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All Journal Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Risâlah, Jurnal Pendidikan dan Studi Islam Akuntabel : Jurnal Ekonomi dan Keuangan al-Afkar, Journal For Islamic Studies Almufida: Jurnal Ilmu-Ilmu Keislaman Al-Ikhtibar : Jurnal Ilmu Pendidikan Jurnal Ilmiah Wahana Pendidikan International Journal of Health, Economics, and Social Sciences (IJHESS) Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya An-Nahdlah: Jurnal Pendidikan Islam Jurnal Dedikasi Hukum Mudabbir: Journal Research and Education Studies Ihsanika : Jurnal Pendidikan Agama Islam Jurnal Budi Pekerti Agama Islam International Journal of Educational Technology and Society Al-Bustan: Jurnal Pendidikan Islam Moral : Jurnal Kajian Pendidikan Islam Falahiya An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum (PAKEHUM) Sujud: Jurnal Agama, Sosial dan Budaya Jurnal Teologi Islam Al-Ard: Journal of Education International Journal of Economics and Management Research
Moh. Faizin
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Peserta Didik dalam Pendidikan Perspektif Ibnu Sina Rumza Amalia; Zahwatul Khusna; Aisyah Nanda Salsabila; Moh. Faizin
Sujud: Jurnal Agama, Sosial dan Budaya Vol. 2 No. 1 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/g7qhbs44

Abstract

The requirements of Islamic education today are very relevant to Ibn Sina's ideas about education. According to Ibn Sina, education is a way to create a complete human being—physically, intellectually, socially, and spiritually—not merely a method to transmit knowledge. He emphasized the importance of achieving a balance between moral and ethical development and mastery of knowledge. He believed that in addition to intelligence, a student needs to have a positive attitude, be honest, and take responsibility both for the environment and for themselves. This concept becomes highly relevant in the context of Islamic education today due to the challenges posed by globalization and modernization, which often overshadow spiritual principles. Islamic education must provide an integrative curriculum that combines general knowledge, religious understanding, and life skills in accordance with contemporary developments. Moreover, the core of the entire educational process must be character education. It is estimated that by adopting the principles of Ibn Sina, a new generation of morally upright and intellectually intelligent individuals will emerge, capable of making significant contributions to the advancement of civilization and humanity.
Relevansi Pemikiran Pluralisme Gus Dur di Era Digital: Tinjauan Keberagaman dalam Perspektif Pendidikan Kewarganegaraan Aliya Zulva Ahsani; Fadhil Gilland Rahmatullah; Nabiha Ayu Mardhatillah; Moh. Faizin
Jurnal Teologi Islam Vol. 2 No. 1 (2026): DESEMBER 2025 - MEI 2026
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/tvm8p253

Abstract

This study looks into how relevant K.H. Abdurrahman Wahid's (Gus Dur's) ideas on pluralism are for responding to these modern challenges, especially from the viewpoint of Civic Education (PPKn). The research uses a literature review, pulling data from academic journals, books, and other related documents. It focuses on three main questions: (1) How Gus Dur's life experiences formed his pluralistic outlook; (2) How diversity and pluralism are understood within Civic Education; and (3) Which specific parts of Gus Dur's pluralism can be used in today's digital world. The findings show that Gus Dur's thinking—especially on universal humanism, the "indigenization of Islam," and his concept of separating religion and state (though not complete secularism)—provides a strong basis for building a new digital citizenship. This new ethical framework is meant to encourage attitudes that are tolerant, critical, and open, all of which reflect the core values of Pancasila.
Hubungan Pendidik Dan Peserta Didik Persepektif Imam Al-Ghazali Maudiyah; Mohammad Haspi Rohyan; Moh. Faizin
Sujud: Jurnal Agama, Sosial dan Budaya Vol. 2 No. 1 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/z1xj5667

Abstract

This article is motivated by the fact that the relationship between educators and students, from an Islamic educational perspective, is central to the success of a learning process based on the values of faith and noble morals. This research aims to understand the concept, function, and nature of educators, and how the ideal relationship between educators and students can be realized in accordance with Islamic educational principles. The method used is library research with a qualitative descriptive approach through analysis of various relevant literature. The results show that educators act as mu'allim, murabbi, and muaddib (leaders), who not only teach knowledge but also instill moral and spiritual values, thus creating a harmonious educational relationship with worship values that shape perfect human beings.
Pancasila Sebagai Landasan Demokrasi dan Ham Perspektif Yusril Ihza Mahendra Dhamar Ibrahim Kadista Putra; Sorayya Febby Kalkautsari; Moh. Faizin; Adhisti Muthia Syawali
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 4 (2025): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v2i4.794

