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The Importance of Seeking Truth: Lessons from al-Ghazali Prasetia, Senata Adi
Tebuireng: Journal of Islamic Studies and Society Vol. 4 No. 1 (2023): Tebuireng: Journal of Islamic Studies and Society
Publisher : Fakultas Agama Islam, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/tjiss.v4i1.3904

This article critically examines how al-Ghazali carries out the process of seeking truth and its contextualization in contemporary Indonesian Islam. al-Ghazali entered a deep crisis because of his doubts about the senses and reason and described this state as "psychological instability". This state is considered to be the culmination of a process of doubt (i.e. existential doubt), which is compared to a disease that has a profound effect on one's being. The article argues that al-Ghazali's quest for truth began with doubt and skepticism of questions he could not answer. Moreover, al-Ghazali's doubt is an intellectual method and approach of critical thinking that aims at purifying knowledge from faults and impurities and at revealing the truth of things. I believe that doubt as Al-GhazÄlÄ« sees it is a reviewing of the sources of knowledge and criticizing them again. It is also a critical rethinking of data that are considered implicitly correct in the social and epistemological consciousness, or taken for granted. The views expressed in this article are meant to reflect the religious beliefs of the author. Rather, this article is intended to illustrate the life lessons that can be learned from al-Ghazali's life through the lens of the Hero's Journey in seeking truth.

DIGITAL RELIGIOUS LITERACY: COUNTERING RADICALISM AMONG INDONESIA'S YOUNG GENERATION Prasetia, Senata Adi
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol. 12 No. 1 (2025): Vol. 12, No. 1, April 2025
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v12i1.25366

This article examines the role of digital religious literacy in countering radicalism, focusing on tafsiralquran.id, an online platform that offers accessible, reliable, and contextualized interpretations of the Qur'an. Radicalism among Indonesia’s young generation has become a pressing concern, with digital platforms increasingly serving as both a medium for radical ideologies and a space for counter-narratives. Employing a qualitative case study, the research integrates content analysis and observational studies to assess how tafsiralquran.id promotes critical thinking, religious moderation, and resilience against extremist ideologies. Drawing on Gary Bunt’s Cyber-Islamic Environments framework, the study positions tafsiralquran.id as a model of localized, grassroots efforts in fostering pluralistic and moderate Islamic perspectives in the digital realm. The findings reveal that tafsiralquran.id bridges traditional Islamic scholarship with digital spaces, providing youth with credible sources and contextual understandings of Islamic teachings. This enhances their ability to critically evaluate and reject radical narratives. This article highlights the importance of integrating digital religious literacy into counter-radicalization strategies, emphasizing the potential of platforms like tafsiralquran.id to build an informed and resilient digital community. Recommendations are provided for expanding such initiatives to further strengthen their impact on religious moderation and counter-radicalism in Indonesia and beyond.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: A New Pedagogical Approach in Islamic Education in the Pandemic Era Prasetia, Senata Adi; Khalidiyah, Tuhfatul; Arif, Syaiful
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 12 No 2 (2021): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v12i2.9390

This paper proposes TPACK as a new pedagogical approach in Islamic education in the pandemic era. Pedagogical approach refers to the method and practices of a teacher. When planning a lesson, teachers consider the best way to communicate and deliver the relevant information to enable pupils the best possible learning experience. They will take into account the context of the subject and also their own teaching preferences. In this context, pedagogical approach is necessity in Islamic education in Covid-19 Pandemic Era. Therefore, no other way but teachers must integrate a technology to Islamic education called Technological Pedagogical Content Knowledge (TPACK). Because, the traditional approach of instruction does not seem able to provide solutions for most of the educational problems, especially Islamic education. As methodological approaches, we carry out a literature review complemented by a conceptual analysis based on data from the relevant journal. This paper shows that TPACK framework is built on Lee Shulman's pedagogical construction with three core elements, namely content, pedagogy, and technology. Also, this paper argues that Islamic education need to adopt TPACK as a new pedagogical approach to its learning model in the pandemic era. Developing, strengthening and mainstreaming of TPACK by Islamic education teachers is very important for effective teaching with technology. TPACK as a new pedagogical approach to Islamic education learning models in the pandemic era allows Islamic education teachers to become agents of change to promote Islamic education to be more inclusive, accommodating and adaptive to the demands of the times.

