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All Journal Jurnal Sosiologi Reflektif Risâlah, Jurnal Pendidikan dan Studi Islam AL-ATHFAL : JURNAL PENDIDIKAN ANAK al-Afkar, Journal For Islamic Studies Ilmuna: Jurnal Studi Pendidikan Agama Islam Jurnal Ilmiah Wahana Pendidikan At Turots: Jurnal Pendidikan Islam An-Nahdlah: Jurnal Pendidikan Islam Jurnal Budi Pekerti Agama Islam Dinika: Academic Journal of Islamic Studies. Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Journal of Islamic Education and Learning Journal Review of Islamic and Social Studies Edumaspul: Jurnal Pendidikan
Mahmud Arif
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Religion Arts Humanities Education Social Sciences Other

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Islamisasi Ilmu dalam Pendidikan: Telaah Buku Filsafat Pendidikan Islami Karya Ahmad Tafsir Muhammad Farij Al-Kahfi; Mahmud Arif; Ridwan Faqih Sihono
Jurnal Budi Pekerti Agama Islam Vol. 3 No. 6 (2025): December: Jurnal Budi Pekerti Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jbpai.v3i6.1644

Abstract

The development of modern scientific knowledge, which tends to be secular, has created a dichotomy between religious sciences and general sciences within Islamic education systems. This condition has encouraged the emergence of the idea of the Islamization of knowledge as an effort to restore knowledge to a tawhidic framework. This study aims to examine how the concept of the Islamization of knowledge is represented in Ahmad Tafsir’s book Filsafat Pendidikan Islami. This research employs a qualitative library study using content analysis and a philosophical approach to both the primary text and supporting literature. The findings show that although Ahmad Tafsir does not explicitly use the term “Islamization of knowledge,” the idea is strongly reflected in his construction of epistemology, his concept of the human person, the curriculum, and the educational processes he proposes. At the epistemological level, Tafsir positions revelation as the highest source of value that guides reason and experience, aligning with the principles of the Islamization of knowledge that reject secularist assumptions in the development of knowledge. In the domain of curriculum and educational design, the integration of religious sciences and modern sciences becomes a foundational principle that eliminates the dichotomy of knowledge and emphasizes a tawhidic orientation. The educational process is understood as a space for value internalization, character formation, and moral exemplarity, uniting knowledge with ethics. This study concludes that Ahmad Tafsir’s thought provides an important contribution to the development of an integrative Islamic educational paradigm rooted in tawhid while remaining responsive to the dynamics of modern scientific knowledge.
Filsafat Pendidikan Islam Bernapaskan Toleransi: Membaca Kembali Pemikiran Gus Dur untuk Generasi Baru Sihono, Ridwan Faqih; Havid Nur Solikhin; Mahmud Arif
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 1 (2026): Januari: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i1.1503

Abstract

This study aims to explore the philosophy of Islamic education grounded in tolerance by revisiting the influential ideas of Gus Dur and assessing their significance for the younger generation in contemporary society. Adopting a qualitative descriptive approach through document analysis, in-depth interviews, and thematic interpretation, the research highlights that values such as tolerance, humanism, intellectual freedom, and respect for diversity are essential foundations for shaping modern Islamic education. The findings indicate that incorporating these principles into educational curricula not only enriches the learning experience but also strengthens inclusive and participatory teaching practices, fostering an environment that encourages open dialogue, mutual understanding, and moderation. Furthermore, the study emphasizes that systematic integration of Gus Dur’s educational philosophy can contribute to the development of students’ critical thinking, ethical awareness, and social responsibility, ensuring that Islamic education remains relevant and responsive to contemporary societal challenges. Overall, the research concludes that implementing these values consistently is crucial for advancing a modern, tolerant, and pluralistic approach to Islamic education that benefits both individuals and society as a whole.
Between Tradition and Digitalisation: Negotiated Mediation in Early Childhood Parenting Among Kiai Families in Sumenep Indonesia Aziz, Thorik; Mahmud Arif; Nurjannah, Nurjannah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Press
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-01

