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All Journal al-Afkar, Journal For Islamic Studies Kutubkhanah Jurnal Penelitian Sosial Keagamaan Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Idarah Tarbawiyah: Journal of Management in Islamic Education Al-Khidmah : Jurnal Pengabdian Kepada Masyarakat PEDAGOGIC: Indonesian Journal of Science Education and Technology
Hairul Amin
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Usaha Pembaharuan Pendidikan Islam di Mesir: Jamaluddin Al-Afghani dan Muhammad Abduh hairul amin hairul; Djeprin E. Hulawa Djeprin
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5492

Abstract

This article comprehensively examines the dynamics of Islamic educational reform in Egypt during the nineteenth and early twentieth centuries, focusing on the thoughts and contributions of Sayyid Jamal al-Din al-Afghani and Muhammad Abduh. During this period, Egypt faced an identity crisis caused by internal intellectual stagnation and the growing influence of Western imperialism. This study employs a library research method with a historical-philosophical approach to analyze how both figures responded to these challenges. Primary sources include Al-Urwah al-Wuthqa and Risalat al-Tawhid, while secondary sources consist of scholarly books, journal articles, theses, and dissertations. Data were collected from various publications and analyzed through historical research stages, namely heuristics, source criticism, interpretation, and historiography. The findings reveal that al-Afghani and Abduh played pivotal roles in reforming Islamic education in Egypt. Their reforms emphasized the integration of modern sciences, the purification of Islamic teachings, and the revitalization of ijtihad. These ideas encouraged a shift from rote learning to a more critical and rational educational approach. Despite encountering resistance, their reforms laid the foundation for the modernization of Islamic education and influenced reform movements across the Muslim world, including Indonesia. This study is limited by its reliance on library-based research and does not empirically examine the implementation of these reform ideas in contemporary educational practices. Therefore, future studies are recommended to adopt comparative and multidisciplinary approaches to explore the relevance and application of these reformist ideas in modern Islamic education.
Public Enthusiasm for Islamic Education during the Abbasid Caliphate Hafizah Hafizah; Yanti Yanti; Latifah Al Ansoriah; Afni Ratna Dewi; Eliza Putri Ardiah; Hairul Amin
Kutubkhanah Vol. 25 No. 2 (2025): Juli - December
Publisher : Lembaga penelitian dan pengabdian kepada masyrakat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the public enthusiasm for Islamic education during the Abbasid Caliphate using a library research approach. It describes the manifestations of public enthusiasm, examines their contributions to the development of educational institutions and activities, and identifies factors, particularly the foundations of the Qur'an and Sunnah, that encouraged the growth of public attention to knowledge. The study focuses on forms of social participation, public support for educational institutions, and the development of a culture of literacy that emerged during that period. The research was conducted through the collection and analysis of relevant historical sources. The results show that educational progress during the Abbasid era was influenced not only by the policies of the caliphs but also by the active involvement of the public in the establishment of educational institutions, literacy activities, and the dissemination of knowledge. Stable political conditions, economic prosperity, multicultural interactions, and the strengthening of Islamic values related to the primacy of knowledge contributed to this dynamic.
Transformation of PAI Learning Evaluation from a Cognitive Approach toward Holistic Assessment Hairul Amin; Mas’ud Zein; Irfan Abdurahman; Siti Rahmah; Sri Wahyuni; Mahrina Olpa
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.641