Abstract

Pancasila, as the foundational ideology of Indonesia, plays a fundamental role in shaping a democratic system and ensuring the protection of human rights based on justice. From Yusril Ihza Mahendra’s perspective, Pancasila is not merely a normative ideology but serves as a political and legal paradigm that integrates the values of divinity, humanity, unity, democracy, and social justice into the practice of governance. According to Yusril, Indonesian democracy cannot be equated with Western liberalism, which emphasizes individual freedom; rather, it is a constitutional democracy grounded in the moral and spiritual foundations of Pancasila. The values of Pancasila position human rights in a balanced relationship between rights and responsibilities, as well as between individual and collective interests of the nation. Thus, democracy and human rights, in Yusril’s view, are integralistic—citizens’ freedoms are directed toward realizing social j  ustice and order in national life. This article aims to examine Yusril Ihza Mahendra’s thoughts on the relationship between Pancasila, democracy, and human rights, and their relevance within the context of Indonesia’s contemporary constitutional system.
Transformation of Islamic Religious Education Learning from Conventional to Interactive: A Case Study of SMPN 35 Surabaya Firdanti Maqhfiroh; Moh. Faizin; Usman Yudi; Yahya Aziz
al-Afkar, Journal For Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i1.2823

Abstract

The purpose of this study is to describe the transformation of Islamic Religious Education (PAI) learning from conventional methods to interactive methods for class VIII-F students at SMPN 35 Surabaya. The research method used is a qualitative descriptive approach involving 33 students as subjects, while data was collected through three main techniques: observation, interviews, and documentation. The results of the study indicate that conventional learning, which is still dominated by lectures, memorization, and cognitive evaluation alone, causes students to tend to be passive, bored, and fed up. In contrast, the implementation of conventional learning through LKPD-based Problem Based Learning (PBL), mind mapping-based Project Based Learning (PjBL), and Kahoot-based digital game evaluation can increase student engagement, motivation, and deeper understanding. Students become more active in discussions, collaboration, and problem-solving, while the teacher acts as a facilitator. This study concludes that the integration of interactive learning with the Independent Curriculum is relevant for building Islamic Religious Education (PAI) learning that is more participatory, meaningful, and aligned with the demands of 21st-century skills.
Gagasan Inovasi Ilmu Pendidikan Islam Perspektif Buya Hamka Nabila Syafira Antonia; Nur Berliana Islami; Naura Bunga Zaiyan; Moh. Faizin
Moral : Jurnal kajian Pendidikan Islam Vol. 2 No. 4 (2025): Desember : Moral : Jurnal kajian Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/moral.v2i4.1614

Abstract

In this study, we will discuss the concept of Islamic education from Buya Hamka's perspective. Buya Hamka was an Indonesian Muslim cleric and scholar with a profound perspective on the relationship between knowledge, faith, and morality. The purpose of this study is to analyze aspects of Islamic education according to Buya Hamka and their relevance to the modern education system. This research was conducted using a qualitative descriptive approach, drawing on relevant academic literature such as journals, books, and articles. This research concludes that Buya Hamka views Islamic education as an effort to shape a holistic human being, balancing spiritual, intellectual, moral, and social aspects. Hamka emphasized that education is not only intended to cultivate the intellect but also to purify the heart and develop noble character. According to Hamka, Islamic education must be grounded in monotheism, direct educators as role models of morality, and integrate religious and intellectual knowledge for the benefit of the community. Buya Hamka's perspective is sufficient to address the challenges of modern education, which tends to focus on academic values ​​without considering the instilling of moral and spiritual values.
Konsep Pendidikan Seumur Hidup dalam Pendidikan Islam Perspektif Ibnu Khaldun Desy Qonitah; Keysha Putri Shafa Az Zahra; Moh. Faizin
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.v3i6.1681

Abstract

This study discusses the concept of lifelong education from an Islamic perspective by highlighting the thoughts of Ibn Khaldun as a prominent figure in the history of education. Using a qualitative method based on a literature study, this research examines sources from the Qur’an, Hadith, and related scholarly works to understand the theological and philosophical foundations of lifelong education. The findings indicate that education in Islam is viewed as a continuous process that takes place from birth until the end of life. Ibn Khaldun emphasized the importance of a gradual and systematic learning process, as well as the use of methods that align with learners’ developmental stages. This concept is consistent with the demands of modern education, which emphasize active, creative, and adaptive learning. Furthermore, the study highlights various forms of lifelong education implementation, such as vocational, professional, civic, and cultural education. These findings affirm that lifelong education is an essential necessity in responding to social, technological, and civilizational dynamics, while also constituting an act of worship and a human responsibility as khalifah (stewards) on earth.
Pancasila Sebagai Solusi Terorisme Umami, Izzati Khoirina; Rahma, Alia Nafisah; Moh. Faizin
Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum Vol. 2 No. 3 (2025): PAKEHUM - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pakehum.v2i3.983

Abstract

This article focuses on an in-depth examination of the importance of Pancasila as a fundamental and long-term solution to the dangers of terrorism in Indonesia. Terrorism is a serious threat that endangers national unity and betrays universal human values, in addition to being a security issue that causes fear and confusion. In this work, we use a comprehensive literature review approach, examining various sources that discuss the close relationship between the noble values of Pancasila and planned efforts to combat the seeds of radicalism. The findings of this analysis clearly demonstrate the importance of Pancasila as the guardian of the nation's ideology. Its five principles, from belief in God to social justice, serve as an essential foundation for morality and ethics, shaping the character of the nation that upholds culture, justice, and tolerance. The nation's ideology will be more resilient against radical ideologies when these principles are internalized and applied systematically in daily life, the education system, and the formulation of public policy. To prevent, address, and eradicate the causes of terrorism in Indonesia, Pancasila not only serves as the foundation of the state but also as a guide for community life.
Actualization of Students from the Perspective of Imam Al-Ghazali Helend Priscilla; Qanita Putri Najiyah; Moh. Faizin
Al-Ard: Journal of Education Vol. 1 No. 3 (2025)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v1i3.13

