Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Al-Munawwarah: Journal of Islamic Education Filantropis: Jurnal Pengabdian kepada Masyarakat
Muhammad Aqil Abror
Universitas Islam Negeri Maulana Malik Ibrahim, Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Library & Information Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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.
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.
Co-Authors Ahmad Mamduh Bulqis Bulqis M. Fauzan Zenrif Muhammad Fadhil Hadziq Muhammad In'am Khoodhi Muhammad Ismail Abdurrahman Shaleh Risal Apriono Sri Jomila Oktari