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All Journal Studia Religia: Jurnal Pemikiran dan Pendidikan Islam JOURNAL J-MPI: JURNAL MANAJEMEN PENDIDIKAN, PENELITIAN DAN KAJIAN KEISLAMAN
Ishomudin
Universitas Muhammadiyah Malang
Religion Humanities Education Social Sciences Other

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RELEVANSI PEMIKIRAN PEMBARUAN MUHAMMADIYAH TERHADAP TANTANGAN TRANSFORMASI SOSIAL DAN TEKNOLOGI DI PENDIDIKAN TINGGI Budi Sunariyanto; Ishomudin; Alan Lutfi Gesang Saputra; Zaitur Rahem
JOURNAL J-MPI : JURNAL MANAJEMEN PENDIDIKAN, PENELITIAN DAN KAJIAN KEISLAMAN Vol. 5 No. 1 (2026): JOURNAL J-MPI: JURNAL MANAJEMEN PENDIDIKAN, PENELITIAN DAN KAJIAN KEISLAMAN
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) STIT Muhammadiyah Tempurejo, Ngawi, Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63353/61qsq047

Abstract

Penelitian ini bertujuan menganalisis relevansi pemikiran pembaruan (tajdid) Muhammadiyah dalam merespons tantangan transformasi sosial dan teknologi pada pendidikan tinggi Islam di Indonesia. Metode penelitian yang digunakan adalah studi literatur dengan pendekatan analisis konten terhadap sumber-sumber primer dan sekunder terkait reformisme Islam, modernisasi pendidikan, dan transformasi digital. Hasil kajian menunjukkan bahwa paradigma Islam berkemajuan dan etos modernisasi K.H. Ahmad Dahlan—yang menekankan integrasi iman, ilmu, dan amal—tetap relevan sebagai fondasi epistemologis dan operasional bagi perguruan tinggi Muhammadiyah. Prinsip tajdid memberikan kerangka adaptif untuk menjawab tantangan perubahan struktur sosial, digitalisasi pembelajaran, serta tuntutan literasi digital yang beretika. Studi ini menyimpulkan bahwa visi pembaruan Muhammadiyah berpotensi strategis dalam membentuk model pendidikan tinggi yang responsif, bernalar ilmiah, dan berakar pada nilai-nilai Islam humanistik, sekaligus membuka agenda riset lanjutan tentang integrasi etika AI, kurikulum kontekstual, dan tata kelola kampus digital berbasis nilai. Kata Kunci: Tajdid Muhammadiyah, Transformasi Sosial, Transformasi Teknologi, Pendidikan Tinggi Islam, Islam Berkemajuan
The Paradox of Early Childhood Qur’anic Education: A Critical Analysis of Tahfidz Practices Based on the Tabarok Method and Islamic Psychology Perspective A Case Study at Pondok El-Zahro, Lamongan Rusiyan; Ishomudin; Khozin
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 10 No 1 (2026): Juni 2026
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v10i1.31291

Abstract

This study aims to analyze the paradoxes of Qur’anic education for early childhood through the practice of Qur’an memorization (tahfidz) at El-Zahro Institute, Lamongan, with a particular focus on the implementation of the Tabarok (al-Labudi) method viewed from the perspective of Islamic psychology. The growing trend of tahfidz programs among children reflects the enthusiasm of Muslim communities toward religious education; however, it simultaneously generates pedagogical and psychological challenges. Theoretically, the age of 0–7years is a developmental stage characterized by playfulness and the formation of basic emotions, requiring educational approaches that align with children’s developmental readiness. This study employed a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, and documentation involving teachers, parents, and institutional administrators. Data analysis was conducted thematically and reflectively to identify the gap between the ideal concept of the Tabarok method which emphasizes the blessings (tabarok) of early memorization and the psychopedagogical realities of children’s learning experiences. The findings reveal that tahfidz practice at El-Zahro tends to prioritize the quantity of memorization over students’ cognitive, emotional, and spiritual readiness. A paradox emerges when the value of tabarok shifts into academic pressure that neglects children’s psychological well-being. This study recommends a more integrative and compassion-based (rahmah) model of Qur’anic education that balances spiritual values, psychological readiness, and play-based learning approaches as an effective strategy for internalizing Qur’anic values in early childhood.
Co-Authors Alan Lutfi Gesang Saputra Budi Sunariyanto Khozin Rusiyan Zaitur Rahem