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All Journal Jurnal Ushuluddin KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) Idarah Tarbawiyah: Journal of Management in Islamic Education El-Rusyd TOFEDU: The Future of Education Journal Al Waraqah: Jurnal Pendidikan Bahasa Arab
Hayat, Ade Putra
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Trend and Contestation of Religious Discourse Post “Perppu Ormas” at Islamic College Jambi Ahmad, Jafar; Mahmud Wafi; Hayat, Ade Putra; Herdiawanto, Heri; Hidayat, Taufiq
KARSA Journal of Social and Islamic Culture Vol. 30 No. 1 (2022)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/karsa.v30i1.6130

Abstract

Government Regulation instead of Law (Perppu) for Ormas No. 2 of 2017 has shown its implications for religious activities and discourses at IAIN Kerinci and UIN Sultan Thaha Saifuddin Jambi. The argument of this research departs from the tendency of campus elements to strengthen identity through discourse contestation after the issuance of the Perppu Ormas. This study applies a descriptive qualitative approach through observation, interviews, and document review. This study found that Perppu Ormas No. 2 of 2017 raises two different attitudes at the level of student organizations. Acceptance of the Perppu Ormas argues intending to deradicalize and strengthen moderation. Meanwhile, the voices of refusal argued that the Perppu Ormas have the potential to weaken democracy and be misused. Perppu Ormas at the leadership level was welcomed by intensifying the discourse on religious moderation and strengthening the Pancasila ideology through seminars and study centers.
Navigasi Pendidikan Abad Ke-21: Preferensi Mahasiswa Penguasaan Bahasa Arab Antara Dosen Dan Sumber Daya Online handican, rhomiy; Hayat, Ade Putra
AL-WARAQAH Jurnal Pendidikan Bahasa Arab Vol. 5 No. 1 (2024): Volume 5 No 1 Juni 2024
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/awrq.v5i1.6071

Abstract

Penelitian ini bertujuan untuk menginvestigasi preferensi mahasiswa terhadap metode pembelajaran bahasa Arab yang melibatkan interaksi dengan dosen dan penggunaan sumber daya online, dengan latar belakang kompleksitas dalam faktor-faktor yang memengaruhi pilihan mereka. Penelitian ini merupakan penelitian deskriptif dengan menggunakan kuisioner sebagai instrumen untuk mengumpulkan data dari mahasiswa IAIN Kerinci. Teknik analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian menunjukkan mayoritas mahasiswa lebih memilih interaksi langsung dengan dosen dalam proses pembelajaran, namun terdapat apresiasi terhadap peran sumber daya online dalam mendukung pembelajaran mandiri dan fleksibel. Kesimpulan dari penelitian ini menekankan pentingnya integrasi antara kedua metode pembelajaran tersebut dalam memenuhi beragam preferensi dan kebutuhan mahasiswa dalam memperoleh pemahaman dan penguasaan bahasa Arab yang baik. Implikasi dari hasil penelitian ini adalah perlunya lembaga pendidikan mengembangkan strategi pembelajaran yang responsif dan holistik untuk memfasilitasi pembelajaran bahasa Arab di era digital saat ini.
T Model riset transformatif–partisipatoris dalam Pendidikan Agama Islam: Studi aplikatif di pesantren, madrasah, dan PTKI Hayat, Ade Putra; Sesmiarni, Zulfani
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 6 No. 5 (2025)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v6i5.21816

Abstract

This study aims to examine the implementation of the transformative–participatory research (TPR) model in Islamic Religious Education (PAI) across three institutional contexts: pesantren (Islamic boarding schools), madrasah, and Islamic Higher Education Institutions (PTKI). The research is grounded in the awareness that conventional methodological approaches in Islamic education research often remain normative and descriptive, failing to address the complex social, cultural, and spiritual realities of Muslim communities. Using a qualitative approach through conceptual and critical literature analysis, this study explores the philosophical and epistemological foundations of the TPR model, which emphasizes social transformation, tawhīdic consciousness, and community participation in educational processes. The findings reveal that the application of TPR in pesantren revitalizes the traditional talaqqī method into a dialogical and collaborative praxis; in madrasah, it shifts pedagogy from a teacher-centered to a student- and community-centeredparadigm; while in PTKI, it fosters a reflective and socially engaged research culture. Theoretically, the TPR model enriches the epistemology of Islamic education by integrating faith, knowledge, and action; practically, it strengthens Islamic education as a medium of empowerment and civilizational development. Therefore, transformative–participatory research can be viewed as a new paradigm reaffirming the Islamic scientific identity amid the dynamics of modernity and global social challenges. Abstrak Penelitian ini bertujuan untuk mengkaji implementasi model riset transformatif–partisipatoris (RTP) dalam Pendidikan Agama Islam (PAI) pada tiga konteks kelembagaan: pesantren, madrasah, dan Perguruan Tinggi Keagamaan Islam (PTKI). Kajian ini berangkat dari kesadaran bahwa pendekatan metodologis konvensional dalam riset PAI sering kali bersifat normatif dan deskriptif, sehingga kurang mampu menjawab persoalan sosial, kultural, dan spiritual umat. Melalui pendekatan kualitatif dengan analisis konseptual dan studi pustaka kritis, penelitian ini menguraikan landasan filosofis dan epistemologis model RTP yang berorientasi pada transformasi sosial, kesadaran tauhidik, dan partisipasi komunitas pendidikan. Hasil kajian menunjukkan bahwa penerapan model RTP di pesantren mendorong reaktualisasi tradisi talaqqī menjadi praksis dialogis dan kolaboratif; di madrasah, model ini menggeser paradigma pedagogi dari teacher-centered menuju student-community-centered; sedangkan di PTKI, pendekatan ini membentuk budaya riset reflektif dan kolaboratif berbasis pengabdian sosial. Secara teoretis, model RTP memperkaya epistemologi riset Pendidikan Islam dengan menegaskan integrasi antara iman, ilmu, dan amal; secara praktis, ia memperkuat peran pendidikan Islam sebagai instrumen pemberdayaan umat dan pembangunan peradaban. Oleh karena itu, riset transformatif–partisipatoris dapat dipandang sebagai paradigma baru yang meneguhkan identitas keilmuan Islam di tengah dinamika modernitas dan tantangan sosial global.
A Comparative Analysis of Classical and Contemporary Integrative Methodologies in Islamic Education Studies Hayat, Ade Putra; Charles, Charles
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.409

