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All Journal Nabawi: Journal of Hadith Studies Mukaddimah: Jurnal Studi Islam Tebuireng: Journal of Islamic Studies and Society Didaktika Religia
Rosyidin, Muhammad Abror
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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HARMONISASI LINGKUNGAN PENDIDIKAN ISLAM DALAM MENGHADAPI ERA GLOBALISASI Rohmah, Ni'matur; Rosyidin, Muhammad Abror; Kibtiyah, Asriana
Mukaddimah: Jurnal Studi Islam Vol. 9 No. 1 (2024)
Publisher : Kopertais Wilayah III Yogyakarta

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Abstract

Abstrak Penelitian ini bertujuan untuk membahas tentang analisis filosofis terhadap harmonisasi lingkungan pendidikan Islam dalam menghadapi globlalisasi. Era globalisasi semakin membawa perubahan dalam pendidikan, di mana semakin tidak ada batas dalam sistem global, sehingga pendidikan harus dapat mengharmoinisasikan perubahan sosial yang terjadi dalam lingkungannya. Penelitian ini menggunakan pendekatan kualitatif studi literatur dengan analsis data deskriptif analitis. Dari penelitian tersebut, dapat dihasilkan sebuah kesimpulan bahwa globalisasi pendidikan membawa dampak adanya kesenjangan sosial di dalam dunia pendidikan, institusi pendidikan bukan merupakan entitas yang tetap dan tidak berubah, sehingga harus dianalogikan sebagai siklus pendidikan, Untuk mewujudkan kelestarian harmonisasi lingkungan pendidikan maka dibutuhkan konsep perbaikan secara terus menerus lembaga pendidikan guna mengantisipasi perubahan lingkungan pendidikan yang begitu cepat.
Integration of Islamic Education And Science In Realizing A Superior Generation For Indonesia Gold 2045 in Pesantren Tebuireng Sa'adiyah, Maidatus; Azah, Nur; Kumala, Akhsinatul; Arini, Aida; Rosyidin, Muhammad Abror; Raharjo, Resdianto Permata
Tebuireng: Journal of Islamic Studies and Society Vol. 5 No. 2 (2024): 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.v5i2.8245

Abstract

Pesantren is known as a traditional educational institution with the yellow book. However, with all its traditionalism, pesantren have been in contact with the development of science. Thus, pesantren emerged that integrated their traditional Islamic education with science and technology, such as Pesantren Sains Tebuireng Jombok and Pondok Putri Pesantren Tebuireng Kesamben Jombang. Then, this can be linked to the role of pesantren in helping to realize the vision of Indonesia Gold 2045, welcoming 100 years of Indonesia. This research aims to document, describe, and understand how these two institutions integrate Islamic education and science to create an excellent generation toward the Golden Indonesia 2045. In addition, it is also to provide inspiration for other pesantren institutions, that the intersection of science with pesantren is not a taboo. The research approach is descriptive qualitative with an observational research method. Active and full participatory observation (total participant observation) was chosen with the aim of having the researcher as the main instrument or tool of the research, directly and fully involved in every process and activity related to the research subject.
Philosophy of Education in Western and Islamic Perspectives Rosyidin, Muhammad Abror; Haris, Abd
Tebuireng: Journal of Islamic Studies and Society Vol. 5 No. 2 (2024): 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.v5i2.8419

