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MEMPERKUAT PEMAHAMAN ANGGOTA SUNNAH WAL JAMAAH DI KALANGAN SISWA: PERAN LEMBAGA PENDIDIKAN DAN STRATEGI IMPLEMENTASI Khazri Osman; Siti Salwa Jefri; Nur Maisarah Mohd Yusop; Nur Hafizatul Solehah Norizan
Jurnal Cinta Nusantara Vol. 4 No. 1 (2026): January-Maret, Curriculum Development and Innovative Teaching
Publisher : CV. Bunda Ratu

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Educational institutions play a vital role in fostering students’ understanding of Islamic beliefs amid the widespread availability of religious information through digital media. This study aims to identify measures that relevant authorities may consider and to examine educational approaches to teaching Ahl al-Sunnah wa al-Jama'ah. A qualitative approach was employed through interviews and document analysis involving five purposively selected informants, including students, educators, and individuals engaged in Islamic education. The interview data were analyzed thematically and supported by relevant documents. The findings highlight the importance of strengthening Ahl al-Sunnah wa al-Jama'ah content in the curriculum, involving qualified educators, and organizing complementary activities such as study circles, discussion forums, lectures, and da'wah programs. Integrating formal instruction with non-formal religious activities was found to enhance students’ structured and contextual understanding of Islamic creed. The study concludes that educational institutions and relevant authorities should adopt approaches that address students’ contemporary learning needs.

Postcolonial Qur'anic Studies: Reconstructing Contextual Tafsir as a Decolonial Framework for Resisting the Colonial Legacy Achmad Napis Qurtubi; Khazri Osman; Youcha Alassane Touré
Tribakti: Jurnal Pemikiran Keislaman Vol. 37 No. 2 (2026): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v37i2.8964

The legacy of colonialism has shaped Qur'anic studies through the dominance of Orientalist and Eurocentric methodologies that have marginalized the epistemic authority of the Islamic exegetical tradition. Although postcolonial Qur'anic studies have developed considerably, existing scholarship has largely focused on critiquing Orientalism without formulating contextual tafsir as a postcolonial epistemological framework integrated with maqāṣid al-sharīʿah. This study aims to examine how contextual tafsir can function as a methodology for decolonizing Qur'anic studies while reconstructing the epistemic authority of Islamic interpretation. Employing a library-based research design with an interpretive approach, the study applies thematic analysis of Qur'anic verses, examines their asbāb al-nuzūl (occasions of revelation), and critically engages with the literature on contextual tafsir, postcolonial theory, and maqāṣid al-sharīʿah. The findings demonstrate that the decolonization of Qur'anic studies requires the integration of three interrelated components: postcolonial critique as an analytical instrument for exposing epistemic domination, contextual tafsir as an interpretive methodology that connects the Qur'anic text with contemporary social realities, and maqāṣid al-sharīʿah as a normative framework that directs interpretation toward justice, public welfare, the protection of human dignity, and the common good. The integration of these three components produces an epistemological framework that shifts Qur'anic studies beyond reductionist historical-philological approaches toward a contextual, normative, and transformative paradigm of interpretation. This study proposes an integrative model of postcolonial contextual tafsir as a theoretical contribution to the decolonization of Qur'anic studies and to strengthening the epistemic sovereignty of the Islamic exegetical tradition in addressing contemporary challenges.

Postcolonial Qur'anic Studies: Reconstructing Contextual Tafsir as a Decolonial Framework for Resisting the Colonial Legacy Achmad Napis Qurtubi; Khazri Osman; Youcha Alassane Touré
Tribakti: Jurnal Pemikiran Keislaman Vol. 37 No. 2 (2026): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v37i2.8964