Social Intelligence in Islamic Education; Analysis of the Social Jurisprudence Ideas of KH. MA. Sahal Mahfudh Prasetia, Senata Adi; Fahmi, Muhammad; Faizin, Moh.
An-Nida' Vol 47, No 1 (2023): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyrakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/an-nida.v47i1.21865

The article explores the development of social intelligence in Islamic education. In this period, Islamic education tended to be oriented only to cognitive and affective aspects but hardly to psychomotor ones. This shows that many students cannot interact with their environment. This article argues that the development of social intelligence in Islamic education under the guidance of KH. MA. Sahal Mahfudh focuses more on the aspects of social intelligence that are included in the idea of social fiqh. The findings suggest that the idea of social fiqh KH. MA. Sahal Mahfudh is the most essential foundation for the development of students' social intelligence. In this case, the development of social intelligence is displayed through social sensitivity, social insight, and social communication. Through education that focuses on social sensitivity, social knowledge and social communication, Kiai Sahal has created a strong foundation for developing aspects of social intelligence in the context of Islamic education in Indonesia. The concrete form of social intelligence development carried out by Kiai Sahal is reflected in the formulation of intellectual, social-community education, organizational education, sports and health education, and skills education. Applying the idea of social fiqh, Kiai Sahal in Islamic education should be a model and a new paradigm for developing social intelligence in learners.Abstrak: Artikel ini membahas bagaimana pengembangan kecerdasan sosial dalam pendidikan Islam dan relevansinya di era kontemporer perspektif KH. Sahal Mahfudh. Sebagai makhluk sosial, manusia tidak bisa hidup sendiri dan selalu memerlukan orang lain untuk berinteraksi. Atas dasar itu, pengembangan kecerdasan sosial dalam pendidikan Islam sangat dibutuhkan. Artikel ini berargumen bahwa pengembangan kecerdasan sosial dalam pendidikan Islam di bawah bimbingan KH. MA. Sahal Mahfudh lebih menitikberatkan pada aspek kecerdasan sosial yang tercakup dalam gagasan fikih sosial. Melalui penelitian kualitatif-eksploratif dan kepustakaan, serta dokumentasi dan pengayaan literatur serta analisis data menggunakan tiga aspek; kondensasi data, display data dan verifikasi data, hasil temuan menunjukkan bahwa gagasan fikih sosial KH. MA. Sahal Mahfudh menjadi basis utama bagi pengembangan kecerdasan sosial peserta didik. Dalam hal ini, perkembangan kecerdasan sosial ditampilkan melalui kepekaan sosial, wawasan sosial, dan komunikasi sosial. Melalui pendidikan yang terfokus pada sensitivitas sosial, pengetahuan sosial, dan komunikasi sosial, Kiai Sahal telah menciptakan landasan yang kuat guna pengembangan aspek kecerdasan sosial dalam konteks pendidikan Islam di Indonesia. Bentuk konkret pengembangan kecerdasan sosial yang dilakukan Kiai Sahal tercermin dalam rumusan pendidikan intelektual, pendidikan sosial kemasyarakatan, pendidikan organisasi, pendidikan olahraga dan kesehatan, serta pendidikan keterampilan. Penerapan pemikiran fikih sosial Kiai Sahal dalam pendidikan Islam hendaknya menjadi model dan paradigma baru dalam mengembangkan kecerdasan sosial pada peserta didik pada pendidikan Islam Indonesia kontemporer.