Abstract

Purpose – This study investigates how Kiai families in Sumenep, Madura, mediate digital technology in early childhood parenting through value-based filtering grounded in Islamic traditions.Design/methods/approach –  An ethnographic study with phenomenological sensitivity was conducted over four months. Data were collected through participatory observation of five kiai families and in-depth interviews with ten key informants (five kiai and five nyai). Thematic analysis was employed, involving open coding, axial coding, and interpretive synthesis to identify patterns of technology negotiation.Findings – Kiai families predominantly refused children's ownership of personal digital devices, prioritising direct parent-child interaction and physical play. Technology access was filtered through religious considerations, with children exposed only to pre-selected Islamic content under strict parental supervision. However, enforcement remained inconsistent due to practical constraints, and indirect exposure through extended family networks produced observable behavioural changes, including adoption of digital expressions, reduced participation in religious routines, and shifts from active to passive play. Nyai reported greater stress in managing boundary violations, revealing gendered dimensions of mediation labour. Interpretations of problematic change were contested across kiai, nyai, and non-kiai informants.Research implications/limitations – This study demonstrates that resistance to digital parenting reflects value-based negotiation rather than technological illiteracy, challenging dominant digital parenting frameworks widely used in scholarship worldwide. By introducing negotiated mediation, the study extends parental mediation theory by foregrounding religious authority and culturally embedded conceptions of childhood as analytically significant. Limitations include the small sample size, cultural specificity of the pesantren context in Sumenep, the four-month observation period, and potential researcher bias. Findings may not be directly transferable to other religious or non-religious settings.Practical implications – Community-based digital parenting programmes should integrate religious perspectives and involve local religious leaders to increase acceptance. Educational interventions must balance digital literacy with the preservation of community values rather than imposing universal models. Originality/value – This study introduces negotiated mediation as an analytical framework explaining how religious authority shapes parental responses to digitalisation through dialectical processes between Islamic values and technological realities. It addresses a gap in the digital parenting literature by foregrounding perspectives from a religiously conservative community, thereby challenging urban-centric and secular assumptions in existing research.Paper type Research paper
Implementasi Pendekatan Pembelajaran Berdiferensiasi dalam Mata Kuliah Sejarah Peradaban Islam pada Mahasiswa Pendidikan Biologi UIN Sunan Kalijaga Eni Wahyuliani; Mahmud Arif; Nur Saidah; Fanida Susilowardani
Journal of Islamic Education and Learning Vol. 5 No. 2 (2025): Journal of Islamic Education and Learning
Publisher : Sekolah Tinggi Ilmu Syrari’ah Daru ‘Ulum (STSDU) Lampung Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63761/jiel.v5i2.169

Abstract

Perkembangan pendidikan tinggi pada era Revolusi Industri 4.0 dan Society 5.0 menuntut proses pembelajaran yang adaptif, humanis, dan mampu mengakomodasi keberagaman karakteristik mahasiswa. Secara ideal (das sollen), pembelajaran di perguruan tinggi keislaman diarahkan untuk mengembangkan potensi mahasiswa secara optimal sesuai dengan kebutuhan, minat, dan gaya belajarnya. Namun, pada praktiknya (das sein), pembelajaran mata kuliah Sejarah Peradaban Islam (SPI) pada mahasiswa berlatar belakang sains masih cenderung menggunakan pendekatan konvensional yang kurang responsif terhadap perbedaan karakteristik belajar mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan implementasi pendekatan pembelajaran berdiferensiasi serta persepsi dan pengalaman belajar mahasiswa Pendidikan Biologi UIN Sunan Kalijaga pada mata kuliah SPI. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif yang didukung data kuantitatif deskriptif. Pengumpulan data dilakukan melalui kuesioner skala Likert, observasi, dan dokumentasi terhadap 24 mahasiswa. Data dianalisis menggunakan statistik deskriptif berupa nilai rata-rata (mean) dan disajikan secara naratif. Hasil penelitian menunjukkan bahwa implementasi pembelajaran berdiferensiasi berada pada kategori tinggi dengan nilai rata-rata 4,12, mencakup diferensiasi konten, proses, dan produk. Persepsi dan pengalaman belajar mahasiswa juga berada pada kategori tinggi dengan nilai rata-rata 4,08. Temuan ini menunjukkan bahwa pembelajaran berdiferensiasi memberikan kontribusi positif terhadap keterlibatan, pemahaman, serta pengalaman belajar mahasiswa dalam mata kuliah SPI.
Integrasi Asbab Al-Nuzul, Muhkam Mutasyabih, dan Nilai Pendidikan dalam Pengembangan Tafsir Tarbawi Royhan Ikhwan; Ru'uliyanah Sabrianti; Mahmud Arif; Jauhar Hatta
Journal Review of Islamic and Social Studies Vol. 1 No. 2 (2025): Journal Review of Islamic and Social Studies
Publisher : Atha Publishing Globalindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64845/riss.v1i2.100