The legacy of colonialism has shaped Qur'anic studies through the dominance of Orientalist and Eurocentric methodologies that have marginalized the epistemic authority of the Islamic exegetical tradition. Although postcolonial Qur'anic studies have developed considerably, existing scholarship has largely focused on critiquing Orientalism without formulating contextual tafsir as a postcolonial epistemological framework integrated with maqāṣid al-sharīʿah. This study aims to examine how contextual tafsir can function as a methodology for decolonizing Qur'anic studies while reconstructing the epistemic authority of Islamic interpretation. Employing a library-based research design with an interpretive approach, the study applies thematic analysis of Qur'anic verses, examines their asbāb al-nuzūl (occasions of revelation), and critically engages with the literature on contextual tafsir, postcolonial theory, and maqāṣid al-sharīʿah. The findings demonstrate that the decolonization of Qur'anic studies requires the integration of three interrelated components: postcolonial critique as an analytical instrument for exposing epistemic domination, contextual tafsir as an interpretive methodology that connects the Qur'anic text with contemporary social realities, and maqāṣid al-sharīʿah as a normative framework that directs interpretation toward justice, public welfare, the protection of human dignity, and the common good. The integration of these three components produces an epistemological framework that shifts Qur'anic studies beyond reductionist historical-philological approaches toward a contextual, normative, and transformative paradigm of interpretation. This study proposes an integrative model of postcolonial contextual tafsir as a theoretical contribution to the decolonization of Qur'anic studies and to strengthening the epistemic sovereignty of the Islamic exegetical tradition in addressing contemporary challenges.

Internalisasi Nilai-nilai Islam Wasathiyyah dalam Sistem Pendidikan Pondok Pesantren Tahfizh Ikramul Qur’an Bengkalis Nadana Mardhotillah; Desi Pajrianti; Khazri Osman; Junaidi Junaidi
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 2 (2026): Takuana (July-September)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i2.677

This study investigates the cultivation of Islam Wasathiyah values at Pondok Pesantren Tahfizh Ikramul Qur’an Bengkalis. Addressing the gap between rigid textual memorization and religious moderation, this research aims to analyze the embedded moderate values and describe their internalization process. Utilizing a qualitative descriptive approach with a case study design, data were gathered through deep interviews, observation, and documentation analysis, then evaluated using interactive analysis model. Findings reveal six core values: tawassuth, tawazun, i’tidal, tasamuh, musawah, and syura. The internalization operates through a holistic model integrating national and Islamic curricula, teacher role-modeling (living curriculum), 24-hour boarding habituation with peer mentorship, dialogic HOTS-based instruction, and inclusive preaching practice (muhadharah). This study demonstrates that tahfizh-based education can foster critical, open-minded, and moderate traits. Theoretically, it offers a novel “holistic internalization model based on Qur’anic memorization and boarding habituation” to enrich religious moderation discourse in Islamic boarding schools.

ANALYSIS OF LEGAL PROTECTION FOR PREACHERS OR DA’WA PRACTITIONERSIN DELIVERING DA’WA Khoiri; Khazri Osman
Jurnal Matlamat Minda : Manajemen Dakwah Vol 6 No 1 (2026): Vol. 6 No. 1 Juli 2026
Publisher : IAIN Datuk Laksemana Bengkalis

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We often see and hear in the media such as on television and sometimes even witness firsthand in our own communities, preachers or mubaligh who deliver their sermons filled with hatred, slandering those in power, denigrating or declaring other ethnic groups or races as infidels, and whose sermons even incite provocation, division, and hostility. In fact, quite a few preachers or religious educators have had to face legal consequences and ultimately ended up behind bars or in prison. This study aims to examine the legal protections available to preachers or religious educators when delivering their sermons. This is a literature review using primary legal sources. The primary legal sources include the Criminal Code (KUHP), Law No. 1 of 2024, and Law No. 40 of 2008, while the secondary legal sources consist of books, journals, articles, and dictionaries related to the topic. The data were analyzed using descriptive methods and content analysis. The results of the study indicate that there is no specific protection for mubaligh or preachers in delivering their sermons; all are equal before the law and have the right to express their opinions. However, if their opinions contradict the law such as in cases of hate speech they may be subject to sanctions in accordance with the principles of the rule of law and the provisions of applicable laws and regulations.

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