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All Journal TAJDID Bestari: Jurnal Studi Pendidikan Islam
Munawar, Muhamad Aris
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Religion Education

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Implementasi Bina Pribadi Islam (BPI) dalam Membina Akhlak Peserta Didik di Sekolah Dasar Inspiratif Al-Ilham Kota Banjar Fadliyani, Fani; Sahal, Yosep Farhan Dafik; Munawar, Muhamad Aris
Bestari Vol 17 No 2 (2020): Studi Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan, Universitas Islam Darussalam (UID) | Islamic University of Darussalam, Ciamis, Jawa Barat, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/bestari.v17i2.512

Abstract

This study aims: (1) to determine the morals of students in SD Inspiratif Al-Ilham, Banjar City. (2) to determine the implementation of Islamic Personal Development (BPI) in building the morals of students at SD Inspiratif Al-Ilham, Banjar City. (3) to find out the results of the Islamic Personal Development (BPI) in building the morals of students at SD Inspiratif Al-Ilham, Banjar City. The purpose of this study was to determine the morals of students, the implementation of Islamic Personal Development and to find out the results of Islamic Personal Development in fostering the morals of students at SD Inspiratif Al-Ilham, Banjar City. This study used a qualitative research method with a case study approach. This study used data collection techniques using interviews, observation, and documentation study. The data used are primary data obtained directly from respondents regarding the implementation of Islamic Personal Development. Meanwhile, secondary data in the form of theories and other supporting data were obtained from literature and school archives documentation. All of these data are materials to describe the implementation of Islamic Personal Development (BPI) at SD Inspiratif Al-Ilham, Banjar City. The results of this study indicate that: (1) The morals of the students at SD Inspiratif Al-Ilham, Banjar City are good enough. (2) Implementation of Islamic Personal Development in fostering the morals of students at Inspiratif Al-Ilham Elementary School, Banjar City, namely through coaching which includes guidance by exemplary, guidance with habituation and guidance with advice (3) The results of the Islamic Personal Development (BPI) in fostering the morals of students at the Inspiratif Al-Ilham Elementary School, Banjar City are quite good, where students have been able to show behavior according to the existing indicators, including being able to carry out congregational prayers and prayers. sunnah dhuha and qiyamullail, reciting dhikr after every prayer and so on.
The Human Existential Crisis from Seyyed Hossein Nasr's Perspective Munawar, Muhamad Aris
TAJDID Vol 27 No 1 (2020): Islamic Studies
Publisher : Research and Development Institution, Darussalam Institute for Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/tajdid.v27i1.329

Abstract

This page seeks to further explain Seyyed Hossein Nasr's idea of thought, one of the Muslim intellectuals who had a significant impact on Persian thought. This study employs a method called literature analysis, in which the author not only reads the pertinent literature but also critically and in-depth assesses the pertinent prior research literature. The results showed that Sayyed Hossein Nasr gave the view that existential or spiritual crises experienced by humans stem from modern human rebellion against God. That is when humans leave God in order to confirm their existence.
Islamic Education Management Paradigm: A Prophetic Perspective Husni, Husni; Munawar, Muhamad Aris; Nurjanah, Nisa
Bestari Vol 19 No 1 (2022): Studi Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan, Universitas Islam Darussalam (UID) | Islamic University of Darussalam, Ciamis, Jawa Barat, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/bestari.v19i1.948

Abstract

This study seeks to elucidate the concept and paradigm of delivering education following the Hadith and Traditions of the Prophet Muhammad. This study employs the method of thematic literature review, wherein the researcher reads, examines, analyzes, and synthesizes the hadiths of the Prophet Muhammad, particularly those about education and education administration. Included among the primary sources are hadith texts. According to the study's findings, there are multiple paradigms for implementing Islamic education. These paradigms include the paradigm of systemic-based education; the paradigm of implementing education based on precision, direction, and discipline; the paradigm of administering justice-based education; the paradigm of good-based education administration; the paradigm of providing education based on belief and not doubt; the paradigm of providing benefit-based education; and the paradigm of providing education based on the principles of humanism values. The seven paradigms of education implementation are derived from authentic, credible, and reliable hadiths, per the hadith of the Prophet Muhammad.
Transforming Islamic Education Curriculum in the Era of Religious Moderation: Between Digital Integration and the Resilience of Pesantren Values Munawar, Muhamad Aris; Endang, Ujang
Bestari Vol 22 No 2 (2025): Studi Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan, Universitas Islam Darussalam (UID) | Islamic University of Darussalam, Ciamis, Jawa Barat, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/bestari.v22i2.1130

Abstract

This article examines the ongoing transformation of Islamic education curriculum in Indonesia as the country promotes the national agenda of religious moderation. The study explores how Islamic schools and universities negotiate the tension between digital integration—accelerated by the expansion of online learning—and the preservation of pesantren values that emphasize character formation, spiritual discipline, and traditional scholarship. Using a qualitative approach, data are drawn from curriculum documents, interviews with educators, and observations of instructional practices in selected institutions. Findings reveal that digital learning environments have broadened access to Islamic knowledge but simultaneously challenge the depth of interpersonal transmission central to pesantren pedagogy. The curriculum reforms highlight a hybrid model that seeks to balance technological innovation with ethical, cultural, and theological continuity. The paper argues that successful integration depends on strengthening teachers’ digital pedagogical competence while ensuring that core religious values remain integral to instructional design. This study contributes to understanding how Muslim-majority countries can harmonize modernization and tradition within Islamic education systems.
Co-Authors Endang, Ujang Fadliyani, Fani Husni Husni Nurjanah, Nisa Sahal, Yosep Farhan Dafik