The Importance of Seeking Truth: Lessons from al-Ghazali Prasetia, Senata Adi
Tebuireng: Journal of Islamic Studies and Society Vol. 4 No. 1 (2023): Tebuireng: Journal of Islamic Studies and Society
Publisher : Fakultas Agama Islam, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/tjiss.v4i1.3904

This article critically examines how al-Ghazali carries out the process of seeking truth and its contextualization in contemporary Indonesian Islam. al-Ghazali entered a deep crisis because of his doubts about the senses and reason and described this state as "psychological instability". This state is considered to be the culmination of a process of doubt (i.e. existential doubt), which is compared to a disease that has a profound effect on one's being. The article argues that al-Ghazali's quest for truth began with doubt and skepticism of questions he could not answer. Moreover, al-Ghazali's doubt is an intellectual method and approach of critical thinking that aims at purifying knowledge from faults and impurities and at revealing the truth of things. I believe that doubt as Al-GhazÄlÄ« sees it is a reviewing of the sources of knowledge and criticizing them again. It is also a critical rethinking of data that are considered implicitly correct in the social and epistemological consciousness, or taken for granted. The views expressed in this article are meant to reflect the religious beliefs of the author. Rather, this article is intended to illustrate the life lessons that can be learned from al-Ghazali's life through the lens of the Hero's Journey in seeking truth.

Penguatan Moderasi Beragama di Pendidikan Islam Indonesia: Perspektif Rasional Prasetia, Senata Adi
Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Vol 25 No 1 (2025): Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Publisher : LP2M UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/dinamika.2025.25.1.43-65

This article examines the strengthening of religious moderation in Islamic education in Indonesia through the lens of rationalism, which serves as a conceptual framework for cultivating moderation values. The central questions addressed are how religious moderation can be reinforced in Islamic education and how rationality contributes to shaping a moderate mindset. The study employs a qualitative approach with a library research method, drawing on primary sources such as classical Islamic texts (e.g., works of al-Jabiri, Arkoun, and Fazlur Rahman), secondary sources including books and academic journals, and policy documents issued by the Ministry of Religious Affairs. Data were analyzed using content analysis through stages of data condensation, presentation, and conclusion drawing, validated by source triangulation. The findings reveal that rationalism within Islamic epistemology has the potential to strengthen religious moderation by promoting critical, integrative, and contextual thinking in Islamic education. The implementation of a rational approach is not only relevant for curriculum design but also for developing learning content that emphasizes practical competencies (know-how) and reflective understanding (know-why), beyond mere textual comprehension (know-what). The implications of this study highlight the importance of advancing an Islamic education model grounded in rationalism to foster an inclusive and transformative paradigm, thereby addressing the contemporary challenges of radicalism and blind fanaticism.

Penguatan Moderasi Beragama di Pendidikan Islam Indonesia: Perspektif Rasional Prasetia, Senata Adi
Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Vol 25 No 1 (2025): Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Publisher : LP2M UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/dinamika.2025.25.1.43-65

This article examines the strengthening of religious moderation in Islamic education in Indonesia through the lens of rationalism, which serves as a conceptual framework for cultivating moderation values. The central questions addressed are how religious moderation can be reinforced in Islamic education and how rationality contributes to shaping a moderate mindset. The study employs a qualitative approach with a library research method, drawing on primary sources such as classical Islamic texts (e.g., works of al-Jabiri, Arkoun, and Fazlur Rahman), secondary sources including books and academic journals, and policy documents issued by the Ministry of Religious Affairs. Data were analyzed using content analysis through stages of data condensation, presentation, and conclusion drawing, validated by source triangulation. The findings reveal that rationalism within Islamic epistemology has the potential to strengthen religious moderation by promoting critical, integrative, and contextual thinking in Islamic education. The implementation of a rational approach is not only relevant for curriculum design but also for developing learning content that emphasizes practical competencies (know-how) and reflective understanding (know-why), beyond mere textual comprehension (know-what). The implications of this study highlight the importance of advancing an Islamic education model grounded in rationalism to foster an inclusive and transformative paradigm, thereby addressing the contemporary challenges of radicalism and blind fanaticism.

