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All Journal Jurnal Ilmiah Sosiologi Agama (JISA) Lugawiyyat JIPI (Jurnal Ilmiah Pendidikan Islam) Journal of Arabic Education, Linguistics, and Literature Studies Rabbayani: Jurnal Pendidikan dan Peradaban Islami
Moh. Subthi Buchori
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Prophet's Mawlid: Integration of Spiritual, Cultural, and Character Education Values in Indonesian Multicultural Society Moh. Subthi Buchori, Iffatul Lailiyah
JIPI (Jurnal Ilmiah Pendidikan Islam) Vol 4 No 2 (2025): JIPI (Jurnal Ilmiah Pendidikan Islam)
Publisher : PRODI PAI FIK UNIRA MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jipi.v4i2.8154

Abstract

Character education in Indonesia faces complex challenges in the era of globalization, while the potential of local traditions as learning media has not been utilized optimally. This study aims to analyze the role of the tradition of the Prophet Muhammad's Mawlid as a contextual and inclusive medium for character education in Indonesian multicultural society. The research uses a descriptive qualitative approach with a literature study method, analyzed through content and thematic analysis techniques. The results show that Mawlid is a form of acculturation between Islam and Nusantara culture, rich in educational values such as religiosity, tolerance, and mutual cooperation. This tradition functions as a social laboratory for practicing character values, an effective medium for cultural propagation (dakwah), and a unifying vessel for the nation that revitalizes Pancasila values. The research concludes by underlining that Mawlid is a living tradition relevant for strengthening national character, with significant implications for the development of character education and national cultural policies based on local wisdom.
Metaphor and Persuasion in Arabic Da'wah Discourse: A Cognitive Linguistic Approach Moh. Nadhif; Imam Athoir Rokhman; Moh. Subthi Buchori; Rifqi Abqoriya; Rodifatul Chasanah
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 4 No. 1 (2026): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v4i1.1897

Abstract

This study examines metaphor as a persuasive cognitive mechanism in contemporary Arabic da'wah discourse, focusing on digital khutbah delivered through online platforms. Unlike previous studies that primarily rely on classical rhetorical analysis (balāghah), this research adopts a cognitive linguistic perspective to explore how metaphor structures religious meaning and influences audience interpretation. Drawing on Conceptual Metaphor Theory the study analyzes a corpus of 30 khutbah texts collected from YouTube and official religious platforms published between 2020 and 2025. Data were examined using the Metaphor Identification Procedure (MIP) to identify conceptual metaphors and analyze their persuasive functions. The findings indicate that dominant metaphors such as الإيمان نور (faith is light), الذنوب مرض (sin is disease), and الحياة رحلة (life is a journey) play a significant role in framing religious understanding, evoking emotional engagement, and guiding moral behavior. This study contributes to cognitive linguistics and discourse analysis by providing an empirical and contemporary account of metaphor in Arabic da'wah discourse, demonstrating that metaphor functions not only as a rhetorical device but as a cognitive and persuasive strategy in digital religious communication.
INTEGRATION OF THE THREE CENTERS OF EDUCATION AND RELIGIOUS MODERATION: A STRATEGY FOR STUDENT CHARACTER CONSTRUCTION IN INDONESIA IN THE ERA OF DISRUPTION Moh. Subthi Buchori, Iffatul Lailiyah
JIPI (Jurnal Ilmiah Pendidikan Islam) Vol 5 No 1 (2026): JIPI (Jurnal Ilmiah Pendidikan Islam)
Publisher : PRODI PAI FIK UNIRA MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jipi.v5i1.9442

Abstract

Moral degradation and intolerance among students due to globalization remain serious challenges. The implementation of character education within the 2013 Curriculum and the Merdeka Curriculum is hindered by theoretical approaches and weak collaboration among families, schools, and communities. This qualitative literature study formulates an integrative model combining Ki Hajar Dewantara's Three Centers of Education and Religious Moderation as a holistic character construction strategy. Data were thematically analyzed from journal articles, books, and policy documents using source triangulation. This research yields three main findings. First, the synergy of the Three Centers of Education requires active roles from families, teachers, and communities. Second, Religious Moderation is rooted in Islamic moderation (wasathiyah) and is uniquely integrated with local wisdom. Third, the effectiveness of this synergy is empirically confirmed, with an increase in students' moderate attitudes by up to 45%. This model aligns with Bronfenbrenner's Ecological Systems Theory and is characterized by a religio-cultural approach, structural involvement of community organizations, and utilization of local wisdom. Consequently, these findings contribute to presenting an ecological model that integrates the Three Centers of Education and Religious Moderation, along with strategic policy recommendations. This study underscores the need for a paradigm shift towards an ecosystem approach based on the collective commitment of all stakeholders.
Translanguaging in Arabic Language Learning: Patterns, Impacts, and Pedagogical Implications for Students Moh. Subthi Buchori; M. Ainur Roziqi; Moh. Anwar; Sugeng Ali Mansur
Lugawiyyat Vol 7, No 2 (2025): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v7i2.36756