Abstract

Assessment in Islamic Religious Education (PAI) in Indonesia remains dominated by written tests, resulting in limited evaluation of students’ affective and psychomotor development. This study aims to examine the shift from cognitive-oriented assessment toward a holistic approach and identify the gap between teachers’ perceptions and practices. An explanatory sequential mixed-methods design was conducted with 150 PAI teachers from 20 secondary schools. Quantitative data were collected through a survey measuring the perceived importance and implementation of assessment across cognitive, affective, and psychomotor domains. Teachers were classified as recognizing holistic assessment when they rated it as important or very important, while systematic implementation required consistent assessment of all three domains based on predefined indicators. Qualitative data from interviews, classroom observations, focus group discussions, and assessment document analysis were used to explain the quantitative findings and integrated through a comparison of convergent and divergent results. The findings show that 81% of teachers considered holistic assessment important, but only 34% implemented it systematically. Document analysis found that cognitive assessment accounted for 72% of practices, compared with 18% for affective and 10% for psychomotor assessment. The results reveal a substantial implementation gap associated with limited instructional time, unclear guidelines, administrative demands, and inadequate infrastructure.
The Integration of Islamic Religious Education and General Sciences Based on the Tawhid Paradigm in Addressing Environmental Degradation Hairul Amin; Z. Zarkasih; Rian Vebrianto; Herri Azhari; Sekarmaji Sirulhaq
al-Afkar, Journal For Islamic Studies Vol. 9 No. 4 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i4.3645

Abstract

This research analyzes the consensus of Islamic education stakeholders regarding the tawhid paradigm as an epistemological foundation for integrating Islamic religious education and general sciences in responding to environmental degradation. Methods: Using a sequential explanatory mixed-methods design with 22 respondents from eight ethnic backgrounds in Indonesia. Data were collected through a validated 16-item structured survey (Cronbach's Alpha >0.80) measuring four dimensions: Tawhid-Environment Understanding, Knowledge Integration, Islamic Value-Based Ecological Awareness, and Paradigm-Dualism of Sciences. Analysis used descriptive statistics and reliability testing. Results and Conclusion: Strong consensus (91.4% positive responses) toward tawhid-based integration (M=4.39). The tawhid paradigm demonstrates universal explanatory power and transformative potential for ecological awareness. However, a significant gap exists between ideological awareness (90%) and institutional practice (77%) that still separates religious and general sciences. Implications: The tawhid paradigm can address knowledge dualism, requiring systemic transformation at epistemological, curricular, institutional, and policy levels through curriculum redesign and teacher capacity development.
Analisis kurikulum merdeka dan deep learning: Transformasi paradigma dan implikasinya terhadap pendidikan Islam Hairul Amin; Helmiati; Hariza Hasyim; Sekarmaji Sirulhaq; Irfan Abdurrahman
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24376

