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All Journal Al-Manahij: Jurnal Kajian Hukum Islam Progresiva : Jurnal Pemikiran dan Pendidikan Islam INFERENSI Al-Tahrir: Jurnal Pemikiran Islam Al-Jami'ah: Journal of Islamic Studies PIONIR: Jurnal Pendidikan Wawasan : Jurnal Ilmiah Agama dan Sosial Budaya Religio : Jurnal Studi Agama-agama Ta'allum: Jurnal Pendidikan Islam Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism JSW (Jurnal Sosiologi Walisongo) Musawa : Jurnal Studi Gender dan Islam Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JURNAL LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi PAEDAGOGIA Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Kuttab: Jurnal Ilmu Pendidikan Islam TA'LIM : Jurnal Studi Pendidikan Islam IQRO: Journal of Islamic Education BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Atthulab: Islamic Religion Teaching and Learning Journal Tribakti: jurnal pemikiran keIslaman PARAMUROBI Khatulistiwa: Journal of Islamic Studies DAYAH: Journal of Islamic Education Jurnal PAI Raden Fatah Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini al-Aulad: Journal of Islamic Primary Education SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Manarul Qur'an: Jurnal Ilmiah Studi Islam Mutawatir : Jurnal Keilmuan Tafsir Hadith Didaktik : Jurnal Ilmiah PGSD STKIP Subang At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Jurnal Filsafat Indonesia Tsaqafatuna: Jurnal Ilmu Pendidikan Islam JURNAL PENDIDIKAN DASAR FLOBAMORATA Al-Liqo: Jurnal Pendidikan Islam Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Jurnal Kajian Agama Hukum dan Pendidikan Islam (KAHPI) Al-Ulum: Jurnal Pendidikan Islam AR-RIAYAH : Jurnal Pendidikan Dasar Kafa’ah: Journal of Gender Studies Al-I'jaz: Jurnal Studi Al-Qur'an, Falsafah, dan Keislaman Ikhtisar: Jurnal Pengetahuan Islam BASHAIR An-Nur : Jurnal Studi Islam Al-Ulum: Jurnal Pendidikan Islam International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Arfannur: Journal of Islamic Education Fikrah: Jurnal Ilmu Aqidah dan Studi Keagamaan Al-Manahij : Jurnal Kajian Hukum Islam Jurnal Kependidikan Jurnal Ilmiah Mahasiswa Raushan Fikr JEER (Journal of Elementary Educational Research) Cendekia: Jurnal Kependidikan dan Kemasyarakatan HUMANISMA : Journal of Gender Studies Limas Pendidikan Guru Madrasah Ibtidaiyah Analisa: Journal of Social Science and Religion Jurnal Pendidikan Islam Equivalent: Jurnal Ilmiah Sosial Teknik AHDÃF: Jurnal Pendidikan Agama Islam Ghaitsa: Islamic Education Journal Quranic Edu Tribakti: Jurnal Pemikiran Keislaman SYAHADAT: Journal of Islamic Studies Journal of Education and Teacher Training Innovation (JETTI) Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Journal of Visionary Sharia Economy (JOVISHE) Jurnal Ekonomi, Manajemen, Akuntansi The Elementary Journal Ngaji Tadhkirah: Jurnal Terapan Hukum Islam dan Kajian Filsafat Syariah Thiflun : Jurnal Pendidikan Dasar Ta'allum: Jurnal Pendidikan Islam Jurnal Pendidikan Islam Al Ikhlas Al-hikmah : International Journal of Islamic Studies At-Ta'lim : Media Informasi Pendidikan Islam PALASTREN: Jurnal Studi Gender Journal of Educational Research and Learning Analytics COUNS-EDU: The International Journal of Counseling and Education EDUKASIA: Jurnal Penelitian Pendidikan Islam Al-Tarbawi Al-Haditsah Ilmuna: Jurnal Studi Pendidikan Agama Islam
Mahmud Arif
Sunan Kalijaga State Islamic University
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Pengembangan Model Tafsir Pendidikan Perfektif ‘Alî ‘Abd Al-?alîm Ma?mûd Arif, Mahmud
Mutawatir : Jurnal Keilmuan Tafsir Hadith Vol. 6 No. 1 (2016): JUNI
Publisher : Department of Qur'an dan Hadith Faculty of Ushuluddin and Philosophy UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.137 KB) | DOI: 10.15642/mutawatir.2016.6.1.26-51

