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All Journal Al Fikra : Jurnal Ilmiah Keislaman Al-Albab AT-TURAS: Jurnal Studi Keislaman Jurnal Komunikasi Islam JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Akademika : Jurnal Pemikiran Islam EDUCATE : Journal of Education and Culture AT-THUFULY: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Dieksis ID Proceeding Of International Conference On Education, Society And Humanity Jurnal Pendidikan Nusantara PUDAK: Local Wisdom Community Journal Interdisciplinary Explorations in Research Journal (IERJ) Immortalis Journal of Interdisciplinary Studies
Noorhayati, Siti Mahmudah
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ONTOLOGICAL FRAMEWORK OF ISLAMIC STUDIES: A PHILOSOPHICAL REVIEW OF THE RELATIONSHIP BETWEEN REVELATION AND REASON IN CONTEMPORARY ISLAMIC THOUGHT DISCOURSE Alfauzi, Rifki; Noorhayati, Siti Mahmudah
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): First International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

The ontology of Islamic studies is a philosophical foundation that serves to explain the essence of Islam in its transcendental, humanitarian, cosmological, and socio-historical dimensions. This study uses a qualitative approach with a philosophical analysis of the latest literature from the past five years. The discussion focuses on the definition of the ontology of Islamic studies, its scope and object of study, the relationship between revelation and reason, and its relevance in the contemporary era. The results of the study indicate that the ontology of Islamic studies positions revelation as an absolute source of knowledge that synergizes with reason to present an integrative and contextual scientific paradigm. In the contemporary era, the ontology of Islamic studies is relevant in strengthening the identity of Islamic scholarship, building ethics in the development of science and technology, and providing solutions to problems in education, morality, and socio-religious matters. Thus, this study confirms that the ontology of Islamic studies is not only theoretical but also applicable in addressing global challenges.
Strategies For Acting Preschool Teachers In Preparing The Paud Transition To Primary School Level Through Literacy Movement Masturoh, Umi; Noorhayati, Siti Mahmudah; Widyaningrum, Novita; Wulandari, Fitrianti
PUDAK: Local Wisdom Community Journal Vol. 2 No. 2 (2024): Community Empowerment for Education, Entrepreneurship, and Quranic Literacy Dev
Publisher : LPPM, STAI Al-Azhar Menganti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37812/pudak.v2i2.1480

Abstract

Literacy culture is very important to be driven together to improve the quality of early childhood education in educational units. Literacy is not only related to children's reading, writing and arithmetic (calistung) abilities, but includes all the abilities within the child himself, these abilities need to be developed as early as possible as literacy is the foundation of children's abilities at a later age. Devotion regarding strategies for assisting PAUD teachers in preparing the transition period for PAUD to SD/MI level through the literacy movement in the South Gresik region using the ABCD (Asset Based Community Development) strategy which is real in educational units. Developing literacy does not mean children are intense and full of discipline but to conclude in The main results are (1) analysis of the superiority of PAUD teacher assistance services in preparing the PAUD transition period to SD/MI level through the literacy movement, (2) analysis of PAUD teacher assistance strategies in preparing the PAUD transition period to SD/MI level through the literacy movement, (3 ) analysis of the expectations of the PAUD teacher mentoring service program in preparing the PAUD transition period to the SD/MI level through the literacy movement.
Settings for Early Childhood Education Teacher Assistance in Gresik Regency Masturoh, Umi; Noorhayati, Siti Mahmudah; Mufarochah, Siti; Yuliani, Naning
PUDAK: Local Wisdom Community Journal Vol. 2 No. 1 (2023): Community-Based Empowerment for Education, Entrepreneurship, and Innovative Ski
Publisher : LPPM, STAI Al-Azhar Menganti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37812/pudak.v2i1.1482