Abstract

The phenomenon of translanguaging is increasingly prevalent in language classrooms, including Arabic language learning in higher education. Students not only use Arabic but also blend it with Indonesian or regional languages to clarify meaning and enhance comprehension. This study aims to identify the patterns of translanguaging employed by students, analyze its impact on the learning process, and explore the pedagogical implications of this phenomenon.Using a descriptive quantitative approach through questionnaires distributed to students in the Arabic Language Development Program at several public and private universities in Malang, data were analyzed using descriptive statistics (percentages and means) alongside simple thematic analysis of open-ended questions to complement quantitative findings. The results indicate that translanguaging not only helps students understand material more effectively but also increases participation and self-confidence. However, this practice may also lead to overreliance on the first language.Pedagogically, translanguaging holds significant implications. It can be positioned as a teaching strategy in the early stages of language learning. Instructors need to develop their ability to use translanguaging strategically and avoid excessive reliance. Furthermore, accommodating translanguaging in the design of Arabic language curricula in Indonesia is essential. Thus, it is crucial for educators to manage translanguaging strategically in Arabic language instruction. 
KESENJANGAN IMAN DAN PRAKTIK ETIKA WAKTU ISLAM DALAM INSTITUSIONALISASI PERILAKU MASYARAKAT MULTIKULTURAL Moh . Nadhif; Moh. Subthi Buchori; Rifqi Abqoriya; Ahmad Naweed Rahimi Khamosh; Ouail Brahim Sabri
Jurnal Ilmiah Sosiologi Agama (JISA) Vol 9, No 2 (2026)
Publisher : Sociology of Religion Study Program, Faculty of Social Sciences, North Sumatra State Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/jisa.v9i2.28890

Abstract

This study examines the faith-practice gap in Islamic time ethics by explaining why values such as punctuality, commitment, amanah, and accountability, although strongly emphasized in Islamic teaching, are not always translated into consistent time-discipline behavior. Using an explanatory sequential mixed-methods design, the study analyzes survey data from 356 professionals in Muslim and Western organizational contexts and deepens the interpretation through semi-structured interviews. The quantitative phase uses PLS-SEM to test the effects of Islamic Temporal Ethics on moral internalization, institutionalization, and time-discipline behavior, while the qualitative phase explores how respondents interpret religious language, organizational rules, and multicultural time norms. The findings show that Islamic Temporal Ethics strengthens both moral internalization and institutionalization, yet its effect on time-discipline behavior operates mainly through these two mechanisms. Institutionalization appears more decisive than internalization because rules, sanctions, routines, and accountability systems stabilize ethical behavior beyond personal intention. Multicultural context moderates the process: monochronic and institutionally tight environments are more effective in transforming ethical values into visible practice. The article proposes Islamic Temporal Ethics Decoupling as a sociological concept for understanding the gap between religious ideals and everyday conduct.
From Education about Islam to Education according to Islam:Reconstructing the Paradigm of Islamic Education Based on Tawhid and Ta'dib: Dari Pendidikan tentang Islam menuju Pendidikan menurut Islam: Merekonstruksi Paradigma Pendidikan Islam Berdasarkan Tauhid dan Ta'dib Moh. Nadhif; Siti Imaniatul Muflihatin; Moh. Subthi Buchori; Ouail Brahim Sabri
RABBAYANI: Jurnal Pendidikan dan Peradaban Islami Vol. 6 No. 01 (2026): Juni 2026
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/x2rkbz21

Abstract

This article examines the conceptual ambiguity of Islamic education: whether it should be understood as education about Islam or education according to Islam. The study argues that education about Islam, understood as the teaching of Islamic subject matter, is necessary but insufficient when it is detached from Islamic worldview, moral formation, and the ordering of knowledge. Using qualitative conceptual library research, the article analyzes foundational works of Syed Muhammad Naquib al-Attas on ta'dib, Ismail Raji al-Faruqi on tawhid, and contemporary scholarship on Islamic pedagogy, educational purpose, and knowledge integration. The findings show that tawhid functions as the ontological and epistemological foundation of Islamic education, while ta'dib functions as its formative and pedagogical foundation. A reconstructed paradigm therefore requires more than adding religious content to curriculum; it demands integration of purpose, knowledge, pedagogy, assessment, teacher formation, and institutional culture. The article contributes a conceptual model that distinguishes Islam as object of instruction from Islam as educational paradigm. It concludes that Islamic education becomes genuinely Islamic when Islamic content is situated within a tawhidic worldview and embodied through ta'dib, producing learners who are intellectually competent, morally disciplined, spiritually aware, and socially responsible.
Co-Authors Ahmad Naweed Rahimi khamosh Imam Athoir Rokhman M. Ainur Roziqi Moh . Nadhif Moh. Anwar Moh. Nadhif Moh. Nadhif Ouail Brahim Sabri Ouail Brahim Sabri Rifqi Abqoriya Rifqi Abqoriya Rodifatul Chasanah Siti Imaniatul Muflihatin Sugeng Ali Mansur