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All Journal EDUKASI Senarai: Journal of Islamic Heritage and Civilization
Labib Elmuna
Bandung Islamic University
Religion Humanities Education Social Sciences Other

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NAMING CIVILIZATION: METHODOLOGICAL IMPLICATIONS OF TERMINOLOGY IN THE STUDY OF ISLAM Labib Elmuna; Muhammad Ismail; Nidaa Kaamilah Husna
Senarai: Journal of Islamic Heritage and Civilization Vol. 2 No. 4 (2026): Islamic Heritage and Civilization
Publisher : Tunas Harapan Ummat Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66236/senarai.2026.2.4.422-443

Abstract

This study explores the conceptual and methodological complexity in the term Islamic Civilization and its related designations, Muslim Civilization and Civilization in the Islamic World. It argues that differences in terminology are not only semantic discourse but reflect distinct epistemological orientations and methodological frameworks for understanding the historical and intellectual trajectory of Islam and its adherents. Methodologically, this research employs a descriptive literature review centered on Christian Sahner’s formulation in “What is Islamic History?” Through a close textual reading of Sahner’s work, the study critically examines its conceptual foundations and historiographical implications, while placing it in dialogue with Marshall Hodgson’s notion of “Islamicate Civilization” and Shahab Ahmed’s interpretive approach to the importance of being Islamic. This comparative approach enables the study to identify convergences, divergences, and underlying epistemological assumptions in contemporary discussions of Islamic civilization. The discussion reveals that the term Islamic Civilization emphasizes normative ideals derived from al-wahy, whereas Muslim Civilization represents the historical embodiment of these ideals in human experience. At the same time, Civilization in the Islamic World captures the broader intercultural and transregional synthesis of ideas that shaped Islamic societies. By situating these frameworks in dialogue, the study seeks to demonstrate how terminological precision shapes the methodological direction of civilizational studies and calls for a more integrative paradigm, one that acknowledges Islam’s spiritual core while embracing the diversity and dynamism of its historical manifestations.
Wayang-Based Da'wah as a Culturally Responsive Medium for Islamic Value Education among Prospective Teachers Asep Dudi Suhardini; Muhamad Alihanafiah bin Norasid; Labib Elmuna; Giantomi Muhammad
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 2 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

Contemporary Islamic education faces the challenge of connecting religious values with learners' increasingly visual, mediated, and culturally diverse experiences. While prior studies have explored wayang as a medium of cultural preservation, religious communication, and moral education, little attention has been paid to how prospective teachers interpret wayang-based da'wah as a culturally grounded medium of Islamic value education. This study examines the relationship between perceived value transmission through wayang-based da'wah and students' conceptions of Islamic and cultural values, while exploring how students interpret the performance's educational meanings. A convergent parallel mixed-methods design was used. Quantitative data were gathered via a 5-point Likert questionnaire from 282 education students at Universitas Islam Bandung (census approach), analyzed through item validity testing, Cronbach's alpha, descriptive assessment, and simple linear regression. Qualitative data comprised 282 open-ended responses analyzed thematically via two-cycle coding. Results show a statistically significant positive relationship between perceived value transmission and students' value conceptions (β = .416, B = .681, t = 7.651, p < .001; R² = .173). Qualitative findings show students viewed narrative, visual symbolism, humor, music, and moral messages as key in making values accessible and reflective, though language, accessibility, format, and competing entertainment preferences remain limitations. The study concludes wayang-based da'wah is a promising culturally responsive medium for Islamic value education, offering interconnected pathways of narrative engagement, symbolic interpretation, reflective meaning-making, and value internalization—particularly relevant for prospective teacher education.
Co-Authors Asep Dudi Suhardini Giantomi Muhammad Muhamad Alihanafiah bin Norasid Muhammad Ismail Nidaa Kaamilah Husna