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All Journal Jurnal Al-Tadzkiyyah Tadrib: Jurnal Pendidikan Agama Islam jurnal niara AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM FOKUS: Jurnal Kajian Keislaman dan Kemasyarakatan Journal on Education Jurnal Ilmiah Profesi Pendidikan Attractive : Innovative Education Journal Jurnal Abdimas Ilmiah Citra Bakti (JAICB) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Indonesian Journal of Innovation Studies Edu Research : Jurnal Penelitian Pendidikan Indonesian Research Journal on Education Jurnal Ilmu Tarbiyah Action Research Journal Indonesia (ARJI) Malewa: Journal of Multidisciplinary Educational Research ISTIFHAM Az Ziqri: Kajian Keislaman dan Kependidikan Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Jejak digital: Jurnal Ilmiah Multidisiplin Sujud: Jurnal Agama, Sosial dan Budaya Jurnal Teologi Islam Journal of Multidisciplinary Academic Business Studies SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Journal of Literature Review Jurnal Ilmiah Literasi Indonesia International Journal of Sharia Studies Al-Irsyad : Jurnal Pendidikan Agama Islam Kayee: Jurnal Pendidikan dan Ilmu Sosial Journal Khafi
Agus Faisal Asyha
Universitas Islam Negeri Raden Intan Lampung
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Kedudukan Hadis dan Istinbath Hukum Lembaga Bahtsul Mas’ail Nahdlatul Ulama Agus Faisal Asyha
Journal Khafi : Journal Of Islamic Studies Vol. 1 No. 2 (2023)
Publisher : Journal Khafi : Journal Of Islamic Studies

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Abstract

The Koran and Hadith as the main sources of Islamic law are limited in number, but the things that arise in life are complex and unlimited. To deal with problems that are more complicated and full of novelty, sometimes there are no specific laws in the Koran and Hadith, so ijtihad is needed for this situation. Through the Bahtsul Masail forum, Nahdlatul Ulama always actively schedule discussions about actual problems by optimally trying to solve the deadlock in Islamic law resulting from the continuous social development of society without knowing boundaries, while textually there is no basis for it in the Qur'an. and Hadith, or there is a basis for it but the expression is not clear. Therefore, the Bathsul Masail institution must have a method for carrying out ijtihad. The Legal Istinbath Methodology of the Bahtsul Masail Nahdlatul Ulama Institute has three method approaches arranged hierarchically, namely the qauli method approach, the ilhaqi method, and the manhaji method. However, to answer various concerns regarding the absence of an operational method of legal istinbat, and one that can represent the model of the manhaji school of thought, Nahdlatul Ulama at its 33rd Congress in 2015, through the Bahtsul Masail al-Diniyyah al-Maudu'iyyah Commission formulated a method of istinbat al-ahkam . Operationally it is structured into three methods, namely the bayani method, the qiyasi method, and the istislahi or maqasidi method.
Nilai-Nilai Pendidikan Akhlak Ali Bin Abi Thalib Dan Relevansinya Terhadap Tujuan Pendidikan Islam Waluyo Erry Wahyudi; Agus Faisal Asyha; Asti Murniasih
Journal Khafi : Journal Of Islamic Studies Vol. 2 No. 1 (2024)
Publisher : Journal Khafi : Journal Of Islamic Studies

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Abstract

This research is a literature study using a historical approach. The historical approach used in this study focuses on biographies related to the life records of Ali bin Abi Talib to find out the background of the character's life and his socio-political environment. The data collection procedure used is documentation. While the data analysis technique uses content analysis techniques. The results of this study indicate that the moral education values ​​of Ali bin Abi Talib contained in the biography of Ali bin Abi Talib by Ali Muhammad Ash-Shallabi namely Ali bin Abi Talib has broad knowledge and deep understanding of his religion, Ali bin Abi Talib was an ascetic person , humble, generous, ashamed of Allah, and fair and not favoritism. The conclusion of this study is that the moral education values ​​of Ali bin Abi Talib in the biography of Ali bin Abi Talib by Muhammad Ash-Shallabi are relevant to the goals of Islamic education. The moral education values ​​of Ali bin Abi Talib in the biography of Ali bin Abi Talib by Muhammad Ash-Shallabi have six noble morals that are in accordance with the goals of Islamic education.
PERAN GURU AKIDAH AKHLAK DALAM MEMBANGUN MENTAL POSITIF SISWA DI ERA DIGITAL Afifah, Zulfa Nur; Hadiati, Eti; Asyha, Agus Faisal
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10085

