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Mahmud Arif

Sunan Kalijaga State Islamic University

Author-ID : 232421

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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Abdullah Nasih Ulwan’s Philosophy of Islamic Education: A Critical Study of Its Relevance to Modern Educational Challenges Husna, Sofiatul; Arif, Mahmud
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 5 No 1 (2025): December
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v5i1.2908

The contemporary landscape of education faces critical challenges marked by moral degradation, shifting social values, and the extensive influence of digital culture. These conditions demand a philosophical framework of Islamic education that is capable of responding holistically to the intellectual, spiritual, moral, and social needs of learners. This study critically examines Abdullah Nasih Ulwan’s philosophy of Islamic education and analyzes its relevance in addressing modern educational challenges. Using a qualitative approach and library research method, this study explores Ulwan’s fundamental educational concepts through textual analysis of his principal works—particularly Tarbiyat al-Aulad fi al-Islam—alongside contemporary academic publications. The findings show that Ulwan’s educational philosophy promotes a holistic and integrative framework covering objectives, curriculum, teaching methods, and the functional role of educational institutions, especially the family, school, and society. Moreover, Ulwan’s emphasis on moral and spiritual development, character formation, and parental responsibility demonstrates significant relevance for countering the negative impacts of globalization, digital exposure, and individualistic values. The study concludes that Ulwan’s philosophical perspective remains highly applicable to modern education when contextualized and adapted to contemporary pedagogical approaches. This research contributes theoretically by mapping Ulwan’s educational philosophy within the discourse of Islamic educational philosophy and practically by offering conceptual insights for the development of character-based Islamic education in the digital era.

CRITICAL THEORY OF FRANKFURT SCHOOL: APPLICATION IN EDUCATION AND THE DEVELOPMENT OF ISLAMIC CRITICAL THEORY Anuhgra, Yudha Okta; Arif, Mahmud; Rahmadhani, Saszlin
Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Vol. 11 No. 2 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sadra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20871/kpjipm.v11i2.428

The present study aims to provide a comprehensive examination of the Frankfurt School’s Critical Theory, encompassing its historical origins, subsequent development, and the application of its values within educational contexts and the evolution of Islamic Critical Theory. Employing a qualitative research methodology, data for this article were obtained through an extensive review of literature, including books, scholarly journals, and other pertinent documents concerning the Frankfurt School’s Critical Theory. Data analysis was performed using content analysis techniques. The findings indicate that the Frankfurt School’s Critical Theory remains a significant philosophical movement, persisting not only in Western academic discourse but also among Muslim philosophers. Despite its limited familiarity in Indonesia, there is potential for the adaptation of aspects and values of the Frankfurt School’s Critical Theory in the educational process. This adaptation could be achieved through the implementation of critical pedagogy, aimed at fostering understanding and sensitivity to promote change. Additionally, the integration of critical religious education could serve to transform it into critical Islamic religious education, thereby challenging the prevailing stigma that often pits Islam and the West against each other in the educational field. Furthermore, it is imperative to acknowledge the significant opportunity for academics and philosophers to continue developing the concept of Islamic Critical Theory, a field that currently has minimal references. Critical theory has the potential to contribute to the development of Islamic scholarship, as evidenced by the Qur’an’s emphasis on critical thinking in the pursuit of knowledge.

STRENGTHENING ISLAMIC MORAL VALUES IN CHARACTER BUILDING FOR THE MILLENNIAL GENERATION Syachputri, Lendy Fathmi Lia; Arif, Mahmud
Khatulistiwa Vol 15, No 2 (2025)
Publisher : The Pontianak State Institute of Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/khatulistiwa.v15i2.3908

Strengthening Islamic moral values is urgent in facing the moral challenges of the millennial generation in the digital age. The phenomena of moral decadence, individualism, and technology abuse demand educational strategies that emphasize spiritual and ethical dimensions. This study aims to analyze the role of strengthening Islamic moral values in shaping the character of the millennial generation through a literature review of the latest scientific sources. The approach used is descriptive qualitative with a literature study method, sourced from 10 national and international scientific journals and official documents from the Ministry of Education and Culture on Character Education Strengthening (PPK). The results of the study show that strengthening Islamic moral values is effective in shaping the character of the millennial generation through the internalization of the values of faith, honesty, responsibility, and social manners. Islamic morals serve as a spiritual foundation that guides the younger generation to be adaptive to global changes without losing their Islamic identity. Islamic education that integrates the aspects of faith, knowledge, and charity is a strategic path in building a generation with superior character, civility, and competitiveness in the digital age

Rereading Ibn Khaldun’s Asabiyyah as a Critique of the Crisis of Modern Civilisation Amri Saputra; Mahmud Arif
Al-Hikmah: International Journal of Islamic Studies Vol. 1 No. 2 (2025): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/alhikmah77

This article revisits the concept of asabiyyah in Ibn Khaldun’s thought as a foundation for critiquing the crisis of modern civilisation. In a global context marked by material progress, social fragmentation, and the erosion of solidarity, the idea of asabiyyah offers a moral and social framework relevant to understanding the dynamics of contemporary society. This study employs a qualitative approach using the historical-philosophical hermeneutic method to interpret the text of Al-Muqaddimah and relate it to modern social problems. The analysis reveals that asabiyyah, which originally arose from the Bedouin tribal way of life as a force of solidarity and social loyalty, represents a moral energy that gives birth to civilisation and political power. However, asabiyyah tends to weaken when society becomes immersed in luxury and egoism. In the modern context, this concept can be reread as a call to build a new form of solidarity grounded in values, ethics, and social responsibility. The study concludes that Ibn Khaldun’s thought remains relevant as a critical reflection on the challenges of social disintegration and moral crisis in modern civilisation.

