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All Journal Kalam Al Gazali: Education and Islamic Studies Journal Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian
Muhammad Aqil Abror
Universitas Islam Negeri Maulana Malik Ibrahim
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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The Sanusiyyah Movement in Africa as Dynamic Islamic Traditionalism: Intellectual Typology, Da’wah, and Education Muhammad Fadhil Hadziq; Sri Jomila Oktari; Bulqis; Retnowati Satyaningrum; Muh. Thahilal Jahidul Hasyb; Muhammad Aqil Abror
Kalam Al Gazali: Education and Islamic Studies Journal Vol 3 No 2 (2026): Education and Islamic Studies Journal (Februari-September)
Publisher : LPPM STAI AL GAZALI BARRU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65899/41smpc43

Abstract

The condition of the Muslim world during the emergence of the Sanusiyah movement was marked by political crises, colonialism, and intellectual stagnation, which encouraged the rise of various reform movements. In this context, the Sanusiyah emerged as a Sufi-based movement that integrated spiritual, social, and educational dimensions. This study aims to identify the typology of Sanusiyah thought, analyze its methods of da‘wah, and examine its educational system and socio-political role as a representation of dynamic Islamic traditionalism. The method used is a qualitative approach through library research, employing content analysis of primary and secondary sources, as well as historical and conceptual approaches. The results show that the Sanusiyah represents a form of traditionalism that is not static but adaptive to social change. The movement integrates jurisprudence (fiqh) and Sufism, develops persuasive da‘wah based on exemplary conduct, and establishes an educational system through a network of zawiyahs that function as centers for spiritual and social development. Furthermore, the Sanusiyah played an active role in resisting colonialism. In conclusion, the Sanusiyah represents dynamic Islamic traditionalism that integrates turāth with contextual responses, making it relevant as a model of moderate, adaptive, and transformative religiosity
IMPLEMENTING THE TPACK FRAMEWORK IN ONLINE PRIVATE QUR'ANIC LEARNING FOR YOUNG ADULTS IN NON-FORMAL ISLAMIC EDUCATION Muhammad Fadhil Hadziq; Nadya Artika Maulani; Lu'lu' Salamah; Muhammad Aqil Abror; Mohd Naufal Alfayyadh; Abdi Putra Mahfudi
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 02 (2026): Oktober
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v2i02.166

Abstract

The rapid development of digital technology has transformed Qur'anic learning into online environments. However, many online Qur'anic learning practices remain technology-oriented without effectively integrating technology, pedagogy, and instructional content. This study aimed to analyze the implementation of the Technological Pedagogical Content Knowledge (TPACK) framework developed by Punya Mishra and Matthew J. Koehler in online private Qur'anic learning for young adults at a non-formal Qur'anic Learning Institution (pseudonym). This qualitative case study involved one online Qur'anic instructor. Data were collected through in-depth interviews, observations of Google Meet learning sessions, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Data trustworthiness was ensured through source and method triangulation and member checking. The findings reveal that all seven TPACK components were implemented in an integrated manner. The instructor utilized Google Meet, PowerPoint, recording features, and WhatsApp to support synchronous and asynchronous learning. Learner-centered pedagogy was implemented through individualized Iqra' and talaqqi methods, flexible pacing, immediate corrective feedback, and continuous progress evaluation. Tajwid, tahsin, and makhārij al-ḥurūf were taught through demonstrations, repetitive practice, and gradual scaffolding. The integration of technology, pedagogy, and content supported interactive learning and teacher–learner communication. According to the instructor's observations, learners demonstrated improvements in Qur'anic reading fluency and accuracy during the learning process, while digital platforms facilitated opportunities for practice beyond synchronous sessions. The study concludes that online Qur'anic learning depends on the instructor's ability to integrate technology, pedagogy, and content according to learners' individual needs.
Co-Authors Abdi Putra Mahfudi Bulqis Lu'lu' Salamah Mohd Naufal Alfayyadh Muh. Thahilal Jahidul Hasyb Muhammad Fadhil Hadziq Nadya Artika Maulani Retnowati Satyaningrum Sri Jomila Oktari