Abstract

Penelitian ini dilatarbelakangi oleh pesatnya perkembangan teknologi digital yang membawa dampak negatif signifikan terhadap mental dan karakter peserta didik, seperti munculnya fenomena social comparison, kecemasan digital (FOMO), hingga degradasi moral. Fokus penelitian ini adalah menganalisis peran guru Akidah Akhlak dalam membangun mental positif siswa di era digital di MTs Walisongo Sukajadi, Lampung Tengah, sebuah madrasah berbasis pesantren yang menerapkan aturan ketat larangan membawa Handphone. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus. Data dikumpulkan melalui teknik observasi, wawancara mendalam dengan kepala madrasah, guru Akidah Akhlak, guru BK, dan siswa, serta studi dokumentasi. Analisis data dilakukan melalui tahap reduksi, penyajian data, dan penarikan kesimpulan menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru Akidah Akhlak menjalankan peran strategis sebagai filter moral, pembimbing spiritual, dan motivator melalui metode keteladanan (uswah hasanah) serta pembiasaan rutin keagamaan seperti tadarus dan shalat dhuha. Sinergi antara guru Akidah Akhlak dan guru Bimbingan Konseling (BK) terbukti efektif dalam membangun resiliensi mental siswa, di mana guru Akidah Akhlak memberikan fondasi spiritual (iman) sementara guru BK memberikan pendampingan psikologis. Simpulan penelitian menegaskan bahwa internalisasi nilai-nilai qanaah dan tawakal mampu mentransformasi rasa iri akibat pengaruh media sosial menjadi mental positif, sehingga siswa tetap memiliki kontrol diri dan fokus belajar meskipun hidup di tengah arus digitalisasi yang masif.
Analisis Nilai-Nilai Karakter Religius QS. Al Kahfi: 60-82 Dalam Membentuk Adab Peserta Didik Terhadap Guru di Era Pendidikan Modern Zuhrotun Nur Aini; Guntur Cahaya Kesuma; Agus Faisal Asyha
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4775

Abstract

Transformasi pendidikan di era modern membawa implikasi terhadap perubahan pola interaksi antara peserta didik dan guru, termasuk dalam aspek etika dan penghormatan. Fenomena menurunnya sikap santun serta melemahnya adab peserta didik terhadap guru menjadi persoalan yang memerlukan penguatan nilai karakter religius berbasis Al-Qur’an. Penelitian ini bertujuan untuk mengkaji dan menganalisis nilai-nilai karakter religius yang terkandung dalam QS. Al-Kahfi ayat 60–82 serta relevansinya dalam membentuk adab peserta didik terhadap guru pada konteks pendidikan modern. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kepustakaan (library research). Sumber data primer berupa QS. Al-Kahfi ayat 60–82, sedangkan sumber sekunder diperoleh dari berbagai kitab tafsir klasik dan kontemporer seperti Tafsir Ibn Kathir, Tafsir Al-Maraghi, Fi Zhilalil Qur'an, Tafsir Al-Misbah, dan Tafsir Al-Azhar. Teknik analisis data dilakukan melalui metode analisis isi dengan tahapan identifikasi ayat, pengodean nilai, serta interpretasi makna pendidikan yang terkandung di dalamnya. Hasil penelitian menunjukkan bahwa QS. Al-Kahfi ayat 60–82 memuat nilai-nilai karakter religius yang mencakup dimensi iman (keikhlasan dan keteguhan dalam menuntut ilmu), dimensi akhlak (tawadhu’, kesantunan, dan penghormatan terhadap guru), serta dimensi syariat (ketaatan, kesabaran, dan kedisiplinan dalam proses pembelajaran). Oleh karena itu, kandungan nilai dalam QS. Al-Kahfi ayat 60–82 memiliki relevansi yang signifikan sebagai dasar normatif dalam penguatan karakter religius dan pembentukan adab peserta didik terhadap guru di tengah dinamika pendidikan modern.
Rahasia Finlandia Menjadi Pendidikan Terbaik di Dunia Jajang Bahrul Ulum; Agus Faisal Asyha
Kayee: Jurnal Pendidikan dan Ilmu Sosial Vol. 1 No. 2 (2026): JANUARI-JUNI
Publisher : CV. Rumoh Aceh Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/bjxq8x26