Abstract

This paper deals with the idea of ‘Alî ‘Abd al-?alîm Ma?mûd, who has seriousely built a firm conviction on the perfection of the Qur’an and the necessity of Moslems to obey it. The only way to solve any problem in this life, according to him, is by returning to the guidance of the Qur’an and the Prophet traditions. ‘Abd al-?alîm Ma?mûd has utilized two models in elaborating the Qur’anic tenets, i.e.: [1] selecting a certain surah to be interpreted; and [2] appointing a certain educational topic and explaining the relevant content of Qur’anic verses. Those models stand on assumption that the Qur’an, as a guidance book, has explained all matters of human life. His belief in an existence of the perfect Qur’anic educational system has prompted him to endeavour to describe prescriptions of the Qur’anic verses, so those became as educational perspectives or viewpoints, either with nuance of clarifying, comparing or perfecting, that contain fully messages of moral, religious preaching, and movement, in order to revive the glory of Islam.
HOLISTIC EDUCATION IMAM AL-GHAZALI'S PERSPECTIVE: BUILDING LITERACY AND LEARNING MOTIVATION IN THE MODERN ERA Friyansyah; Mahmud Arif; Muhammad Singgih; Ninik Muhajiroh
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 7 No. 2 (2025): SEPTEMBER
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v7i2.2309

Abstract

Education has an important role in building the nation's civilization. Al-Ghazali's thinking is relevant to answer the challenges of modern education which tends to focus on the cognitive aspect, so as to forget the spiritual aspect, besides that education also functions to build literacy and motivation to learn. The research method used is library research with a qualitative approach. The results of the study show that Al-Ghazali believes that education is not only developing or improving cognitive aspects but as a means of getting closer to Allah SWT, by emphasizing the importance of intention and sincerity, the role of teachers as role models, and integration between knowledge. The integration of Al-Ghazali educational values in the modern education system can be a solution to form students who are not only intellectually intelligent, but also spiritually and morally intelligent
Advancing Multicultural Education in Indonesia: Insights from Amin Abdullah’s Perspective Mawi Khusni Albar; Sangkot Sirait; Mahmud Arif; Nur Lailatun Furoidah; Satria Adi Pradana
Jurnal Ilmiah Mahasiswa Raushan Fikr Vol 13 No 1 (2024): Jurnal Ilmiah Mahasiswa Raushan Fikr
Publisher : Lembaga Kajian dan Pemberdayaan Mahasiswa UIN Prof. KH. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jimrf.v13i1.11239

Abstract

This article examines multicultural education through the lens of Amin Abdullah, a notable Indonesian Muslim scholar. Using a descriptive-qualitative approach, it reviews his works to elucidate his perspective. Abdullah’s ideas address Indonesia’s diverse social and cultural landscape, emphasizing intercultural understanding and tolerance, particularly in the post-Suharto era, marked by the resurgence of ethnic and religious identities. The article defines multicultural education and its goals, explores the influence of organizations like Muhammadiyah and Nahdlatul Ulama on Abdullah’s thought, and discusses the implications for Indonesian education. It advocates for inclusive curricula, tolerance promotion, teacher training, and multicultural materials, while addressing challenges such as resistance from conservative groups. Integrating perspectives from other scholars, it offers a comparative analysis within the broader discourse on multicultural education, enhancing understanding of integrating cultural and religious diversity into Indonesian education, while noting potential limitations and practical application difficulties
Construction of Religious Character Values in Religious Learning at the Hamzanwadi Islamic Institute NWDI Pancor Hendri Sugianto; Mahmud Arif; Usman
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2221

