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All Journal Jurnal Manajemen Pendidikan Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Al-Idaroh : Jurnal Studi Manajemen Pendidikan Islam Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Community Development Journal: Jurnal Pengabdian Masyarakat Al-Isyraq: Jurnal Bimbingan, Penyuluhan, dan Konseling Islam Andragogi : Jurnal Ilmiah Pendidikan Agama Islam Al-Ulum: Jurnal Pendidikan Islam Jurnal Simki Pedagogia Kaisa: Jurnal Pendidikan dan Pembelajaran JURNAL ILMIAH GLOBAL EDUCATION Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Al-Ulum: Jurnal Pendidikan Islam Kreatifitas: Jurnal Ilmiah Pendidikan Islam Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Jurnal Ilmiah Pendidikan dan Keislaman Science And Education Journal (SNEJ) Indonesian Journal of Education and Development Research Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Future Academia : The Journal of Multidisciplinary Research on Scientific and Advanced Journal of Humanities Education Management Accounting and Transportation Journal of Education Transportation and Business
Ritonga, Supardi
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Transportation Other

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Recontextualization of Ibn Sina's Thoughts in the Development of Islamic Religious Education Pedagogy Based on Science and Ethics Saputra, Muhammad Haikal; Al-Maghribi, Muhammad Abdul Aziz; Romadona, Ilham; Ritonga, Supardi
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.13094

Abstract

This article aims to recontextualize Ibn Sina’s thoughts on intellectual development, stages of learning, and the relationship between knowledge and ethics in the development of Islamic Religious Education (IRE) pedagogy in the digital era. Employing a qualitative-descriptive approach through library research, this study examines Ibn Sina’s primary works alongside contemporary literature on Islamic pedagogy and education. The discussion addresses current challenges in IRE pedagogy, including students’ ethical crises, weak reasoning habits, and the persistent dichotomy between religious knowledge and scientific disciplines. The findings indicate that IRE pedagogy can be strengthened through an investigative and value-based learning model, in which students are guided to verify information (tabayyun), engage in reflective thinking (tafakkur) on scientific and social phenomena, consider ethical implications, and translate these reflections into concrete actions. This article highlights Ibn Sina’s theoretical contribution as an epistemological bridge between scientific rationality and Islamic spirituality in developing a holistic, relevant, and transformative IRE pedagogy.
PERBANDINGAN KONSEP MODERNISASI PENDIDIKAN ISLAM DALAM PERSPEKTIF MUHAMMAD ABDUH DAN JAMALUDDIN AL-AFGHANI Nurazmira, Nurazmira; Ritonga, Supardi; Riauwati, Rika; Nurin, Muhammad; Suheryeni, Suheryeni
Al-Isyraq: Jurnal Bimbingan, Penyuluhan, dan Konseling Islam Vol 9, No 1 (2026)
Publisher : PABKI (Perkumpulan Ahli Bimbingan dan Konseling Islam) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59027/alisyraq.v9i1.1239

Abstract

Modernisasi pendidikan Islam merupakan agenda penting dalam sejarah pembaruan pemikiran Islam modern, khususnya pada akhir abad ke-19 ketika dunia Islam menghadapi tekanan kolonialisme Barat, stagnasi intelektual, dan krisis institusional pendidikan. Dua tokoh sentral dalam diskursus ini adalah Muhammad Abduh dan Jamaluddin al-Afghani. Keduanya sering ditempatkan dalam satu garis modernisme Islam, namun memiliki perbedaan mendasar dalam orientasi, pendekatan, dan strategi modernisasi pendidikan Islam. Artikel ini bertujuan untuk menganalisis secara mendalam dan komparatif konsep modernisasi pendidikan Islam menurut Muhammad Abduh dan Jamaluddin al-Afghani dengan menitikberatkan pada dimensi epistemologis, tujuan pendidikan, strategi pembaruan, serta implikasinya terhadap pendidikan Islam kontemporer. Penelitian ini menggunakan pendekatan kualitatif melalui studi pustaka dengan analisis komparatif-kritis terhadap karya tokoh dan artikel jurnal nasional bereputasi. Hasil kajian menunjukkan bahwa Muhammad Abduh menempatkan modernisasi pendidikan Islam sebagai proyek rasionalisasi dan reformasi institusional, sedangkan Jamaluddin al-Afghani memosisikan pendidikan sebagai instrumen kesadaran politik dan kebangkitan kolektif umat. Perbedaan ini menegaskan bahwa modernisasi pendidikan Islam bersifat plural dan kontekstual. Sintesis pemikiran keduanya relevan bagi pengembangan pendidikan Islam yang kritis, transformatif, dan berorientasi keadaban global.
Recontextualization of Ibn Sina's Thoughts in the Development of Islamic Religious Education Pedagogy Based on Science and Ethics Saputra, Muhammad Haikal; Al-Maghribi, Muhammad Abdul Aziz; Romadona, Ilham; Ritonga, Supardi
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.13094