Abstract

This study examines the fundamental issue of epistemological tension as well as the potential for synergy between classical integrative methodology and contemporary integrative methodology in the study of Islamic education. The purpose of this study is to analyze in depth the similarities, differences, and potential synthesis of both approaches as an effort to construct a relevant paradigm of Islamic education in the modern era. The research was conducted using a qualitative method with a content analysis approach and comparative analysis. The results indicate that classical integrative methodology is rooted in the concept of wahdat al-‘ilm with a theocentric orientation, whereas contemporary integrative methodology is dialogical, multidisciplinary, and responsive to the development of modern scientific knowledge. A new finding of this study is the importance of reconstructing a methodology that not only preserves the values of tawhid but also promotes social transformation and scientific innovation. The main conclusion of this study is that a synthesis of the two is necessary to produce a transformative-integrative model that is relevant to the needs of Islamic Higher Education Institutions in the era of globalization. These findings are significant for the development of curricula, educational policies, and interdisciplinary research oriented toward forming individuals who are holistic, critical, productive, and contributive.
A Study of Islamic Religious Education Research Methodology from the Perspective of Karl Popper’s Epistemology Hayat, Ade Putra; Ahida, Ridha; Mukhtar, Dertha
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1119

Abstract

This study analyzes the research methodology of Islamic Religious Education (PAI) from the epistemological perspective of Karl R. Popper, particularly the principle of falsification, to develop critical rationalism. The findings show that integrating falsification into PAI research can enhance scientific validity through critique, hypothesis testing, and continuous theory improvement, enabling Islamic education scholarship not only to legitimize religious values but also to develop them scientifically. The implications of this study include the need to reformulate PAI research methodology, strengthen curricula based on critical epistemology, and foster an academic culture that is open to correction positioning Popper’s epistemology as a bridge between Western scientific traditions and Islamic spirituality for the advancement of progressive and contextual Islamic education.
Challenging Western Dominance: Islamic Intellectual Paradigms of Education in al-Ghazali, Ibn Qayyim, and al-Zarnuji Charles, Charles; Hayat, Ade Putra; Artika, Febria Sri; Herdianto, Herdianto
Jurnal Ushuluddin Vol 33, No 2 (2025): December
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jush.v33i2.38275

Abstract

Modern educational systemsoften prioritizecognitiveoutcomesat the expense of moral and spiritual development, resulting in graduates who may be academicallyproficientyet ethically or spiritually unfulfilled. This study aims to reconstruct a holistic educational paradigm inspired by the pedagogical philosophies of three Islamic intellectuals—Al-Ghazali, Ibn QayyimAl-Jawziyyah,and Az-Zarnuji—by examining their conceptualizations of purposive learning, moral cultivation, and the role of the educator.Employinga qualitative literaturereview,the research analyzes primary classical texts and compares their holistic framework with Western holistic educational traditions such as Waldorf and the Humboldtian model. The findings reveal a tripartite pedagogical structure: spiritual purification (tazkiyat al-nafs), ethical integrity as a safeguard against intellectual hubris, and etiquette-infused teacher–student dynamics.Whensynthesized with Western models thatemphasizecreativity, individuality, and interdisciplinarygrowth, these elementsoffer a robust paradigm for integrated human development. Ultimately, this framework proposes an education reoriented toward cognitive, ethical, and spiritualwholeness.
Co-Authors Ahmad, Jafar Artika, Febria Sri Charles Charles Dertha Mukhtar Fachry Abda El Rahman Herdianto Herdianto, Herdianto Herdiawanto, Heri Rhomiy Handican Ridha Ahida Wafi, Mahmud Hibatul Zulfani Sesmiarni