Abstract

The PAUD teacher mentoring activity program in the Gresik Regency area in each sub-district has its own characteristics and uniqueness, there are 2 - 5 units in each sub-district in Gresik Regency which have almost the same problems as other units, namely in terms of lack of enthusiasm for competitiveness between units. one unit with another, lack of order in administration, as well as PAUD teachers' lack of understanding of the development of Early Childhood learning media. The aim of the PAUD teacher mentoring activities in each sub-district is to; 1) Strengthening and empowering, 2) Carrying out integrated unit promotions, 3) Providing workshops and training in the form of making educational game tools (APE) that are adapted to Curriculum 13 and early Asian education learning models. The target of this PAUD teacher mentoring activity is to manage PAUD units located in each sub-district. This service uses a descriptive method regarding the real picture in the educational unit in the form of delivering material, assignments, questions and answers and discussions, workshops dividing into small groups, training in making educational game tools (APE) with the main focus for Early Childhood (AUD). The expected results are the implementation of the Unit Based Management (MBS) program from empowerment activities, promotion programs integrated with units and increased understanding of teachers regarding the creation of Educational Game Tools (APE) for Early Childhood Children. It is hoped that this PAUD teacher mentoring activity will receive good appreciation from the units in Gresik Regency and all educators and teaching staff as having a strategic meaning related to improving the quality of PAUD in Gresik Regency.
Konsep Pendidikan dalam Perspektif Ibnu Khaldun dan Relevansinya terhadap Pendidikan Islam Kontemporer Selfiana, Rani; Salsahbilla, Meysi; Salasiah, Salasiah; Cesa, Cesa; Noorhayati, Siti Mahmudah
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2508

Abstract

This study analyzes the relevance of Ibn Khaldun's educational thinking to the challenges of contemporary Islamic education in the digital age. This study uses a qualitative approach with a literature review and content analysis of Ibn Khaldun's Muqaddimah and supporting literature. The results of the study show that Ibn Khaldun's concept of education, which emphasizes intellectual, moral, and social balance, is highly relevant in addressing the challenges of contemporary Islamic education. This study contributes to science in the form of an integrative framework of classical thought that is adaptive to the dynamics of modern Islamic education, particularly in strengthening contextual learning and the systematic internalization of moral values.ABSTRAKPenelitian ini menganalisis relevansi pemikiran pendidikan Ibnu Khaldun terhadap tantangan pendidikan Islam kontemporer di era digital. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka dan analisis isi terhadap karya Muqaddimah Ibnu Khaldun serta literatur pendukung. Hasil kajian menunjukkan bahwa konsep pendidikan Ibnu Khaldun yang menekankan keseimbangan intelektual, moral, dan sosial memiliki relevansi kuat dalam menjawab tantangan pendidikan Islam kontemporer. Penelitian ini memberikan kontribusi ilmiah berupa kerangka integratif pemikiran klasik yang adaptif terhadap dinamika pendidikan Islam modern, khususnya dalam penguatan pembelajaran kontekstual dan internalisasi nilai akhlak secara sistematis.
STUDI KOMPARATIF FILSAFAT PENDIDIKAN ISLAM TIGA TOKOH DALAM PERANCANGAN KURIKULUM BERKARAKTER Khudhori, Mahfudz; Muhammad Anshor, Nasrullah; Nurkholis, Ahmad; M. Fauzan Almursyidi; Noorhayati, Siti Mahmudah
Jurnal Pendidikan Nusantara Vol. 11 No. 1 (2026): Jurnal Pendidikan Nusantara
Publisher : lembaga Sepercenter

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Abstract

Penelitian ini bertujuan untuk menganalisis secara komparatif implementasi Filsafat Pendidikan Islam (FPI) dari perspektif Al-Ghazali, Ibnu Khaldun, dan Ibnul Qayyim al-Jauziyyah dalam perancangan kurikulum pendidikan yang berkarakter. Masalah utama yang diangkat adalah bagaimana mensintesiskan pemikiran ketiga tokoh klasik tersebut guna menjawab tantangan degradasi moral di era global. Metode penelitian yang digunakan adalah studi kepustakaan (library research) dengan pendekatan kualitatif-komparatif. Hasil penelitian menunjukkan bahwa Al-Ghazali menitikberatkan pada penyucian jiwa (tazkiyatun nafs), Ibnu Khaldun pada prinsip bertahap (al-tadarruj) dan relevansi sosial, sedangkan Ibnul Qayyim menekankan penguatan akidah dan adab sejak dini. Kesimpulan dari penelitian ini adalah bahwa integrasi ketiga pemikiran tersebut menghasilkan kerangka kurikulum yang holistik, yang tidak hanya mengutamakan aspek kognitif, tetapi juga membentuk spiritualitas dan karakter peserta didik menuju insan kamil.
Studi Komparatif Pemikiran Al-Ghazali dan John Dewey dalam Konteks Pendidikan Kontemporer Zainab, Siti; Maula, Istul; Maulana, Mohammad Thoyib; Akhmadi, Abdul Muhaimin; Noorhayati, Siti Mahmudah
Jurnal Dieksis ID Vol. 6 No. 1 (2026): Januari - Juni 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/dieksis.6.1.2026.1132

