhājul Muta‘allim by Imam Al-Ghazali Muhammad Fadhil Hadziq; Muhammad Aqil Abror
Al-Munawwarah: Journal of Islamic Education Vol. 1 No. 2 (2025): November
Publisher : Islamic Religious Education Master Program Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almunawwarah.v1i2.3454

Abstract

This study explores the values of character education contained in Minhājul Muta‘allim by Imam Al-Ghazali, emphasizing their relevance to modern education. The research arises from growing concerns about moral decline among students in the 21st century, where education often prioritizes intellectual growth over ethical and spiritual formation. The study aims to identify and analyze Al-Ghazali’s moral framework in relation to the 18 national character education values promoted by Indonesia’s Ministry of Education and Culture. Employing a descriptive qualitative approach with content analysis, the research examines both the primary text and supporting literature to extract and categorize character values such as religiosity, honesty, discipline, responsibility, and social care. Findings reveal that Minhājul Muta‘allim integrates intellectual, moral, and spiritual dimensions of learning, emphasizing sincerity, respect for teachers, independence, and the social application of knowledge. These values align closely with Indonesia’s national education character framework and demonstrate that classical Islamic pedagogy offers timeless principles for holistic education. The study concludes that Al-Ghazali’s ethical model remains highly applicable to contemporary education and contributes theoretically by linking classical Islamic ethics with modern character education, and practically by offering a culturally grounded model for moral and educational development.
Reconstruction of the Concept of Islamic Educational Public Relations in the Qur’an through Ibn ‘Araby’s Symbolic Metaphors Bulqis Bulqis; Muhammad Fadhil Hadziq; Sri Jomila Oktari
Al-Munawwarah: Journal of Islamic Education Vol. 2 No. 1 (2026): May
Publisher : Islamic Religious Education Master Program Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almunawwarah.v2i1.4715

Abstract

This study aims to examine the concept of public relations in Islamic education from a Qur’anic perspective by employing Ibn ‘Araby’s symbolic–metaphorical approach. The research is motivated by the tendency to understand public relations in Islamic educational institutions primarily as a technical–managerial function, which often overlooks its normative, ethical, and spiritual dimensions. This study adopts a qualitative library research method, utilizing primary sources such as the Qur’an, classical and contemporary tafsir works, and Ibn ‘Araby’s major writings, including Fuṣūṣ al-Ḥikam and al-Futūḥāt al-Makkiyyah. Data analysis is conducted through thematic analysis and a hermeneutic–philosophical approach to reconstruct a Qur’an-based model of public relations in Islamic education. The findings indicate that public relations in Islamic education constitutes an integral part of the Islamic value system, functioning to build social, moral, and spiritual relationships between educational institutions and society. Qur’anic communication principles—such as qaulan sadīdan, qaulan balīghan, qaulan ma‘rūfa, qaulan karīma, qaulan layyina, and qaulan maysūra—serve as normative foundations for ethical and effective communication. The integration of Ibn ‘Araby’s symbolic metaphor approach enriches Islamic educational public relations with a transformative dimension, positioning communication as a meaningful, ethical, and spiritually grounded process that fosters public trust and social harmony.
The Contribution of the Umayyad Dynasty to the Development of Civilization and the Advancement of Islamic Education Bulqis Bulqis; Muhammad Fadhil Hadziq
Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Vol. 3 No. 2 (2026): May
Publisher : Lembaga Peneltian Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/pelita.v3i2.4281

Abstract

The Umayyad Dynasty (661–750 CE) played a significant role in the history of Islamic civilization, not only through territorial expansion but also in the development of education as a foundation for civilizational progress. This study aims to analyze the contributions of education during the Umayyad era, the roles of intellectuals and scholars, and the integration of religious and worldly knowledge in shaping competent human resources. The research employs a qualitative approach with historical and comparative analysis, examining historical documents, classical manuscripts, academic literature, and previous studies on Islamic education of the period. The findings indicate that Umayyad education was structured through kuttabs, madrasas, halaqahs, bimaristans, and literary councils, covering religious sciences as well as general disciplines such as mathematics, astronomy, medicine, and philosophy. The use of Arabic as a lingua franca strengthened knowledge dissemination. These educational initiatives facilitated the advancement of Islamic civilization by establishing intellectual centers in Damascus, Basra, Kufa, and Andalusia. In conclusion, education during the Umayyad period was not merely formal instruction but a strategic foundation for Islamic civilization, integrating religious and worldly knowledge. This study contributes by highlighting education as a primary pillar of civilizational development in the classical Islamic era.
IKPM Sudan sebagai Community of Practice: Perspektif Teori Etienne Wenger tentang Pembelajaran Sepanjang Hayat di Kalangan Alumni Gontor Muhammad Fadhil Hadziq; Muhammad Aqil Abror; Ahmad Mamduh; Risal Apriono; Muhammad Ismail Abdurrahman Shaleh; Muhammad In'am Khoodhi
Filantropis: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2026): June
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/filantropis.v2i1.5511

Abstract

This study aims to analyze how the Sudan Branch of the Modern Gontor Family Association (Ikatan Keluarga Pondok Modern [IKPM]) fosters lifelong learning through Etienne Wenger's Community of Practice perspective. The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that IKPM Sudan embodies the four core characteristics of a Community of Practice. Mutual engagement is reflected in members' active participation in planning, implementing, and evaluating organizational programs, thereby promoting collaborative learning. Joint enterprise is demonstrated through a shared vision of alumni development by integrating academic, social, spiritual, and international networking activities. Shared repertoire is manifested in a sustained learning culture, literacy traditions, the publication of the Sintesa Bulletin, and systematic knowledge documentation passed on across generations. These practices collectively foster learning and identity, as evidenced by members' transformation into leaders, writers, moderators, and resource persons. This study implies that Islamic boarding school alumni organizations can be developed as non-formal educational ecosystems that support lifelong learning, strengthen alumni identity, and serve as a Community of Practice-based model for alumni development in Islamic educational institutions at both national and international levels.
The Effect of the Humanistic Model on Arabic Learning Outcomes of Students at MTs Al-Falah Nipa Ambalawi Sri Jomila Oktari; Muhammad Fadhil Hadziq; Fika Nurhumaidah; Bulqis
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 1 (2026): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.4284

Abstract

This study aims to examine the effect of the humanistic learning model on students’ Arabic language learning outcomes at MTs Al-Falah Nipa Ambalawi. Addressing gaps in previous research that largely emphasized theoretical discussion and affective aspects without rigorous quantitative measurement, this study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. The population consisted of 56 seventh-grade students divided into experimental and control groups. Data were collected through a validated and reliable Arabic learning outcomes test and analyzed using SPSS version 23. Prerequisite tests of normality and homogeneity confirmed compliance with parametric assumptions. Hypothesis testing using the paired sample t-test revealed a calculated t-value of 3.418 with a significance value of 0.002 (<0.05), indicating a statistically significant effect of the humanistic learning model. These findings formally answer the research objective by demonstrating that the humanistic model significantly improves students’ Arabic achievement. The study provides empirical evidence that student-centered and supportive instruction enhances measurable cognitive outcomes, contributing both theoretically and practically to the development of humanistic approaches in Arabic language education.
Co-Authors Ahmad Mamduh Bulqis Bulqis Bulqis Fika Nurhumaidah M. Fauzan Zenrif Muhammad Aqil Abror Muhammad In'am Khoodhi Muhammad Ismail Abdurrahman Shaleh Risal Apriono Sri Jomila Oktari