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All Journal Paramita: Historical Studies Journal Heritage of Nusantara: International Journal of Religious Literature and Heritage Journal of Islamic Studies and Humanities Tarbawi : Jurnal Ilmu Pendidikan Edukasi Islami: Jurnal Pendidikan Islam FIKRAH Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah Qiro'ah: Jurnal Pendidikan Agama Islam DAYAH: Journal of Islamic Education ADDIN YASIN: Jurnal Pendidikan dan Sosial Budaya Darul Hikmah: Jurnal Penelitian Hadits dan Tafsir IJCIED Indonesian Research Journal on Education Heritage of Nusantara: International Journal of Religious Literature and Heritage At-Tadzkir: Islamic Education Journal Jurnal Dirosah Islamiyah Cipulus Edu: Jurnal Pendidikan Islam INSANI: Jurnal Ilmu Agama dan Pendidikan Fikrah : Jurnal Pendidikan Agama Islam
Fajar Syarif
Institut Ilmu Al-Qur’an (IIQ) Jakarta. Jl. Ir H. Juanda No.70, Pisangan, Tangerang Selatan, Banten 15419
Religion Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Karakter Muslim Entrepreneur dalam Kit>A>B Al-Kasb Karya Muhammad Bin Al-H> {Asan Al-Syaibani dan Implementasinya pada Pendidikan Islam Di Era Society 5.0 Ade Darmawan; Fajar Syarif; Pahrurroji
Jurnal Dirosah Islamiyah Vol. 7 No. 1 (2025): Jurnal Dirosah Islamiyah 
Publisher : Pascasarjana IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/jdi.v7i1.6762

Abstract

Islamic education in the era of Society 5.0 is a process that fosters a learning environment capable of dynamically evolving with the global community's needs, thereby shaping comprehensive human resources. Muhammad bin Hasan Al-Syaibani, in this context, is one of the figures who espouses an integrated concept of education, combining Islamic education with entrepreneurial character education. The aim of this research is to explore the concept of entrepreneurial character by Muhammad al-Syaibani and its application in Islamic education based on entrepreneurship. This research utilizes a qualitative methodology with a library research approach. Based on the conducted research, the following conclusions can be drawn: firstly, the Muslim entrepreneur character elucidated by Muhammad bin Hasan al-Syaibani includes (1) reliance on God (tawakkal), (2) moderation in wealth accumulation (al-tawassut), (3) commitment, (4) simplicity, (5) continuous learning and innovation, (6) social sensitivity, (7) communicativeness, and (8) good financial management. Secondly, the process of implementing entrepreneurship-based Islamic education in the Society 5.0 era involves translating Muslim entrepreneur character into a curriculum document, which includes: (1) integrating learning materials, (2) shaping classroom culture, and (3) employing appropriate evaluation instruments.  
KRITIK TRADISI ILMIAH BARAT: MENYOROT FUNGSIONALITAS METODE ILMIAH DALAM PEMBANGUNAN MANUSIA SEUTUHNYA Syarif, Fajar
FIKRAH Vol 1 No 1 (2017): DESEMBER
Publisher : Ibn Khaldun University, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/fikrah.v1i1.20489

Abstract

This research discusses the development of Western Science, which utters a negative impact in the shaping of society and men as human. The prime factor is the understanding of "Free Value" which is known as the Science of Free Value Morality. The result of the development of this science can not be controlled, which impact to crisis of morality, this research proves that reform and development of scientific traditions must begun from cleaning up epistemology and science must be known culturally.
TELAAH INTERDISIPLINER KONSEP KECERDASAN INTELEKTUAL Syarif, Fajar
FIKRAH Vol 3 No 1 (2019): JUNI
Publisher : Ibn Khaldun University, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/fikrah.v3i1.20524

