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All Journal Warisan: Journal of History and Cultural Heritage Hijaz: Jurnal Ilmu-Ilmu Keislaman
Fahrul Ulum Feriawan
Universitas Islam Negeri Sumatera Utara
Religion Humanities Education Social Sciences

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Arab–Malay Manuscripts at the North Sumatra State Museum as Evidence of Arab–Malay Cultural Interaction from the Perspectives of Philology and Cultural Historiography Fahrul Ulum Feriawan; Wahyu Wardana; Annisa Hasanah
Warisan: Journal of History and Cultural Heritage Vol 6, No 3 (2025)
Publisher : Mahesa Research Center (PT. Mahesa Global Publishing)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/warisan.v6i3.2999

Abstract

This study examines the presence of Malay manuscripts preserved at the North Sumatra State Museum as historical evidence of cultural interaction between Arabs and Malays. Written predominantly in Jawi script, these manuscripts contain religious, legal, literary, and social texts that demonstrate the influence of Arab-Islamic intellectual traditions in the Malay world. Employing a qualitative descriptive method, this research investigates the provenance of the collections, museum acquisition mechanisms, conservation practices, and institutional interpretations of their historiographical significance. The findings indicate that the manuscripts were largely acquired through inter-museum collaboration, particularly with the Aceh Museum, and are preserved using preventive conservation measures to mitigate material degradation. This article argues that Arab–Malay manuscripts constitute not merely literacy artifacts but key sources for reconstructing intellectual networks, Islamic transmission, and cross-cultural exchanges in Sumatra, thereby positioning this study within broader Malay manuscript scholarship and Islamic Nusantara historiography. The study highlights the strategic role of museums in sustaining cultural memory and advancing manuscript-based historical research.
Sejarah Pembaruan Islam Modern Siti Masitah; Aftitah Harahap; Fahrul Ulum Feriawan
Hijaz: Jurnal Ilmu-Ilmu Keislaman Vol. 5 No. 4 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/hij.v5i4.2245

Abstract

Modern Islamic reform is an intellectual movement that emerged in response to the decline of Islamic civilization, Western colonialism, and the advancements in science and technology during the modern era. The movement aims to return Islamic teachings to their primary sources—the Quran and the Sunnah—by strengthening ijtihad (independent legal reasoning), reforming educational systems, and adapting Islamic thought to the dynamics of societal life without compromising Sharia principles. This article examines the history of the emergence of modern Islamic reform, the underlying factors, and the contributions of reformist figures to the evolution of Islamic thought. The study employs a qualitative research method using a library research approach, involving the collection and analysis of data from books, scholarly journals, and relevant academic sources. A descriptive-historical analysis is conducted to explain the development of Islamic reform from its inception to its impact on the lives of Muslims. The findings indicate that modern Islamic reform has brought about significant changes in the fields of education, law, politics, and socio-religious life. Figures such as Jamaluddin al-Afghani, Muhammad Abduh, and Rashid Rida played pivotal roles in fostering an Islamic worldview that is more rational, open to scientific knowledge, and capable of addressing contemporary challenges. Thus, modern Islamic reform serves not only as an effort to revitalize Islamic teachings but also as a foundation for the development of Islamic thought that remains relevant to the needs of modern society.
Perkembangan Pendidikan Islam pada Komunitas Muslim Minoritas di Eropa Barat M. Rasyid Ardiansyah; Fahrul Ulum Feriawan
Hijaz: Jurnal Ilmu-Ilmu Keislaman Vol. 5 No. 4 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/hij.v5i4.2246

Abstract

The growing Muslim population in Western Europe, driven by migration, family reunification, and refugee movements, has contributed to the development of Islamic education as a means of maintaining religious identity while supporting social integration in multicultural societies. This study aims to analyze the development of Islamic education among Muslim minority communities in Western Europe, the factors influencing its development, and the challenges encountered in its implementation. This research employed a qualitative approach using library research. Data were obtained from scientific journals, academic books, international organization reports, and relevant policy documents published between 2020 and 2025. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing and verification. The findings indicate that Islamic education has developed through Islamic schools, weekend madrasas, mosques, and informal family-based education. A comparative analysis shows that the development of Islamic education differs across countries. The United Kingdom provides relatively greater space for organized Islamic education within a multicultural framework, while the Netherlands demonstrates a stronger institutional recognition of Islamic schools. France adopts a more secular approach that creates greater limitations on the public expression of religious education, whereas Germany provides opportunities for Islamic religious education through cooperation between Muslim organizations and state institutions, although implementation varies across federal states. Overall, the development of Islamic education is influenced by government policies, Muslim community awareness, Islamic organizations, digital technology, and stakeholder collaboration. Major challenges include Islamophobia, secularism, limited funding, and the need for professionally qualified teachers. These findings imply that context-sensitive policies, institutional collaboration, and improved teacher professionalization are essential for developing Islamic education that strengthens religious identity while promoting the social integration of Muslim minorities in Western Europe.
Co-Authors Aftitah Harahap Annisa Hasanah M. Rasyid Ardiansyah Siti Masitah Wahyu Wardana