Abstract

Philosophy and philosophy of education cannot be separated; both have a very close relationship. Moreover, the philosophy of Islamic education undeniably has a connection with Western educational philosophy as an initial inspirator of the philosophical movement in Islam. This research is a qualitative study with a literature review. The data is taken from various related literatures. The focus is on (1) the relationship between Philosophy and Philosophy of Education, (2) the historical development of Western philosophy of education, (3) the historical development of Islamic philosophy of education, and (4) the comparison of Western and Islamic philosophy of education. The results are: (1) philosophy of education is defined as a normative science in the domain of education, (2) philosophy of education focuses on two normative scientific functions: formulating the foundation, goals, and understanding of the nature of humans, as well as the essence of the realm of education, (3) Western philosophy of education tends to emphasize education oriented towards progress and prioritizes logic, (4) Islamic philosophy of education emerged due to the advancement of Islam during the Abbasid golden age, (5) the similarities between Western and Islamic philosophy of education lie in nativistic, empiricist, and convergence theories, while the differences are that Western philosophy is anthropocentric and Islamic philosophy is theocentric, Western philosophy is based on human thought, Islamic philosophy is based on revelation dialogued with reason, Western philosophy focuses on knowledge, Islamic philosophy bases itself as a religion, Western philosophy considers evaluation to be done by oneself and others, while Islamic philosophy it to be done by oneself, others, and God.
Reclaiming the Middle Path: Historical Trajectories of Moderate Islamic Education in Indonesian Pesantren of the Sixteenth Century Mohamad Anang Firdaus; Rosyidin, Muhammad Abror; Afabih, Abdillah; Bachtiar, Hafidz Ilham
Didaktika Religia Vol. 13 No. 1 (2025): June
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v13i1.3548

Abstract

Pesantren have historically been recognized as key institutions in shaping moderate Islamic thought in Indonesia. However, recent shifts in certain pesantren reveal the emergence of more rigid and radical orientations, prompting the need to revisit their intellectual and theological foundations. This study investigates the genealogical roots of pesantren’s wasatiyah (moderate) orientation as it developed in the sixteenth century. Employing a qualitative method, this research is grounded in a literature-based analysis of scholarly works on Islamic education and pesantren traditions. Textual sources were selected for their relevance to the development of moderate Islamic thought in Indonesian contexts. The findings reveal three interrelated factors that underpin the emergence of moderation in pesantren: the dialectical engagement between local culture and Islam; a dialogical approach embedded in their manhaj thinking; and the theological grounding in Ahlus Sunnah wal Jama‘ah. Together, these factors form a framework that supports pesantren as enduring institutions of balanced and inclusive Islamic education. Reaffirming this genealogy is essential in addressing contemporary deviations from pesantren’s original ethos.
MULTICULTURAL VALUES IN THE CONCEPT OF ISLAMIC BROTHERHOOD: A Study from the Hadith Perspective Rosyidin, Muhammad Abror; Khoir, Qoidul; Damanhuri, Damanhuri; Fikri, Abdillah Dzul
Nabawi: Journal of Hadith Studies Vol 6, No 1 (2025): Nabawi: Journal of Hadith Studies
Publisher : LP2M Ma'had Aly Hasyim Asy'ari Pesantren Tebuireng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55987/njhs.v6i1.194