Abstract

Berdasarkan fakta sejarah, kecerdasan akal manusia mulai mendapatkan perhatian yang serius pada tahun 1905, melalui tes kecerdasan (IQ) yang pertama kali dilakukan oleh Alfred Binet (Seorang pakar psikologi dari Peran c i s) yang diperuntukkan bagi anak yang berumur 2 sampai 15 tahun. Sedangkan tes yang diperuntukkan bagi orang dewasa disusun oleh Wechsler pada tahun 1939 dengan nama Wechsler Adult Intelligence Scale (WAIS). Terlebih dengan temuan teori kecerdasan majemuk (multiple intelligence) yang sudah diteliti oleh Howard Gardner. Namun ironisnya potensi-potensi tersebut belum dimaksimalkan betul oleh para pelajar Indonesia, sehingga mengakibatkan kecerdasan mereka masih sering dipertanyakan. Padahal mulai 14 abad yang lalu al-Qur'an mengingatkan bahwa setiap orang sebetulnya berpotensi untuk menjadi pribadi yang sempurna, yakni sebagai pribadi yang mencegah dari keburukan, pribadi yang berilmu, mempunyai saripati akal, mempunyai pandangan tajam dan mempunyai daya tahan. Tentu kesempurnaan itu akan dirasakan apabila pribadi seseorang mampu memaksimalkan betul potensi akal yang menjadi esensi tunggal yang bertugas untuk berfikir, merenung, menganalisis, menalar, memahami, mengerti, mengingat dan menyebut kekuatan besar (Tuhan) dibalik kekuatan yang diberikan kepadanya (akal).
THE REJUVENATION OF AKHLAK EDUCATION IN ISLAMIC EDUCATION Ridholloh, Ridholloh; Syarif, Fajar
FIKRAH Vol 6 No 2 (2022): DESEMBER
Publisher : Ibn Khaldun University, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/fikrah.v6i2.20578

Abstract

This paper is a literature study on akhlak education contained in Islamic education. The discussion focused on the role of religion on akhlaks. Akhlak education really requires the role of religion that has urgency and significance in akhlaks. Therefore, it is necessary to rejuvenate the akhlak education contained in Islamic education, so that akhlak education becomes attractive. This paper finds that akhlak education contained in Islamic education is constructed based on religious relations. Therefore, akhlak education strengthens Islamic education.
Religion in the Conflict Flows Syarif, Fajar
ADDIN Vol 13, No 2 (2019): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v13i2.6452

Abstract

This research analyzes the issue of religion in understanding multiple realities. So it needs to be explained how religion can be one of the triggers of the problem and eventually become tyrants of other religions or beliefs. The problem that is limited in this study is that it relates to religion which is limited to the reality of conflicts that occur, as long as the conflict is published; both through research and through mass media. Furthermore, this research tries to look at the background of the understanding of diversity that occurs in society, so that it can be explained how it exists in interreligious relations in order to be in line. Religious expression among religious followers can influence patterns of integration and conflict. It will increase and become a trigger for conflict when it relates to the factors of economic and political inequality both locally, nationally, and even the constellation that is originally reasonable in the community, then strengthens and becomes clear, especially in society so that conflicts arise. Social integration can be a conflict resolution if maintained through bonds among citizens and social organizations that cross primordial boundaries.
Strengthening Qur’anic Memorization through Muraja’ah and Tasmi’ at Daarul Khoir Islamic Boarding School, Bogor Luthfiah, Salwaa; Syarif, Fajar
DAYAH: Journal of Islamic Education Vol. 8 No. 1 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i1.34105