Abstract

This article explores Al-Ghazali's views on student development in Islamic education, from the basic concept of students as spiritual beings with a natural disposition towards goodness, the importance of ethics or manners in connecting knowledge with teachers, the formation of a holistic character that unites spiritual, intellectual, moral, social, and physical aspects, plus the role of teachers as moral role models. In essence, education today is often fragmented, neglecting the spiritual and ethical dimensions, thus causing a serious moral crisis. To resolve this, I conducted a qualitative analysis of Al-Ghazali's writings, such as Ihya Ulum al-Din, combined with current educational theories and empirical studies. An interesting finding is that Al-Ghazali's framework truly encourages balanced development, with a focus on sincere intentions, humility, and social responsibility, which ultimately leads students to the level of insan kamil or whole human beings. This approach has been shown to increase student motivation, resilience, and ethics, as evidenced in Islamic schools today. In conclusion, Al-Ghazali's ideas are like a panacea for reforming education, helping us deal with issues such as secularization and digital loneliness in a more humane way.
Interconnected of Islamic Education Goals From The Perspective of Al Singkili Kirana Fatikha Dina; Hafizha Sitta Imana; Moh. Faizin
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i1.492

Abstract

The integration of spiritual, moral, intellectual, and social dimensions represents a fundamental objective of Islamic education. However, many contemporary educational systems tend to prioritize cognitive achievement while neglecting the ethical and spiritual formation of learners. This condition creates a gap between knowledge acquisition and character development in Islamic education. Classical Muslim scholars provide valuable insights to address this issue, including the educational thought of Abdurrauf Al-Singkili, a prominent seventeenth-century scholar from Aceh. This study aims to examine the interconnected goals of Islamic education from Al-Singkili’s perspective. The research employs a qualitative library research method through textual analysis of Al-Singkili’s works and relevant contemporary literature on Islamic educational philosophy. The findings reveal that Islamic education in Al-Singkili’s perspective is built upon an integrated framework consisting of spiritual foundations, moral formation, intellectual development, and social responsibility. The novelty of this research lies in reconstructing Al-Singkili’s educational thought into a holistic conceptual model that emphasizes the interconnectedness of educational goals in Islamic education.
Co-Authors Adhisti Muthia Syawali Adil Sembiring Ahmad Fathur Rizqi Jalil Aisyah Nanda Salsabila Akbar Dzaki Yahya Alawy, Naufal Alif Robbiatul Sariroh Aliya Zulva Ahsani Annida Jihada Shabriya Arif Isnaini Azmi Niswah Nabila Bagus Shandy Narmaditya Bilqis Yazmil Faza As-Sakinah Desty Surya Khairunnisak Desy Qonitah Dhamar Ibrahim Kadista Putra Dian Tantri Fadhil Fadhil Gilland Rahmatullah Fadila Firdaus Umar Faradilla Zahratun Nisa Firdanti Maqhfiroh Firdausy Nuzula Hafizha Sitta Imana Helend Priscilla Hevni Rahmania Ilmi Usrotin Choiriyah Irma Nur Setyani Kalkautsari, Sorayya Febby Keysha Putri Shafa Az Zahra Kheisya Auliya Azzahroh Kirana Fatikha Dina Lailatul Munawaroh Linda Dwi Aryanti Ludi Wishnu Wardana Maudiyah Maulana, Asrul Mohammad Haspi Rohyan Muhammad Fikri Haikal Pratama Nabiha Ayu Mardhatillah Nabila Syafira Antonia Nadya Wahyu Pramita Nailal Himmah Attaroqiya Naura Bunga Zaiyan Nur Berliana Islami Nur Izzatu Dini Kamaliyah Phahlevi, Rifqi Ridlo Pramesty, Selsya Amandha Prasetyo, Andika Bujang Putra, Dhamar Ibrahim Kadista Qanita Putri Najiyah Raditya, Felisha Zilda Rafif Danu Pramatya Rahma Mela Celia Rahma, Alia Nafisah Raihana Lidya Natasha Reza Nabila Rifani Nabilla Rahman Ririn Nur Aidah Rizky Firmansyah Rohimatul Baroroh, Zahro Rumza Amalia Salsabila Faruq Saniyyah Labibah Sorayya Febby Kalkautsari Sri Budi Purwaningsih, Sri Budi Sudarmiatin Syawali, Adhisti Muthia Umami, Izzati Khoirina Usman Yudi Vanissa Arum Saharani Wahyu Puspita Sari Yahya Aziz Yunita Eka Nur Prastiwi Zahwatul Khusna Zhelin Armeta