Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal NIHAYAH AN-NUR: Jurnal Pendidikan dan Pembelajaran
Nurul Izzah
Pascasarjana UIN Ar-Raniry Banda Aceh, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
HIJAB STREET STYLE EKSPRESI MODEST FASHION DAN KOMODIFIKASI AGAMA Nurul Izzah
NIHAYAH: Journal of Islamic Studies Vol. 1 No. 2 (2025): NIHAYAH: Journal of Islamic Studies
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/nihayah.v1i2.13

Abstract

The phenomenon of hijab street style reflects a significant shift in the meaning of the hijab from a symbol of religious piety to a dynamic medium of self-expression within the context of popular culture and the modern fashion industry. This study critically examines how the hijab is positioned within Indonesia’s modest fashion landscape and how religious values are represented and commodified through visual aesthetics on social media. Using a descriptive qualitative approach, data were collected through visual documentation from Instagram, TikTok, and Muslim fashion catalogs, as well as in-depth interviews with designers, influencers, and hijab-wearing consumers. The analysis applied both visual and narrative techniques, grounded in theories of religious commodification and social identity. The findings reveal that hijab street style serves as a negotiation space between religiosity, market taste, and aesthetic aspirations. The urban hijab styles popularized by influencers not only reinforce religious identity but also reflect social pressure to appear both fashionable and “shar’i.” The commodification of hijab as a fashion product has created new standards of piety heavily shaped by market logic and social media algorithms. While this trend opens new avenues for the empowerment of Muslim women, it also poses ethical dilemmas regarding the reduction of spiritual meaning. The study recommends a critical reflection on the interplay between religion, identity, and visual consumption in contemporary Muslim culture.
POLITIK KURIKULUM PAI: ANALISIS KEKUASAAN FOUCAULT DALAM PERUBAHAN KEBIJAKAN PENDIDIKAN ISLAM 2000-2025 Nurul Izzah
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i2.33

Abstract

This article explores the dynamics of Islamic Religious Education (PAI) curriculum in Indonesia through the genealogical lens of Michel Foucault, focusing on the interplay between power, discourse, and knowledge. The study identifies how the state, through education policies, teacher training, and institutional structures, produces and reproduces specific forms of religious knowledge deemed legitimate. Employing a critical-qualitative approach and policy document analysis from 2000 to 2025, the research reveals that the PAI curriculum serves not merely as a pedagogical tool but also as a discursive battleground among state ideology, Islamization narratives, and resistance at the implementation level. Through Foucault’s concepts of archaeology and genealogy, the analysis uncovers how terms such as tolerance, moderation, and radicalism are strategically framed within policy to shape perceptions and behavior. The findings highlight a trend of religious thought homogenization enforced by curriculum regulation and the political suppression of interpretive diversity within Islam. Conversely, resistance manifests through practical adjustments and the emergence of alternative discursive spaces beyond formal institutions. This article recommends the need for transparency, public participation, and epistemic pluralism in the formulation of Islamic education policies to foster a more equitable and democratic curriculum framework.
Co-Authors