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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Tsaqofah: Jurnal Penelitian Guru Indonesia
Moh. Padil
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IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DALAM PEMBENTUKAN SIKAP MODERAT DI MA MUALLIMIN NWDI PANCOR Muhammad Rizqi Fauzi; Moh. Padil; Muhammad Amin Nur
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50204

Abstract

The phenomenon of rising intolerance, radicalism, and extreme religious tendencies among the youth has become a serious challenge in education, particularly in Islamic Religious Education (PAI). This condition demands strategic efforts to instill the values of religious moderation through the learning process in educational institutions. Islamic Religious Education plays a crucial role in shaping students' character to foster a moderate, tolerant, and inclusive religious attitude by internalizing moderate Islamic values within the PAI curriculum. This study aims to explore in depth the implementation of moderate Islamic values in PAI learning to shape moderate attitudes at MA Mu’allimin NWDI Pancor. Utilizing a qualitative approach, data were collected through interviews, observations, and documentation. The results of the study indicate that: The moderate Islamic values identified at MA Mu’allimin NWDI Pancor include tawasuth (moderation), tasamuh (tolerance), tawazun (balance), and i’tidal (justice). The implementation of moderate Islamic values in PAI learning at both schools is carried out by integrating them into the learning materials, employing teaching methods that encourage critical thinking, organizing supporting programs for religious moderation, and conducting evaluations based on student attitudes and behavior. The outcomes of implementing PAI learning in shaping moderate attitudes at MA Mu’allimin NWDI Pancor reflected in four indicators: national commitment, tolerance, anti-radicalism and violence, and accommodation toward local culture.
Institusionalisasi Ilmu dan Krisis Otoritas Keilmuan di Era Digital: Perspektif Sejarah Sosial Pendidikan Islam Moh. Badrus Shaleh; Moh. Padil; Ni'matuz Zuhroh
TSAQOFAH Vol 6 No 3 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i3.9681

Abstract

The digital era has transformed the transmission of Islamic knowledge through open platforms and social media. This condition expands the reach of da’wah, but at the same time creates a crisis of scholarly authority in Islamic education. This study aims to analyze the process of knowledge institutionalization in the history of Islamic education and to explain the factors that cause the fragility of scholarly authority in the algorithmic era. This study used a qualitative approach with a library research design through historical and sociological perspectives. Data were obtained from classical and contemporary literature, then analyzed using critical discourse analysis. The results showed three main findings. First, the institutionalization of knowledge in Islam has been related from the outset to power relations, as reflected in the emergence of the madrasah. Second, the current crisis of scholarly authority is caused by an epistemological shift from the scarcity of knowledge to the abundance of information, in which algorithms replace sanad as a mechanism of legitimacy. Third, the reconstruction of scholarly authority requires innovations in the form of digital sanad, algorithmic critical literacy, and interactive virtual halaqah. These findings contribute to the development of Islamic education through a critical framework that connects classical scholarly institutions with digital disruption. The conclusion of this study emphasizes the importance of reconstructing Islamic scholarly authority that is adaptive to the algorithmic era without neglecting the principles of tradition-based scholarly legitimacy. Further studies are recommended to conduct field research on online religious learning communities.
Co-Authors Moh. Badrus Shaleh Muhammad Amin Nur Muhammad Rizqi Fauzi Ni'matuz Zuhroh