Abstract

Urgensi penelitian ini untuk menjembatani pemikiran pendidikan klasik Islam Al-Ghazali dan filsafat pendidikan progresif John Dewey guna merumuskan pendekatan pendidikan kontemporer yang holistik, kontekstual, dan relevan dengan tantangan zaman. Pendidikan kontemporer menghadapi tantangan serius akibat globalisasi, digitalisasi, dan perubahan struktur sosial yang mendorong orientasi pragmatis sekaligus berpotensi mereduksi dimensi reflektif dan kemanusiaan. Artikel ini bertujuan menganalisis secara komparatif pemikiran Al-Ghazali dan John Dewey dalam konteks pendidikan kontemporer untuk menawarkan perspektif alternatif yang lebih holistik. Penelitian ini menggunakan metode kajian literatur dengan sumber data primer berupa karya Al-Ghazali Ihya’ ‘Ulum al-Din dan Ayyuha al-Walad, serta karya John Dewey Democracy and Education, yang didukung oleh literatur ilmiah nasional dan internasional bereputasi dalam sepuluh tahun terakhir. Analisis dilakukan melalui pendekatan interpretatif, komparatif, dan kontekstual. Hasil kajian menunjukkan bahwa Al-Ghazali memandang pendidikan sebagai proses penyucian jiwa dan pembentukan akhlak yang berorientasi pada kebahagiaan duniawi dan ukhrawi, sedangkan John Dewey menekankan pendidikan sebagai proses pertumbuhan berkelanjutan berbasis pengalaman, refleksi kritis, dan partisipasi demokratis. Meskipun berbeda secara epistemologis dan metafisik, kedua tokoh sama-sama menolak pendidikan yang bersifat mekanistik dan reduksionistik. Artikel ini menegaskan pentingnya sintesis nilai spiritual-etik dan pendekatan pragmatis-humanistik sebagai landasan pengembangan paradigma pendidikan kontemporer yang integratif, kontekstual, dan berorientasi pada pemanusiaan.
Pembentukan Kepribadian Berbasis Uluhiyyah: Kajian Ontologis Terhadap Metode Pendidikan Salaf Robbaniyyah, Khodijah Irbatur; Addawiyah, Aishah Ayu; Alfiyah, Nur; Gustiranda, Anugrah; Noorhayati, Siti Mahmudah
Interdisciplinary Explorations in Research Journal Vol. 4 No. 1 (2026)
Publisher : PT. Sharia Journal and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62976/ierj.v4i1.1728

Abstract

Islamic education plays a strategic role in developing a resilient human personality oriented toward its purpose as a servant of Allah. However, modern Islamic education faces a personality crisis characterized by moral degradation, spiritual disorientation, and value fragmentation a consequence of the dominance of pedagogical-instrumental approaches and the neglect of the ontological dimension of Tawhid. Most studies in Islamic education overlook Uluhiyyah as the ontological foundation of personality formation, focusing instead on methodological and psycho-sociological aspects. This study aims to examine the concept of Uluhiyyah as the ontological basis of the Islamic personality and to analyze how the educational methods practiced by the Salafus Shalih contribute to the formation of an Uluhiyyah based personality. This research employs a qualitative approach through library research, analyzing relevant classical and contemporary literature via conceptual and ontological lenses. The results indicate that Uluhiyyah serves as the center of existential consciousness that integrates human reason, heart, and action, forming a consistent, stable personality oriented toward servitude to Allah. It is evident that the educational methods of the Salaf, which emphasize the purification of Tawhid, exemplary character (uswah), habitual worship, the cultivation of adab, and tazkiyatun nafs, can fully manifest the Islamic personality. This study suggests that revitalizing Uluhiyyah-based education is an urgent necessity for reconstructing the paradigm of modern Islamic education. Consequently, this paradigm will be capable of addressing the character and spiritual crises prevalent in the modern era.
Skill Project Module as a Means of Building Morals and Leadership Spirit of Students at Daarul Mutqin Islamic Boarding School, Bogor, West Java Humam, Muhamad As'ad; Noorhayati, Siti Mahmudah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66601/ijis.v2i1.89