Abstract

This study examines how Murāja’ah (systematic revision) and Tasmī’ (recitation assessment) are implemented to support Qur’anic memorization among santri at Daarul Khoir Islamic Boarding School, Gunung Sindur, Bogor. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and document review of tahfidz records and schedules. Participants were selected purposively and included the pesantren leader, musyrifah, tahfidz teachers, selected santri, and one parent representative. The findings indicate that structured Murāja’ah helps santri maintain memorization continuity by improving recitation fluency and reducing errors in tajwīd and makhraj through routine rehearsal. Tasmī’ functions as a formative assessment mechanism that provides immediate correction, strengthens preparedness for examinations, and encourages disciplined learning routines. Document review also shows that the tahfidz program applies semester-based targets and differentiated guidance for santri who require additional support. Thus, the integration of Murāja’ah and Tasmī’ contributes to a more organized memorization culture and reinforces learning discipline within the pesantren context. Abstrak Penelitian ini mengkaji bagaimana metode Murāja’ah (pengulangan terstruktur) dan Tasmī’ (setoran/evaluasi bacaan) diterapkan untuk mendukung kualitas hafalan Al-Qur’an santri di Pondok Pesantren Daarul Khoir Gunung Sindur, Kabupaten Bogor. Penelitian menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi, wawancara semi-terstruktur, serta telaah dokumen (jadwal, catatan setoran, dan arsip program tahfidz). Informan dipilih secara purposive meliputi pengasuh pesantren, musyrifah, guru tahfidz, santri terpilih, serta satu perwakilan wali santri. Hasil penelitian menunjukkan bahwa Murāja’ah yang dijadwalkan membantu menjaga kesinambungan hafalan melalui peningkatan kelancaran bacaan dan pengurangan kesalahan tajwid dan makhraj karena latihan yang berulang dan terpantau. Sementara itu, Tasmī’ berfungsi sebagai evaluasi formatif melalui koreksi langsung, penguatan kesiapan ujian, serta pembiasaan disiplin belajar. Telaah dokumen juga menunjukkan adanya target semesteran dan mekanisme pendampingan bagi santri yang memerlukan penguatan. Secara keseluruhan, integrasi Murāja’ah dan Tasmī’ mendukung terbentuknya budaya menghafal yang lebih teratur dan disiplin di lingkungan pesantren.
The Implementation of the Fun School Movement (GSM) in Moral Education at MI Soebono Mantofani, Tangerang Azmi, Nurul; Syarif, Fajar
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.34110

Abstract

This study examines the implementation of the Fun School Movement (Gerakan Sekolah Menyenangkan/GSM) in moral education at MI Soebono Mantofani, South Tangerang. Using a qualitative case study design, data were collected through classroom and school-environment observations, semi-structured interviews with key stakeholders (school leaders, teachers, students, and parents), and document analysis. The findings indicate that GSM is implemented as a school-wide cultural orientation emphasizing emotional safety, student participation, and supportive learning routines. A central operational feature is the use of thematic classroom zones that function as routine reference points to structure interaction and reinforce moral habituation. The Emotional Zone supports attention to students’ readiness before learning, while Attendance and Aspiration Zones reinforce discipline routines and future orientation; the Goodness Zone provides moral reminders linked to everyday behavior. Teachers and parents perceived moral education as integrated into daily practice through habituation, teacher modeling, and value consistency across school and home contexts. The study suggests that GSM supports moral education by translating values into visible and repeated classroom routines, sustained through leadership commitment and parental involvement. Abstrak Penelitian ini mengkaji penerapan Gerakan Sekolah Menyenangkan (GSM) dalam pendidikan akhlak di MI Soebono Mantofani, Tangerang Selatan. Penelitian menggunakan desain studi kasus kualitatif. Data dikumpulkan melalui observasi kelas dan lingkungan sekolah, wawancara semi-terstruktur dengan pemangku kepentingan utama (pimpinan sekolah, guru, siswa, dan orang tua), serta analisis dokumen. Hasil penelitian menunjukkan bahwa GSM diterapkan sebagai orientasi budaya sekolah yang menekankan keamanan emosional, partisipasi peserta didik, dan rutinitas belajar yang suportif. Salah satu fitur operasional utama adalah penggunaan zona-zona tematik di kelas yang berfungsi sebagai rujukan rutinitas untuk menata interaksi dan memperkuat pembiasaan nilai. Zona Emosi mendukung perhatian terhadap kesiapan peserta didik sebelum pembelajaran, sedangkan Zona Kehadiran dan Zona Harapan memperkuat pembiasaan disiplin dan orientasi masa depan; Zona Kebaikan menjadi pengingat nilai yang dikaitkan dengan perilaku sehari-hari. Guru dan orang tua memandang pendidikan akhlak terintegrasi dalam praktik harian melalui pembiasaan, keteladanan guru, dan konsistensi nilai antara sekolah dan rumah. Penelitian ini menunjukkan bahwa GSM mendukung pendidikan akhlak melalui penerjemahan nilai ke dalam rutinitas kelas yang tampak dan berulang, dengan dukungan kepemimpinan sekolah dan keterlibatan orang tua.
Revitalization of Islamic Education in Shaping Student Character at Islamic Boarding School Asshiddiqiyah 2 Tangerang Halimahtusa’diah Halimahtusa’diah; Fajar Syarif; Muh. Ubaidillah Al Ghifary
YASIN Vol 5 No 2 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i2.5049