Abstract

Islamic universities face increasingly complex challenges due to the development of digital technology and social changes that affect students' mindsets and behaviors. On the one hand, this progress has expanded access to science, but on the other hand, it has also had an impact on weakening religious awareness, academic ethics, and moral responsibility in campus life. This study aims to analyze the construction of religious character values in NW learning at the Hamzanwadi Nahdlatul Wathan Diniyah Islamiyah (NWDI) Pancor Islamic Institute which focuses on value construction, internalized pedagogical process, and the formation of students' religious habitus. This study uses a field qualitative approach with purposive sampling techniques. Data was obtained through interviews, observations, and documentation, then analyzed using Miles and Huberman's interactive model. The results of the study show that the value of religious character is constructed through the material of verses of the will of the devotional of the time, Shalawat Nahdlatain, the example of lecturers, and the academic culture of the campus which gives birth to the values of faith, piety, sincerity, honesty, discipline, help, religious moderation, tolerance, and love for the homeland. The internalization process takes place through teacher-centered learning, deep learning, example, habituation, lectures, contemplation, and discussion so as to form moral knowledge, value appreciation, and real actions. These academic traditions form religious habitus in the form of academic integration, social responsibility, presence towards lecturers, and moderate religiosity. This research emphasizes that NW learning is not just an institutional course, but a system of religious character formation of students who live in culture or tradition at the Hamzanwadi Islamic Institute NWDI Pancor.
Islamic Religious Education in the Construction of a Multicultural Society: Negotiating Theological Exclusivity and Social Inclusivity Selvia Yolanda; Mahmud Arif
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/edxzhy08

