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All Journal al-Afkar, Journal For Islamic Studies Proceeding of International Conference of Islamic Education
Riza Tamami
Universitas Muhammadiyah Surakarta
Religion Humanities Education Social Sciences Other

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Critical Study of the Word Awliya in the Jamunu Edition of the Ministry of Religion, 2002 and 2019 Translations Riza Tamami; Moh. Abdul Kholiq Hasan; Ainur Rhain; Kharis Nugroho
al-Afkar, Journal For Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i1.3271

Abstract

This study examines the meaning of awliya’ in the official Indonesian Qur’anic translation published by the Ministry of Religious Affairs (Kemenag) across three editions: the Jamunu Edition, the 2002 Revised Edition, and the 2019 Revised Edition. It focuses on the diversity of Indonesian renderings of awliya’ across Qur’anic verses and investigates the factors underlying these translational variations, particularly in socially sensitive passages such as Q 5:51 (al-Ma’idah). The research employs a qualitative descriptive-analytic approach using library research. Primary data consist of the three Kemenag translation editions, while secondary data include classical and contemporary Qur’anic commentaries, Qur’anic semantic studies, and translation theory literature. Data are analyzed through thematic (maudhu‘i) exegesis, content analysis, and a semantic-contextual approach (Izutsu), taking into account siyaq al-ayah (textual context) and asbab al-nuzul (occasions of revelation). The findings demonstrate that awliya’ is polysemous, and therefore Kemenag adopts context-sensitive renderings such as leaders, protectors/helpers, close loyal friends, and allies. Differences across editions are shaped by (1) linguistic factors (polysemy), (2) verse context, (3) exegetical assumptions informing translation choices, (4) socio-political considerations and the discourse of religious moderation, and (5) an educational orientation toward non-specialist readers. The study concludes that translational variation can enrich readers’ understanding when supported by exegetical literacy, yet it may also generate misleading generalizations if read literally without contextual guidance.
Generative AI and Islamic Education Learning Resources: A Conceptual Framework Based on Al-Attas Ta'dib Riza Tamami; Ainur Rha'in; Andri Nirwana
Proceeding of International Conference of Islamic Education Vol. 4 (2026): Proceeding of International Conference of Islamic Education
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

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Abstract

The development of artificial intelligence (Generative AI) opens new opportunities while simultaneously presenting fundamental challenges to Islamic education systems. On one hand, this technology offers remarkable capabilities in generating learning content, personalizing learning experiences, and enhancing the accessibility of educational resources. On the other hand, the integration of technology that is not grounded in Islamic values raises concerns about the erosion of the identity and objectives of Islamic education itself. This study aims to formulate a conceptual framework for integrating Generative AI in the development of Islamic Religious Education learning resources, grounded in Syed Muhammad Naquib Al-Attas’s concept of ta'dib. The method employed is library research with a philosophical-analytical approach. Data were collected from Al-Attas primary works and supporting literature on Generative AI in education, and subsequently analyzed through content analysis and comparative-integrative analysis. The findings indicate that the concept of ta'dib encompassing the dimensions of tarbiyah, ta'lim, and adab can serve as both a philosophical filter and a normative guide in selecting, designing, and utilizing Generative AI tools. The proposed framework integrates three principal tenets: AI as wasilah (means), not ghayah (end) AI-generated content must pass through the filter of adab and the values of tawhid; and the teacher remains the murabbi who holds moral-spiritual authority. This study concludes that the ta'dib framework provides a viable and philosophically coherent foundation for the ethical integration of Generative AI in Islamic Religious Education, and is intended to serve as a reference for curriculum developers and educators in harnessing this technology in accordance with the principles of the Islamization of Knowledge.
Co-Authors Ainur Rha'in Ainur Rhain Andri Nirwana AN Kharis Nugroho Moh Abdul Kholiq Hasan