Abstract

This study aims to analyze the implementation of the Skill Project Module as a medium for fostering moral character and leadership spirit among students (santri) at Daarul Mutqin Islamic Boarding School, Bogor, West Java. This research is motivated by the need for integrative character education that combines religious values with practical skills and leadership development. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving pesantren leaders, teachers, and students. The findings show that the Skill Project Module effectively supports the formation of moral values such as honesty, responsibility, discipline, cooperation, and independence through structured project-based activities that encourage active participation, teamwork, and problem-solving. In addition, the module strengthens students’ leadership qualities by providing opportunities to manage tasks, make decisions, and reflect on their actions under mentor guidance. This study highlights the importance of project-based skill programs as a strategic instrument for sustainable character and leadership development in Islamic boarding schools.
Kritik Akal dan Sumber Pengetahuan dalam Perspektif Al-Ghazali dan Kant Supratman, Hadi; Basith A, Muhammad; Helmi, Masdar; Islamy, Zamzami; Noorhayati, Siti Mahmudah
Jurnal Dieksis ID Vol. 6 No. 1 (2026): Januari - Juni 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/dieksis.6.1.2026.1185

Abstract

Kajian ini bertujuan untuk menganalisis kritik akal dan sumber pengetahuan dalam perspektif Al-Ghazali dan Immanuel Kant sebagai dua tokoh penting dalam tradisi filsafat Islam dan filsafat Barat. Penelitian ini dilatarbelakangi oleh perbedaan paradigma epistemologis antara pemikiran Islam yang mengintegrasikan wahyu dan rasio dengan pemikiran Barat modern yang menempatkan akal sebagai pusat pengetahuan. Penelitian ini menggunakan metode penelitian kepustakaan (library research) dengan pendekatan komparatif-filosofis. Data diperoleh dari karya-karya utama Al-Ghazali dan Immanuel Kant serta literatur pendukung yang relevan. Hasil kajian menunjukkan bahwa Al-Ghazali mengajukan kritik terhadap keterbatasan akal manusia dengan menegaskan peran wahyu dan intuisi spiritual sebagai sumber pengetahuan yang sah, sementara Kant melakukan kritik terhadap akal melalui penetapan batas-batas rasio dalam memperoleh pengetahuan metafisis. Perbedaan pandangan ini menunjukkan karakter epistemologi yang khas dan berimplikasi pada cara memahami kebenaran, moralitas, dan proses pendidikan. Kajian ini menyimpulkan bahwa meskipun Al-Ghazali dan Kant sama-sama melakukan kritik terhadap akal, keduanya berangkat dari landasan filosofis yang berbeda, sehingga menghasilkan konsep sumber pengetahuan yang tidak sama namun sama-sama relevan sebagai bahan refleksi dalam pengembangan pemikiran pendidikan yang kritis dan etis.
Mekanisme Kultural sebagai Counter-Radikalisme: Mengurai Narasi Terorisme Muslim Sasak di Nusa Tenggara Barat (NTB) Noorhayati, Siti Mahmudah
JURNAL AT-TURAS Vol 7, No 1 (2020): Sosiologi Agama dan Tafsir Keindonesiaan
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.162 KB) | DOI: 10.33650/at-turas.v7i1.1190

Abstract

The idea of intensification of cultural mechanisme is based on an innitiative to strenghten narration of local islam as mediation between moderate, radical, and militant groups in West Nusa Tenggara (NTB) in which most of the inhabitants are Sasak Muslim. This article attempts to trace the possible implementation of cultural mechanisme as a responsive effort to the narration of radicalism among moderate people in NTB. This study also analyze a construction of terrorism and radicalism narration, types of their acceptances and diffusions in ntb, then build a formulated recommendations for dealing with these issues. Keywords: Cultural Mechanism, Counter-Radicalism, Narration of Terrorism, West Nusa Tenggara
Co-Authors Abdurrahman Hakim Addawiyah, Aishah Ayu Ade, Moses Ahmad Khoirul Fata Akhmadi, Abdul Muhaimin Alfauzi, Rifki Alfiyah, Nur Ali, Makhrus Basith A, Muhammad Cesa, Cesa Djamil, Zakiyah Muhammad Fatmawati Fatmawati Fatmawati, Fatmawati Fitrianti Wulandari Gustiranda, Anugrah Hidayatullah Humam, Muhamad As'ad Islamy, Zamzami Januariansyah Arfaizar Kalsum , Minangsih Kalsum Minangsih, Kalsum Khoiroh, Ummul Khudhori, Mahfudz M. Fauzan Almursyidi Masdar Helmi Maula, Istul Maulana, Mohammad Thoyib Mufarochah, Siti Muhamad Arif Muhammad Anshor, Nasrullah Naning Yuliani Nur Hasan Nurkholis, Ahmad Robbaniyyah, Khodijah Irbatur SALASIAH SALASIAH, SALASIAH Salsahbilla, Meysi Selfiana, Rani Siti Zainab, Siti Supratman, Hadi Umi Masturoh Widyaningrum, Novita Yusdani