Abstract

The increasing intensity of social interaction in multicultural societies has intensified encounters between theological truth claims and demands for social openness, which, within Islamic religiosity grounded in Islamic creed (ʿaqīdah), is often perceived as a conceptual tension. This study aims to identify the ideal pattern of the relationship between theological exclusivity and social inclusivity from the perspective of Islamic religiosity grounded in Islamic creed (ʿaqīdah) and to examine its implications for Islamic Religious Education (IRE), as well as to explain its relevance to strengthening religious moderation in multicultural societies. This qualitative study takes the form of a literature review using a descriptive analytical approach. Data were obtained through documentation by examining normative Islamic sources as well as various scholarly literature relevant to the subject matter. The findings of this study show that theological exclusivity constitutes the epistemic dimension of Islamic religiosity, affirming commitment to revealed truth and preserving religious identity, while social inclusivity functions as an ethical orientation that enables just, balanced, and harmonious engagement with diversity. The apparent tension between the two does not stem from their substantive nature, but rather from a reductionist understanding that fails to distinguish between theological and social domains. Within a proportional framework, these dimensions are not mutually exclusive but mutually reinforcing. Furthermore, Islamic Religious Education serves as a strategic medium for integrating firm theological commitment with inclusive social values, enabling Muslims to engage constructively with multicultural realities without compromising the integrity of faith. The contribution of this study confirms that religious moderation can be strengthened through a clear conceptual distinction between belief and social relations, allowing both to operate within their respective domains without contradiction. In addition, this study contributes to the development of a conceptual framework for Islamic Religious Education that balances theological exclusivity and social inclusivity in multicultural societies.
Co-Authors A'yun, Qurrotul Abdullah, Rafidah binti Abroto Adzibah, Salsabila I'tilaful Adzillah, Salsabila Nur Imatul Agus Riyan Oktori Ahmad Abdul Rochim Ahmad Ahmad Ahmad Ahmad Ahmad Saefudin Ahmad Sulton Aida, Sugesti Riza Nor Ainus Syuhud Al Kahar, Aris Armeth Daud Alfauzan Amin Amri Saputra Amrillah, H. M. Taufik Andriyani, Santi Anggitiyas Sekarinasih Ansorul Alim Anuhgra, Yudha Okta Arinindyah, Otisia Arvaddin Hamasy Al Qosam Aslamiyah, Rubiatul Asrop Syafi’i Aulia, Muhammad Ghozil Awaliyah, Fuji Baidi, Yasin Bogatyreva, Svetlana Nikolaevna David Ricardo Dwi Ratnasari Effi Widayati Elfa Tsuroyya, Elfa Fatimah Jahroh fatur Rahman, fatur Fauzi Ansori Saleh Fepriani, Jumarni Ferdian Utama Ferdiansyah Bahri, Ferdi Firdaus Annas Friyansyah Gondo Adhi Saputra Hairiyah, Hairiyah Harahap, Abdul Hamid Haji Harahap, Asriana Hendri Purbo Waseso Hendri Sugianto Hidayanty, Nurul Hidayatu Munawaroh, Hidayatu Hulu, Muhammad Arif Jahroh, Fatimah Kartika Dwi Astuti Karwadi Karwadi Khaliq, Muhammad Nur Khamim Zarkasih Putro Khasanah, Siti Badrotil Khotimatul Husna Levi Fitriani Liza Jauharotul Munfarida Al Khurriyyah Lutfiah Holifa Balkis Maharsi, Maharsi Mardeli Mardeli Mardiah, Desni Marhumah Marhumah Masuwd, Mowafq Abrahem Mawi Khusni Albar Meilani, Muna Moh. Khairudin Mohamad Syawaluddin Mohammad Ahmed Mahee bin Haji Samry Mohammad Kurjum Movitaria, Mega Adyna Muh. Habibulloh Muhammad Abdun Jamil Muhammad Alwi Muhammad Arif Hulu Muhammad Chirzin Muhammad Nuruzzaman Syam Muhammad Shaleh Assingkily Muhammad Shaleh Assingkily Muhammad Singgih Munif Mutia Miftachul Janna Mutiya, Khoiru Muzaini, M. Choirul Nia Kurniasari, Nia Ninik Muhajiroh Nisfu Kurniyatillah Nur Lailatun Furoidah Nur Rahmadhani Sholehah Nur ‘Azah Nurhaeni, Tia Nurliadin, Nurliadin Nurul Fidia, Salsabila Otisia Arinindyah Paduka, Wanamean Papay Supriatna Parwanto, Wendi Prasetiyo, Yoga Catur Prayitno, Abdul Afwu Godly Pulungan, Samsusddin Purnama, Sigit Puspasari, Hikmah Puspitasari, Dea Radhiyah Syauqi Rahmadhani, Saszlin Rahman, Ali Rahmawati, Affiyah Rizki, Meisya Anggraini Rubiatul Aslamiyah Sabarudin Sabarudin Sahri Saleh, Fauzi Ansori Samsirin Sangkot Sirait Sangkot Sirait, Sangkot Saputro, Muhamad Rikza Satria Adi Pradana SEFRIYANTI SEFRIYANTI Seka Andrean selvia yolanda Septiani, Liza Shilfany Putri sholeh, muh ibnu sholeh Sholehah, Nur Rahmadhani Sibawaihi Sibawaihi Sigit Prasetyo Sigit Prasetyo Sintha Sih Dewanti Siregar, Parulian Soehadha, Moh Sokip Sufyan Ats-Tsauri Sugesti Riza Nor Aida Sulistiyawati Sulistyorini Supriatna, Papay Suratman, Bayu Sutrisno, Sutrisno Syachputri, Lendy Fathmi Lia Syarnubi, Syarnubi Syifa Syafriani Simatupang Simatupang Syuhud, Ainus TAMIYA, ILFIKROTUT Taufiqurohman, Taufiqurohman Usman Usman Usman Wadan Y Anuli Widayati, Effi Winda Islamitha Nurhamidah Witasari, Rinesti Yessika Destiana Lahabu Yulifda Elin Yuspita Yulizah, Yosi Zakiyah, Neni Zulfadli Zulkipli Lessy Zulkipli Lessy