Abstract

This study aims to analyze the factors behind Finland's success as one of the countries with the best education systems in the world. The research was conducted through a library research approach by utilizing various secondary data sources, including books, scientific journals, research articles, and official documents related to the Finnish education system. The study employed a qualitative approach with data collection through documentation techniques and descriptive qualitative data analysis. The findings reveal that the success of Finland's education system is supported by several factors, including continuous educational reforms, an educational philosophy emphasizing equality and student potential development, strong community support for education, government policies ensuring equal access to education, highly qualified teachers, and a competency-based curriculum focused on 21st-century skills. Furthermore, student-centered learning and a supportive learning environment significantly contribute to the high quality of education in Finland. The study concludes that Finland's educational success is the result of strong collaboration among the government, schools, families, and society in creating a high-quality, inclusive, and sustainable education system.
Hapkido sebagai Media Pendidikan Karakter Islami: Studi Internalisasi Nilai dalam Pembelajaran Pendidikan Agama Islam di SMP Negeri 9 Krui Wahyu Tri Atmojo; Eti Hadiati; Agus Faisal Asyha
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | In Press
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.458

Abstract

Character formation has become a central concern in Islamic Religious Education, particularly in supporting students’ internalization of moral values through learning experiences that extend beyond classroom instruction. This study aims to analyze the internalization of Hapkido values in Islamic Religious Education learning at SMP Negeri 9 Krui, with a particular focus on the impact of Hapkido values on students’ character and morality, students’ roles in integrating these values, and the supporting and inhibiting factors influencing the internalization process. This study employed a descriptive qualitative approach. The research was conducted at SMP Negeri 9 Krui, Pesisir Barat, Lampung, involving one teacher or Hapkido instructor and two students as the main informants. Data were collected through semi-structured interviews, observation, and documentation, and were subsequently analyzed through data reduction, data display, and conclusion drawing. The findings reveal that Hapkido values contribute to strengthening students’ honesty, discipline, responsibility, courage, perseverance, respect, courtesy, and self-control. Students also played an active role in integrating these values into learning activities, worship practices, social interactions, and broader school activities. The internalization process was supported by teacher guidance, school facilities, extracurricular activities, family support, and students’ willingness to improve themselves. However, it was still constrained by laziness, behavioral inconsistency, excessive joking, and limited emotional regulation among some students. This study implies that Hapkido can serve as an experiential medium for strengthening Islamic character education.
Sistem Pendidikan di Negara Jerman Siti Junaimah; Agus Faisal Asyha
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/zx80ta93

Abstract

This study aims to analyze the education system in Germany from historical, philosophical, sociological, geographical, juridical, and psychological perspectives, as well as to examine the educational system, curriculum, and the roles of government and society in supporting national education. This study is important because Germany is recognized as one of the countries with a high-quality education system and serves as a reference in comparative education studies worldwide. Through this research, a comprehensive understanding of the characteristics, strengths, and implementation of the German education system is expected to be achieved. This research employs a qualitative approach using a library research method. Data were collected from various academic sources, including books, journal articles, educational policy documents, reports from international organizations, and other scholarly publications related to the German education system. The collected data were analyzed using content analysis techniques through the processes of data collection, reduction, presentation, and conclusion drawing to provide a systematic and in-depth description of Germany’s education system. The findings indicate that the German education system is built upon the principles of equal educational opportunities, competency development, and strong integration between education and labor market needs. The system includes formal, non-formal, and informal education, covering preschool, primary, secondary, and higher education levels. The strengths of the German education system are reflected in the implementation of the Dual Vocational Education System, competency-based curricula, highly professional teachers, and strong support from both the government and society. Therefore, the German education system can serve as a valuable reference for improving the quality and effectiveness
SISTEM PENDIDIKAN DI JEPANG Agus Faisal Asyha; Sipta
Al-Irsyad: Jurnal Pendidikan Agama Islam Vol 2 No 1 (2026): Al-Irsyad: Jurnal Pendidikan Agama Islam
Publisher : PROGRAM STUDI PAI STIT TANGGAMUS

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Abstract

Jepang merupakan salah satu negara yang memiliki sistem pendidikan terbaik di dunia. Keberhasilan pendidikan Jepang didukung oleh kualitas sumber daya manusia yang kompeten, fasilitas pendidikan yang memadai, serta kebijakan pemerintah yang konsisten dalam meningkatkan mutu pendidikan. Sistem pendidikan di Jepang tidak hanya berorientasi pada pencapaian akademik, tetapi juga menekankan pembentukan karakter, kedisiplinan, tanggung jawab, dan nilai-nilai sosial peserta didik. Penelitian ini bertujuan untuk menganalisis sistem pendidikan Jepang melalui berbagai aspek, yaitu historis, filosofis, sosiologis, geografis, yuridis, psikologis, sistem pendidikan, kurikulum, serta peran pemerintah dan masyarakat. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan jenis penelitian studi kepustakaan (library research). Data diperoleh melalui berbagai sumber literatur seperti buku, jurnal ilmiah, artikel akademik, dan dokumen resmi yang berkaitan dengan sistem pendidikan Jepang. Hasil kajian menunjukkan bahwa keberhasilan sistem pendidikan Jepang dipengaruhi oleh integrasi antara kebijakan pemerintah, budaya masyarakat, kualitas tenaga pendidik, fasilitas pendidikan yang lengkap, serta kurikulum yang terstruktur dan berorientasi pada pengembangan karakter dan kompetensi peserta didik. Selain itu, adanya kerja sama yang baik antara pemerintah, sekolah, keluarga, dan masyarakat turut mendukung terciptanya sistem pendidikan yang efektif dan berkualitas. Oleh karena itu, sistem pendidikan Jepang dapat dijadikan sebagai salah satu referensi dalam pengembangan pendidikan di Indonesia guna meningkatkan mutu sumber daya manusia dan kualitas pendidikan nasional.
Sistem Pendidikan di Rusia Siti Nurrohmah; Agus Faisal Asyha
Jurnal Ilmiah Literasi Indonesia Vol. 2 No. 1 (2026): JANUARI-JUNI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/p7w2zt81