Abstract

This article examines the integration of the Merdeka Curriculum and the deep learning approach in Islamic education through a systematic literature review following PRISMA guidelines, synthesizing scholarly articles, policy documents, and academic sources published between 2020 and 2026. The findings reveal a strong philosophical alignment between the Merdeka Curriculum and deep learning, both of which emphasize student-centered learning, contextual understanding, higher-order thinking skills, and meaningful, reflective learning experiences. However, their implementation faces several challenges, including limited pedagogical competence among teachers, disparities in educational infrastructure, suboptimal curriculum integration at the operational level, and insufficient institutional support for professional development. The study highlights that the successful integration of these approaches requires comprehensive support from the educational system. The review contributes to the development of deep learning within an Islamic epistemological framework and demonstrates that contemporary pedagogical innovations can be meaningfully adapted without compromising Islamic values. It concludes that the effective integration of the Merdeka Curriculum and deep learning requires systemic transformation through policy coherence, teacher capacity building, equitable infrastructure development, and the cultivation of reflective school cultures to foster a generation of Muslim learners who are critical, adaptive, morally grounded, and firmly rooted in Islamic values. Abstrak Artikel ini mengkaji integrasi Kurikulum Merdeka dan pendekatan deep learning dalam pendidikan Islam melalui systematic literature review berdasarkan pedoman PRISMA terhadap berbagai artikel ilmiah, dokumen kebijakan, dan sumber akademik terbitan 2020–2026. Hasil kajian menunjukkan adanya keselarasan filosofis antara Kurikulum Merdeka dan deep learning yang sama-sama menekankan pembelajaran berpusat pada peserta didik, pemahaman kontekstual, pengembangan kemampuan berpikir tingkat tinggi, serta pembelajaran yang bermakna dan reflektif. Implementasinya masih menghadapi berbagai tantangan, meliputi keterbatasan kompetensi pedagogis guru, kesenjangan infrastruktur pendidikan, belum optimalnya integrasi kurikulum pada tingkat operasional, serta lemahnya dukungan institusional terhadap pengembangan profesional pendidik. Temuan penelitian menegaskan bahwa keberhasilan integrasi kedua pendekatan memerlukan dukungan sistem pendidikan yang komprehensif. Kajian ini berkontribusi pada pengembangan konsep deep learning dalam perspektif epistemologi Islam sekaligus menunjukkan bahwa inovasi pedagogis modern dapat diadaptasi tanpa mengabaikan nilai-nilai keislaman. Penelitian menyimpulkan bahwa integrasi Kurikulum Merdeka dan deep learning memerlukan transformasi sistemik melalui penguatan kebijakan, peningkatan kapasitas guru, pemerataan infrastruktur, serta pengembangan budaya sekolah yang reflektif guna membentuk generasi muslim yang kritis, adaptif, berkarakter, dan berlandaskan nilai-nilai Islam.
Strategi Penguatan Kapasitas Guru Melalui Modul Adaptif di Daerah Terisolir: Pengabdian Masyarakat di Desa Sepakat Jaya, Kecamatan Mandah Ahmad Zulriantoni; Hairul Amin; Irfan Abdurahman; Andreko; Nurhikmah
Al-Khidmah : Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2 (2026): Al-Khidmah : Jurnal Pengabdian Kepada Masyarakat
Publisher : STAI Pelabuhan Ratu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51729/al-khidmah.422486

Abstract

Pendidikan di wilayah pesisir terisolir sering kali menghadapi tantangan disrupsi geografis yang menghambat kontinuitas belajar. Pengabdian masyarakat ini berfokus pada isu keterbatasan aksesibilitas pendidikan di SMAS Islam Fathurrahman, Desa Sepakat Jaya, Kecamatan Mandah, akibat ketergantungan pada transportasi perahu motor (pompong) dan fluktuasi pasang-surut air laut. Tujuan dari kegiatan ini adalah untuk merancang strategi pembelajaran adaptif serta membangun resiliensi komunitas sekolah berbasis kearifan lokal. Pendekatan yang digunakan adalah Participatory Action Research (PAR) yang mengintegrasikan metode Asset-Based Community Development (ABCD) melalui siklus pemetaan akses, penyusunan Modul Adaptif Pesisir, serta pelatihan kapasitas pendidik. Hasil pengabdian menunjukkan bahwa implementasi Modul Adaptif Pesisir berbasis luring (offline) secara efektif menjaga keberlanjutan proses belajar siswa saat terhalang hadir ke sekolah. Selain itu, program ini memicu transformasi sosial berupa terbentuknya kemandirian belajar siswa (Self-Regulated Learning), lahirnya guru sebagai pemimpin lokal (local leader), serta munculnya pranata baru berupa regulasi jam belajar fleksibel tanpa sanksi disiplin. Tumbuhnya kesadaran kolektif antara sekolah, orang tua, dan penyedia transportasi pompong membuktikan bahwa penguatan kapasitas internal mampu mengubah kerentanan geografis menjadi resiliensi komunitas yang berkelanjutan.
Co-Authors Afni Ratna Dewi Ahmad Zulriantoni Andreko Djeprin E. Hulawa Eliza Putri Ardiah Hafizah Hafizah Hariza Hasyim Helmiati Herri Azhari Irfan Abdurahman Irfan Abdurahman Irfan Abdurrahman Latifah Al Ansoriah Mahrina Olpa Mas’ud Zein Nurhikmah Rian Vebrianto Sekarmaji Sirulhaq Sekarmaji Sirulhaq Siti Rahmah Sri Wahyuni Yanti Yanti Z. Zarkasih