Ibn Sinā's psychology: the substantiation of soul values in Islamic education Prasetia, Senata Adi; Rofiq, Arif Ainur; Sawai, Rezki Perdani; Sawai, Joki Perdani
ATTARBIYAH: Journal of Islamic Culture and Education Vol 7, No 2 (2022): Attarbiyah: Journal of Islamic Culture and Education
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v7i2.171-189

This article presents the concept of the soul from Ibn Sinā's perspective and its substantiation in Islamic education. The soul is one of the major psychological topics which has been explored by Muslim scholars. Among them was Ibn Sinā, a Muslim philosopher, who emphasized the study of the human soul. His mental conception of the soul was so well-developed that it received much attention and appreciation from later Islamic philosophers such as al-Ghazāli, Fakhruddin al-Rāzi, Ibn Rushd and Western scholars. This article explores Ibn Sinā's concept of the soul and its substance in Islamic education. The methodology employed is a literature review together with qualitative research using exploratory, descriptive, and analytical approaches. Ibn Sinā argued that the soul is a living spiritual substance inspiring the body and forms the infrastructure for acquiring knowledge and transforming it in real life. In contrast to the body, the soul is immaterial and eternal. Islamic education cannot be separated from the psychological elements elucidated by Ibn Sinā and must incorporate relevant psychological aspects in order to fully develop the potential of students towards becoming exemplary human beings (insān kāmil).

Urgensi Pengarusutamaan Moderasi Beragama melalui Aktualisasi Doktrin Aswaja An-Nahdliyah di Sekolah Fahmi, Muhammad; Prasetia, Senata Adi; Rouf, Abd.; Syaifuddin, Syaifuddin; Djazilan, Sukron; Alfarizi, Muhammad Salman; Ma'mun, Adam Sukron
Proceedings of Annual Conference for Muslim Scholars Vol 6 No 1 (2022): AnCoMS, APRIL 2022
Publisher : Koordinatorat Perguruan Tinggi Keagamaan Islam Swasta Wilayah IV Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/ancoms.v6i1.390

The challenge in the life of religious people today is the extremism movement. Extremism is part of the form of a transnational movement that can have two pole dimensions, the left pole (secularism) and the right pole (textual-radicalism). In responding to this challenge, the religious moderation movement needs to be realized as a counter in dealing with it. This article explains the importance of mainstreaming religious moderation through aswaja an-nahdliyah education in schools in Indonesia. Through reading for text on relevant documents and content analysis, this article produces three substantive ideas. First, the mainstreaming of religious moderation needs to be realized in various fields and levels in every element of life, especially in educational institutions. Second, aswaja an-nahdliyah education (tawazun, tasamuh, tawasuth) contains teachings that are relevant to the substance of the policy and practice of religious moderation. Third, mainstreaming religious moderation can be realized through the practice of aswaja an-nahdliyah education in schools in Indonesia. Therefore, in order to equip the nation's children with the understanding and behavior of religious moderation, and prevent extremism movements, aswaja an-nahdliyah education needs to be made into the curriculum in every school in Indonesia.

Quo Vadis Pendidikan Karakter di Indonesia Fahmi, Muhammad; Prasetia, Senata Adi; ., Syaifuddin; Nisa’, Zakiyatul
TABYIN: JURNAL PENDIDIKAN ISLAM Vol 3 No 01 (2021): Juni
Publisher : STAI Ihyaul Ulum Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/tabyin.v3i01.123

Artikel ini mendeskripsikan pentingnya implementasi pendidikan karakter di Indonesia. Melalui kajian kepustakaan, dapat ditegaskan bahwa pendidikan karakter penting untuk diterapkan di setiap sekolah untuk membekali siswa dan generasi bangsa agar memiliki kecerdasan moral, emosional, spiritual, intelektual, dan sosial. Pendidikan karakter memiliki peran strategis dalam membina anak bangsa yang berperadaban. Dengan demikian, desain pendidikan karakter yang dipaparkan banyak ilmuwan dan menjadi kebijakan akademik-kurikulum di negeri ini, harus dilaksanakan secara substantif dan serius. Di Indonesia, ada 18 nilai karakter yang diperkuat dengan regulasi, namun implementasi dari kedelapan belas nilai tersebut belum komprehensif, karena kurang didukung oleh sistem pembelajaran yang ada. Meski demikian, semua sepakat bahwa implementasi pendidikan karakter penting dilaksanakan di setiap jenjang sekolah. Sehingga revitalisasi pendidikan karakter di negeri ini menjadi satu pilihan tanpa dapat ditawar lagi.

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