Abstract

Character-based Islamic education, until now, is still essential when the moral degradation of the nation's children continues to increase from year to year. This research aims to reveal the revitalization of Islamic education and how it shapes student character at Islamic Boarding School Asshiddiqiyah 2 Tangerang. Researchers used a qualitative approach with a case study type. The results showed that the boarding school had revitalized character-building through Islamic education by formulating the achievement of character-building goals according to the needs of the times and strengthening positive habituation in daily activities based on Ahlussunnah Wal Jama'ah values (tawasuth, tidal, tasamuh, tawazun, amar ma'ruf nahi munkar). The results of this revitalization can be seen in the presence of students who optimize their potential through value transformation, value transactions, and value internalization in their daily lives.
Imam Az-Zarnuji's Thoughts (W. 591 H) in the Development of Islamic Education Learning Methodology Ahmad Nuril Farihin; Pahrurraji Pahrurraji; Fajar Syarif
YASIN Vol 5 No 2 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i2.5192

Abstract

This study aims to identify the concept of learning methodology from Imam Az-Zarnūjī's perspective and analyze the form of Islamic education learning methodology development through the study of poems in the book Ta'līm al-Muta'allim. The researchers used a literature review with a qualitative research type through a descriptive analysis and content analysis approach. The data sources were excavated from primary and secondary data, while the data collection technique used observation and documentation. The study results indicate that the learning methodology in Imam Az-Zarnūjī's perspective conceptually is learning with a strong relational system between the concepts found, namely poems as learning strategies and methods. These strategies and techniques are seen in the three educational domains: cognitive, cognitive, affective, and psychomotor. Methodologically, the researchers found three learning strategies: the planning strategy, the at-ta'dībī strategy, and the continuity strategy. The researchers also found four learning methods as a real manifestation of the existing strategy: experimental, discussion, cooperation, and drill.
Co-Authors Ade Darmawan Ahmad Dimyati Badruzzaman Ahmad Nuril Farihin Al-Ghifary, Muh. Ubaidillah Amriah Fauziah Ansor, Muhammad Efanda, Ahmad Dandi Elis Tuti Winaningsih Fauziah, Nisma Syifa Halimahtusa’diah Halimahtusa’diah Hidayati Hidayati Hidayatur Rohmah Iis Nahwiyah Ismat, Ridholloh JOKO SETIONO Komarudin Komarudin Luthfiah, Salwaa Muchamad Iksan Muh. Ubaidillah Al Ghifary Muhammad Ansor Mukh Nursikin, Mukh Nisma Syifa Fauziah Nurul Azmi, Nurul Pahrurraji Pahrurraji Pahrurraji, Pahrurraji Pahrurroji, Pahrurroji Pasady, Sunarya Rena, Syahidah Renaldi, Haris Ridholloh, Ridholloh Windy Ajeng Kinanti