Abstract

This study aims to analyze the education system in Russia through a comprehensive examination of historical, philosophical, sociological, geographical, juridical, psychological, educational system, curriculum, and the roles of government and society perspectives. The research employed a qualitative approach using a library research method. Data were collected from various secondary sources, including books, scientific journal articles, official government documents, reports from international organizations, and relevant studies related to the Russian education system. Data analysis was conducted using content analysis techniques through the stages of data collection, reduction, presentation, and conclusion drawing. The findings indicate that the Russian education system has evolved through a long historical process, beginning with the Russian Empire, continuing through the Soviet Union era, and developing further in the modern Russian Federation. Philosophically, Russian education is oriented toward intellectual development, character building, humanism, and patriotism. From a sociological perspective, education functions as a means of social integration within a multiethnic and multicultural society. Geographically, Russia’s vast territory has encouraged the government to promote equal access to education through infrastructure development and the utilization of distance learning technologies. Juridically, education is supported by regulations that guarantee every citizen’s right to obtain quality education. Psychologically, the education system emphasizes the holistic development of students’ potential. The Russian educational structure encompasses formal, non-formal, and informal education, supported by a national curriculum, professional educators, and government policies focused on improving educational quality. Therefore, the Russian education system demonstrates an integrated relationship among policies, curriculum, human resources, and community support in achieving high-quality and globally competitive education.
Co-Authors Aat Ruchiat Nugraha Abubakar Adi, Hanif Cahyo Afifah, Zulfa Nur Afrida, Yenni Agus Pahrudin Agus Sanjaya Ahmad Faisol Ansori Ahmad pitra Aini, Zuhrotun Nur Ais Isti’ana Al Ikhlas Al Ikhlas, Al Ikhlas Andriani, Nining Anisa Eka Wulandari Arifin, Finaty Asti Murniasih Asti Murniasih Baharuddin Baharuddin Baharudin Baharudin Baroroh Barir Deden Makbuloh Dedi Gunawan Saputra Dessy Rusmia Sari Elfira Sari Eti Hadiati Fenny Febrianti Pesawal Guntur Cahaya Kesuma Hanif Cahyo Adi HASANAH, IDA FADIRATUL Imam Syafei Imam Syafe’I Jajang Bahrul Ulum Joni Wilson Sitopu Kadirun, Kadirun M. Indra Saputra Moh Fakhrurozi MS Viktor Purhanudin Muhajir Musa Mukminatun Zulvia Munawar, Agus Muqarramah Sulaiman Kurdi Mursyidi A Jalil Mustofa Mustofa Nining Huriati Nirva Diana Novalinda Mohamad Nur Aisyah Nurmaliati Nurmaliati, Nurmaliati NURUL AZIZAH Pahar Kurniadi Pajri, Sahrul Raden Roro Atmim Nurona Rasimin Romlah Rossa Ramadhona Rukhmana, Trisna Sai'dy, Sai'dy Saputeri, Noorikha Pandayahesti Saputra, M. Indra SAPUTRI, KENI APRILIA Sa’idy Sa’idy, Sa’idy Sepryanus Rano Putra Septiani, Widya Shabira, Qonita Singgih Prastawa Sipta Siti Junaimah Siti Nurrohmah Siti Zulaikhah Subandi Subandi Sudarman Sulvia Fery Hanry Tondowala SUNARTO Sunarto Sunarto Sunatra, Inka Indah SYAIFUL BAHRI Syarifudin, Encep Umi Hijriah Umi Hijriyah Wahyu Tri Atmojo Wakhudin, Wakhudin Waluyo Erry Wahyudi Warsiyah warsiyah Yeni Astuti Yeni Astuti Yeni Astuti, Yeni Zuhrotun Nur Aini Zulvia, Mukminatun