Abstract

This study examines the multicultural values conveyed by the Prophet Muhammad (peace be upon him) in Hadith al-Bukhārī No. 6065. The tendency to harm and hate one another in this era of openness threatens Islamic brotherhood, making this study essential to reaffirm the teachings of Rasulullah SAW on harmony and multiculturalism. The research focuses on four main aspects: (1) the analysis of the hadith’s authenticity, (2) the jurisprudential (fiqh) analysis of the hadith, (3) the correlation of Hadith al-Bukhārī 6065 with the Qur’an and other hadiths, and (4) the multicultural values embedded within the hadith. This study adopts a qualitative approach using library research methods by consulting relevant literature and documents. The findings of this study are as follows: (1) no defects, instances of tadlīs, or other weaknesses were found in either the matn (text) or isnād (chain of transmission) of Hadith al-Bukhārī 6065; (2) the hadith aligns with Qur’anic verses such as al-Ḥujurāt [49]:10 and Āli ‘Imrān [3]:103, as well as with other hadiths (Ṣaḥīḥ al-Bukhārī 6076 and 6064; 6 narrations from Ṣaḥīḥ Muslim 2641; Sunan Abī Dāwūd 4910; Jāmi' at-Tirmidhī 1935/Sunan at-Tirmidhī 2039; al-Muwaṭṭa’ 2639 and 2640; and Musnad Aḥmad 12073, 12691, 13053, 13179, 13180, 13354, 13935, and 14016); (3) Hadith al-Bukhārī 6065 conveys three key messages: (a) prohibition of tadābur (turning away from one another), tabāguḍ (mutual hatred), and taḥāsud (envy); (b) command to foster brotherhood; and (c) prohibition of al-ḥajr (shunning others); and (4) the multicultural values contained in the hadith include spiritual-religious values, the universality of brotherhood, harmony between theoretical and practical paradigms, and socio-spiritual balance. [Penelitian ini membahas nilai-nilai multikultural yang dipesankan Rasulullah SAW dalam hadis al-Bukhārī nomor 6065. Perilaku saling menyakiti dan membenci di era keterbukaan berpotensi merusak persaudaraan umat Islam, sehingga kajian ini penting untuk menegaskan ajaran Rasulullah SAW tentang harmoni dan multikulturalisme. Penelitian ini fokus pada (1) analisis kualitas hadis; (2) analisis fikih hadis; (3) korelasi hadis al-Bukhārī 6065 dengan Al-Qur’an dan hadis-hadis lain; serta (4) nilai-nilai multikultural yang terkandung di dalam hadis al-Bukhārī 6065. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka dari literatur dan dokumen yang berkaitan dengan tema penelitian. Hasil penelitian ini adalah (1) tidak ditemukan kecacatan, ke-tadlīs-an, maupun unsur-unsur kelemahan lain dari matan maupun sanad hadis al-Bukhārī 6065; (2) hadis al-Bukhārī 6065 sejalan dengan ayat 10 al-Ḥujurāt, ayat 103 Āli ‘Imrān, dan hadis-hadis lain (Ṣahīh al-Bukhārī 6076 dan 6064, 6 riwayat Ṣahīh Muslim 2641, Sunan Abī Dāud 4910, Jāmi’ at-Tirmiżī 1935/Sunan at-Tirmiżī 2039, Muwaṭṭa’ 2639 dan 2640, serta Musnad Aḥmad 12073, 12691, 13053, 13179, 13180, 13354, 13935, dan 14016); (3) hadis al-Bukhārī 6065 memiliki 3 pesan utama, yaitu (a) larangan berbuat tadābur (saling memalingkan diri), tabāguḍ (saling membenci), dan taḥāsud (saling dengki), (b) perintah untuk menjalin persaudaraan, dan (c) larangan melakukan al-ḥajr; serta (4) nilai-nilai multikultural yang terkandung adalah nilai spiritual-religius, universalitas persaudaraan, nilai keselarasan paradigma antara teori dan praktik, dan nilai keseimbangan sosio-spiritual.]
Ethical Values of Online Islamic Education Based on the Perspective of KH. Hasyim Asy’ari Rosyidin, Muhammad Abror
Tebuireng: Journal of Islamic Studies and Society Vol. 2 No. 1 (2021): 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.v2i1.2129