Abstract

This article aims to recontextualize Ibn Sina’s thoughts on intellectual development, stages of learning, and the relationship between knowledge and ethics in the development of Islamic Religious Education (IRE) pedagogy in the digital era. Employing a qualitative-descriptive approach through library research, this study examines Ibn Sina’s primary works alongside contemporary literature on Islamic pedagogy and education. The discussion addresses current challenges in IRE pedagogy, including students’ ethical crises, weak reasoning habits, and the persistent dichotomy between religious knowledge and scientific disciplines. The findings indicate that IRE pedagogy can be strengthened through an investigative and value-based learning model, in which students are guided to verify information (tabayyun), engage in reflective thinking (tafakkur) on scientific and social phenomena, consider ethical implications, and translate these reflections into concrete actions. This article highlights Ibn Sina’s theoretical contribution as an epistemological bridge between scientific rationality and Islamic spirituality in developing a holistic, relevant, and transformative IRE pedagogy.
Masyarakat dan Lingkungan Pendidikan Perspektif Ibnu Khaldun Erika, Febby; Sukhairani, Raihana Aulia; Ritonga, Supardi; Pangestu, Endy Dharma; Ansori, M. Zakariya Al
Jurnal Ilmiah Global Education Vol. 7 No. 1 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i1.5114

Abstract

This study aims to examine Ibn Khaldun's views on society and the educational environment and their relevance to education in contemporary Indonesia. A qualitative approach was used through literature review, analyzing books, journals, and articles related to Ibn Khaldun's thoughts on education and civilization. The results indicate that Ibn Khaldun viewed education as a means of developing the whole person, encompassing moral, intellectual, social, and practical skills. He emphasized the importance of integrating religious and rational knowledge, gradual learning methods (tadrīj) and repetition (takrīr), and education adapted to the social and cultural conditions of society. These ideas are relevant to modern Indonesian education, particularly in the development of a holistic curriculum, character formation, and the enhancement of students' practical skills.  
Co-Authors Afrawasih, Nisa Agustian, Raihan Al-Maghribi, Muhammad Abdul Aziz Alfiza, Siti Alisya Rahma, Siti Alvia, Devi Alyana, Afrianti Amr, Amr Annisa Fitri, Annisa Ansori, M. ZAKARIYA AL Asroni, Muhammad Astika, Yuni ASWATI, FAJAR Asyikin, Nur Ayu, Putri Sari Azman, Wan Chalillah, Yasmin Chanifudin Chanifudin Decky Saputra Delmi, Tini Gustriani Delsi, Neliyanti Edi Prasetyo Erika, Febby Erlina, Gusti FADILA, NUR Fariati, Betti Fauzan, Mhd Akmal Fazrina, Laysa Febriyani, Safna Fitriani, Anisa Gusthio, Rona Hakiki, Nurfatin Hanifa, Nur Hardiansyah Harmaini Harsa, Fetia Harun, Idris Hijratunnisak, Maya Ida Ayu Putu Sri Widnyani Ismayanti, Silvi Jannah, Lukluk Sofiatil Junianti, Resty Khairunnisa, Iqlima Maisarah, Alya Maria Ulfa Maulana, Ikhsan Muhammad Fadhil Muhammad Muhyiddin, Muhammad Muthmainnah, Sarah Nabila, Mir'atun Ningrum, Evi Wulan Nopita, Rini Norafiza, Sri Nurazmira, Nurazmira Nurfajiani, Nurfajiani Nurin, Muhammad Nurlaili Nurlaili Nursyafika Nur’aina, Nur’aina Ovianti, Dian Febri Pangestu, Endy Dharma Praziyanti, Fiza Putri, Yuliana Aulia Qorina, Amalia Rahma Dhini, Ulfa Rahmasari, Sofia Ramadhan, Firly Rangga, Naufal Fajri Riauwati, Rika Rizqotussofia, Rizqotussofia Rohayu, Rohayu Romadona, Ilham RR. Ella Evrita Hestiandari Santika, Vera Saputra, Muhammad Haikal Sari, Zalia Sazliana, Sazliana Sa’diah, Halimatu Sembiring, Rinawati Setioso, Agus Shiharudin, Syapik Sri Hartati Sri Mulyani Suci Rahmawati, Suci Sufia, Neng Suhaila, Putri Suhernawati, Suhernawati Suheryeni, Suheryeni Sukhairani, Raihana Aulia Sukmawati, Murni Suprapto, Muhammad Suryani, Rina Susanti, Elya Suseno Suseno Suswanto Suswanto, Suswanto Syah, Zulkarnain Syahrul Syahrul Trisesa, Restia Ulan, Seri Uri, Fatimah Usela, Sania Vivi Juliana, Vivi Wahyudi Wahyudi Zulaiqah, Nur Alya