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All Journal KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) International Journal of Social Learning (IJSL) Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Journal of Islamic Education and Ethics Joyful Learning Journal
Husnaini, M
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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 1 
Bias or Reality: Rethinking of Halal Tourism in Indonesia Muhammad, M; Bachri, Syabbul; Husnaini, M
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.v30i1.3322

Abstract

Lately, the term halal or sharia has become a trend in Indonesia caused that the term is identical to Islam and most Indonesian citizens are Muslim. Besides being a weapon to sell commodities on the market, halal labels are also used to promote tourism resorts. Indonesian Council of Religious Scholars (MUI) issues fatwa to regulate halal tourism and has the authority to issue halal tourism certificates. This study addresses academic anxiety, whether tourism that has received a halal certificate following the MUI fatwa is natural halal tourism or it is only a formality of marketing bias. This article uses the field study method that results from direct observation and literature study to ascertain the meaning of halal. The study results showed that no tourism in Indonesia deserves a halal label even though it has obtained a halal certificate from the MUI. It is observed that in many tourism locations, disobedience and neglect occur. The term halalis a tourist object limited to marketing bias and is not confirmed in the field.
Exploring the Strategies of Teachers to Integrate Tauhid in Teaching Science and History in Selangor, Malaysia Hutapea, Riski Munandar; Husnaini, M; Victorynie, Irnie; Fuady, Ahmad Syauqi
International Journal of Social Learning (IJSL) Vol. 1 No. 2 (2021): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.28 KB) | DOI: 10.47134/ijsl.v1i2.9

Abstract

This study examines the teachers’ strategies to integrated Tawheed in teaching at Al-Amin Islamic Secondary School, Selangor. The purpose of this study is to explore the teachers’ perception of integrating Tawheed in teaching and to examine the strategies that have been practiced by teachers to integrated Tawheed in teaching. The teachers were purposively selected based on their experiences in teaching. This research employed a qualitative design by using the case study. The methodological triangulation was used for collecting the data, and the data was collected from oral interviews and classroom observations. A total of 5 teachers from Al-Amin Islamic Secondary School were selected to be interviewed and observed in the classroom. The data was analyzed using thematic analysis. The data from the interviews and observations were transcribed and the keywords were identified. Then, to start analysing the data, the researchers identified the theme and generated the sub-themes for further exploration. The findings showed that teachers’ perceptions in integrating tawheed in teaching were important to increase faith in Allah. Also, the researchers foundtwo strategies which were implemented by the teachers to integratetawheed in teaching namely teaching approaches and teaching methods. In teaching approaches, the teachers used both deductive and inductive approach. Besides, in teaching methods, the teachers applied story-telling, demonstrations and group discussion forintegrating tawheedto the students.
A CRITICAL REVIEW OF IBNU KHALDUN'S PHILOSOPHY OF EDUCATION IN THE PERSPECTIVE OF 21ST CENTURY EDUCATION Wahyu Sihab; Husnaini, M
Joyful Learning Journal Vol. 14 No. 3 (2025): Joyful Learning Journal: September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i3.25193

Abstract

This study aims to critically examine Ibn Khaldun's philosophy of education in the perspective of the challenges and needs of 21st century education. Ibn Khaldun viewed education as a gradual process that is not only oriented towards intellectual achievement, but also character building and social awareness. Using the systematic literature review (SLR) method, this study analyzes many sources, both classical and contemporary, to understand and identify the relevance of Ibn Khaldun's thoughts to contemporary educational principles, such as experiential learning, contextual curriculum, and the role of educators as moral coaches. The results of the study show that Ibn Khaldun's educational concepts are in line with the transformative approach in modern education that emphasizes the balance between knowledge, skills, and values. The actualization of his thoughts can make an important contribution in designing an education system that is more adaptive, humanistic, and oriented to the benefit of the people. The findings provide a strong philosophical basis for curriculum development and contextualized pedagogical practices in the global era.
Integration of Islam and Science in Islamic Education Learning at Kedirgantaraan Vocational School, Indonesia Firnanda, Rizky; Husnaini, M; Siga, Mu’min; Fuady, Ahmad Syauqi
Journal of Islamic Education and Ethics Vol. 4 No. 1 (2026): January 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i1.137

Abstract

The persistent separation between religious knowledge and modern science continues to shape teaching practices in many schools, including vocational contexts where science–technology competence is central. This study investigates how Islam–science integration is enacted in Islamic Religious Education (PAI) at an aerospace-based vocational school (SMK Kedirgantaraan), focusing on the forms of integration applied, the implementation process, and the learning implications for students’ ethical–professional development. Using a qualitative case-study design, data were collected through semi-structured interviews, non-participant classroom observations, and document analysis (lesson plans, worksheets, and assessment rubrics), supported by triangulation and trustworthiness procedures. Findings indicate that integration is implemented as a deliberate pedagogical practice: PAI objectives are aligned with vocational themes such as safety culture, precision, procedural discipline, and accountability; classroom learning uses vocational case-based tasks and guided questioning to connect technical reasoning (SOPs, risk prevention) with Islamic ethical reflection (e.g., amanah, honesty, responsibility); and assessment captures students’ ability to justify decisions using both technical and moral grounds. The study contributes empirical evidence of “professional decision-centered” integration in a science-technology vocational setting.
Analisis Aksiologis Kurikulum Pendidikan Islam dalam Pembentukan Karakter Peserta Didik Sihab, Wahyu; Husnaini, M
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 7, No 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i1.831

Abstract

Penelitian ini bertujuan untuk menganalisis prinsip-prinsip aksiologis yang terdapat dalam kurikulum Islam dan relevansinya dalam pengembangan karakter siswa di era modern. Dalam konteks pendidikan Islam, aksiologi merupakan komponen penting yang menetapkan prinsip-prinsip, tujuan, dan orientasi moral dari setiap proses pendidikan. Kurikulum bukan sekedar dipahami sebagai seperangkat materi pembelajaran, tetapi juga sebagai sarana pengembangan manusia yang menekankan integrasi pengetahuan, iman, dan amal. Penelitian yang digunakan adalah pendekatan kualitatif dengan metode deskriptif-analitis berdasarkan studi pustaka, dengan menlaah secara mendalam sumber primer dan sekunder seperti literatur pendidikan Islam, jurnal ilmiah, dan kurikulum. Temuan penelitian menunjukkan bahwa aksiologis memiliki posisi yang sangat mendasar dalam perumusan dan pelaksanaan kurikulum pendidikan Islam.  Kurikulum Pendidikan Islam tidak sekadar menjadi sarana penyampaian ilmu pengetahuan (transfer of knowledge), juga dalam membentuk kepribadian dan penguatan moral-spiritual peserta didik agar terwujudnya insan kamil, manusia yang utuh dalam dimensi intelektual, spiritual, dan moral.
Co-Authors Ahmad Syauqi Fuady Bachri, Syabbul Firnanda, Rizky Hutapea, Riski Munandar Muhammad, M RR. Ella Evrita Hestiandari Siga, Mu’min Victorynie, Irnie