Abstract

This study aims to explain the reality of the teaching of Islamic education (PAI) through the online system during the coronavirus pandemic that affects ethical values from the point of view of the book of Adab al-'Alim wa al-Muta'allim by KH. M. Hasyim Asy'ari. There are four focuses in this article: (1) the concept of Islamic education (PAI), (2) the problems of PAI learning through an online system, (3) the ethical values ​​of PAI learning from the perspective of the book of Adab al-Alim wa al-Muta'allim and (4) analysis of the ethical values ​​of PAI learning through an online system based on the perspective of the book of Adab al-Alim wa al-Muta'allim. This article is based on library research. In collecting the data, the authors use the method of documentation and recording. To analyze the data, the author uses content and descriptive analysis. In this article, the author argues that according to the book of Adab al-Alim wa al-Muta'allim, online learning cannot meet the ethical standards ​​that should be obtained through face-to-face learning. In order to address this issue, there are some recommendations: (1) at the beginning of the online lesson; the teacher can start by reading the Quran, reciting dhikr, or repeating the memorization of short verses of the Quran, or hadiths, (2) the amount and the pace of the lesson must be adjusted, (3) If it is necessary, additional learning can be provided, by a home visit with the application of strict health protocols of Covid-19.
Integration of Islamic Education And Science In Realizing A Superior Generation For Indonesia Gold 2045 in Pesantren Tebuireng Sa'adiyah, Maidatus; Azah, Nur; Kumala, Akhsinatul; Arini, Aida; Rosyidin, Muhammad Abror; Raharjo, Resdianto Permata
Tebuireng: Journal of Islamic Studies and Society Vol. 5 No. 2 (2024): 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.v5i2.8245

Abstract

Pesantren is known as a traditional educational institution with the yellow book. However, with all its traditionalism, pesantren have been in contact with the development of science. Thus, pesantren emerged that integrated their traditional Islamic education with science and technology, such as Pesantren Sains Tebuireng Jombok and Pondok Putri Pesantren Tebuireng Kesamben Jombang. Then, this can be linked to the role of pesantren in helping to realize the vision of Indonesia Gold 2045, welcoming 100 years of Indonesia. This research aims to document, describe, and understand how these two institutions integrate Islamic education and science to create an excellent generation toward the Golden Indonesia 2045. In addition, it is also to provide inspiration for other pesantren institutions, that the intersection of science with pesantren is not a taboo. The research approach is descriptive qualitative with an observational research method. Active and full participatory observation (total participant observation) was chosen with the aim of having the researcher as the main instrument or tool of the research, directly and fully involved in every process and activity related to the research subject.
Philosophy of Education in Western and Islamic Perspectives Rosyidin, Muhammad Abror; Haris, Abd
Tebuireng: Journal of Islamic Studies and Society Vol. 5 No. 2 (2024): 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.v5i2.8419

Abstract

Philosophy and philosophy of education cannot be separated; both have a very close relationship. Moreover, the philosophy of Islamic education undeniably has a connection with Western educational philosophy as an initial inspirator of the philosophical movement in Islam. This research is a qualitative study with a literature review. The data is taken from various related literatures. The focus is on (1) the relationship between Philosophy and Philosophy of Education, (2) the historical development of Western philosophy of education, (3) the historical development of Islamic philosophy of education, and (4) the comparison of Western and Islamic philosophy of education. The results are: (1) philosophy of education is defined as a normative science in the domain of education, (2) philosophy of education focuses on two normative scientific functions: formulating the foundation, goals, and understanding of the nature of humans, as well as the essence of the realm of education, (3) Western philosophy of education tends to emphasize education oriented towards progress and prioritizes logic, (4) Islamic philosophy of education emerged due to the advancement of Islam during the Abbasid golden age, (5) the similarities between Western and Islamic philosophy of education lie in nativistic, empiricist, and convergence theories, while the differences are that Western philosophy is anthropocentric and Islamic philosophy is theocentric, Western philosophy is based on human thought, Islamic philosophy is based on revelation dialogued with reason, Western philosophy focuses on knowledge, Islamic philosophy bases itself as a religion, Western philosophy considers evaluation to be done by oneself and others, while Islamic philosophy it to be done by oneself, others, and God.
Co-Authors Abd Haris, Abd Afabih, Abdillah Akhsinatul Kumala Arini, Aida Asriana kibtiyah Azah, Nur Bachtiar, Hafidz Ilham Damanhuri Fikri, Abdillah Dzul Mohamad Anang Firdaus Qoidul Khoir Raharjo, Resdianto Permata Rohmah, Ni'matur Sa'adiyah, Maidatus