Abstract

Penelitian ini membahas mengenai teks-teks ethico-legal dan hirarki nilai Abdullah Saeed dalam menafsirkan teks ethico legal. Makalah ini menggunakan pendekatan kualitatif dengan literatur buku Interpreting The Qur’an: Towards a Contemporary Approach karya Abdullah Saeed. Teks ethico-legal meliputi teks perintah hukum, hukuman terhadap kejahatan, sistem keyakinan, praktik ibadah, dan nilai-nilai universal (kulliyat al khams) seperti pemeliharaan agama, akal, jiwa, keturunan dan harta. Menginterpretasikan teks ethico-legal menurut Abdullah Saeed adalah hal sulit karena membutuhkan konsiderasi tidak hanya aspek linguistik teks tetapi juga dimensi sosio-historis. Dimana interpretasi sosio-historis sekaligus bisa menyingkap dimensi etis teks. Muatan etis seringkali diabaikan oleh mufasir dan orientasi hukum lebih mendominasi penafsiran mereka. Teks atau ayat dipahami secara harfiah terlepas dari pesan normatif-etis ayat. Teks hukum dalam Al-Qur’an disampaikan secara tidak terperinci, kecuali yang berkaitan dengan ayat-ayat ibadah. Untuk membantu menginterpretasikan teks ethico-legal, Saeed merumuskan apa yang dinamakan dengan hirarki nilai yang meliputi nilai-nilai fundamental (obligatory values), nilai-nilai fundamental (fundamental values), nilai-nilai perlindungan (protectional values), nilai-nilai implementasi (implementation values) dan nilai-nilai instruksional (instructional values).
Pendidikan Islam Berdasarkan Al-Qur’an: Kajian Perspektif Pendidikan Atas Q.S. Al-Mumtahanah Ayat 8-9 Ru'uliyanah Sabrianti; Royhan Ikhwan; Mahmud Arif; Jauhar Hatta
Journal Review of Islamic and Social Studies Vol. 1 No. 2 (2025): Journal Review of Islamic and Social Studies
Publisher : Atha Publishing Globalindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64845/riss.v1i2.103

Abstract

Makalah ini mengkaji nilai-nilai pendidikan Islam dalam Q.S. Al-Mumtahannah ayat 8–9 melalui pendekatan studi kepustakaan. Ayat tersebut memberikan pedoman etis mengenai hubungan sosial antara Muslim dan non-Muslim, terutama terkait prinsip toleransi, keadilan, kewaspadaan, dan keteguhan iman. Ayat ke-8 menegaskan anjuran untuk berbuat baik dan berlaku adil kepada pihak yang tidak memusuhi umat Islam, sementara ayat ke-9 memberikan batasan agar tidak menjalin loyalitas dengan pihak yang memerangi atau menindas umat Islam. Melalui analisis konseptual, historis, dan tafsir, makalah ini menunjukkan bahwa kedua ayat ini relevan dalam menjawab tantangan pendidikan Islam kontemporer, termasuk isu moderasi beragama, keragaman sosial, dan penguatan karakter. Temuan penelitian menegaskan bahwa integrasi nilai toleransi, keadilan, dan kewaspadaan iman dapat memperkuat tujuan pendidikan Islam dalam membentuk peserta didik yang moderat, berakhlak mulia, dan mampu hidup harmonis dalam masyarakat multicultural.
Co-Authors Ayu Lika Rahmadani Aziz, Thorik Bella sinta Chanif Ainun Naim Eni Wahyuliani Fakhrurozi Fanida Susilowardani Fitri Ovianti Fitria Nurliana Zulfa Friyansyah Havid Nur Solikhin Indah Maysela Azzahra Jauhar Hatta Lathifatul Maghfiroh Muhajiroh , Ninik Muhammad Farij Al-Kahfi Muhammad Singgih Noptario Noptario Nur Saidah Nurjannah Nurjannah Rahmatullah Ridwan Faqih Sihono Royhan Ikhwan Ru'uliyanah Sabrianti Sabarudin Sihono, Ridwan Faqih Siti Badrotil Khasanah Taufiqurohman Taufiqurohman Zulfatun Ni'mah Zulhijrah