The Actualisation of Muhammad Iqbal’s Islamic Educational Philosophy in the Context of Modern Education Ansorul Alim; Amri Saputra; Mahmud Arif
Al-Hikmah: International Journal of Islamic Studies Vol. 1 No. 2 (2025): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/m512zy90

This research discusses Muhammad Iqbal’s Islamic educational philosophy and its relevance in the context of modern education. This study is motivated by concerns about the current direction of education, which tends to become trapped in materialistic and instrumental orientations, thereby neglecting the moral and spiritual dimensions of the human being. Using a qualitative approach with a library research method, this study examines Iqbal’s major works such as The Reconstruction of Religious Thought in Islam, Asrar-i-Khudi, and Rumuz-i-BeKhudi, as well as various secondary sources that explore the influence and actualisation of his ideas in the field of education. The findings indicate that Iqbal’s philosophy of education is rooted in the concept of Khudi, namely human self-awareness as a being endowed with creative and spiritual potential to realise divine values in life. According to Iqbal, education must be a process of shaping individuals who are dynamic, independent, and responsible towards themselves and society. He rejects educational models that blunt creativity and focus solely on memorisation, as such approaches distance human beings from their true nature as free and creative beings. In the context of modern education, Iqbal’s ideas are relevant as a foundation for reforming the Islamic education system towards a balance between reason and faith, freedom of thought and moral responsibility, as well as intellectual advancement integrated with spiritual depth. This research emphasises that the actualisation of Iqbal’s thought in modern education can serve as a philosophical basis for developing an educational paradigm that is humanistic, transcendental, and contextual to contemporary challenges. By integrating spiritual values and rationality, Islamic education has the potential to produce individuals who are not only intellectually capable but also possess strong character, faith, and ethical awareness.

Enhancing Elementary Students’ Numeracy through the GASING Method: A Quasi-Experimental Study Yessika Destiana Lahabu; Wadan Y Anuli; Shilfany Putri; Mahmud Arif; Sigit Prasetyo; Abroto Abroto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7985

Numeracy competence is a foundational skill for elementary students, essential for success in 21st-century learning. However, many Indonesian students continue to face difficulties in understanding mathematical concepts and performing calculations effectively. This study investigates the effectiveness of the GASING (Gampang, Asyik, Menyenangkan) method in enhancing numeracy skills among fourth-grade students. A quasi-experimental one-group pre-test and post-test design was employed with a mixed-methods approach. Thirty fourth-grade students at MIN 1 Manado participated in the study over two months. Quantitative data were gathered through numeracy tests, while qualitative data were collected via observations, interviews, and open-ended questionnaires. Data were analyzed using paired sample t-tests and thematic coding. Students’ numeracy scores improved significantly from a mean of 45.6 (pre-test) to 78.3 (post-test), with a large effect size (Cohen’s d = 2.63). Observations showed increased engagement and participation, while qualitative feedback revealed reduced math anxiety and increased motivation. Both students and teachers expressed positive perceptions of the method’s interactive and enjoyable approach. The findings suggest that the GASING method effectively improves both computational fluency and conceptual understanding in mathematics. Its emphasis on progressive learning, visual tools, and enjoyable activities fosters a positive learning environment. While the absence of a control group limits generalizability, the results indicate that GASING holds promise as an instructional strategy in elementary numeracy education.

Analisis Kebijakan Pendidikan Inklusif di Sekolah Dasar/Madrasah Ibtidaiyah: Perspektif Keadilan dan Pemerataan Akses Pendidikan Sekarinasih, Anggitiyas; Arif, Mahmud; Waseso, Hendri Purbo
Jurnal Kependidikan Vol. 13 No. 3 (2025)
Publisher : Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jk.v13i3.15549

Pendidikan inklusif menjadi isu strategis dalam upaya mewujudkan keadilan sosial di bidang pendidikan dasar, namun pelaksanaannya di Sekolah Dasar dan Madrasah Ibtidaiyah masih menghadapi kesenjangan antara regulasi dan praktik. Ketimpangan sumber daya, kapasitas guru, serta persepsi sosial terhadap anak berkebutuhan khusus memperlihatkan bahwa prinsip keadilan yang diamanatkan belum sepenuhnya terwujud. Penelitian ini bertujuan untuk menganalisis kebijakan pendidikan inklusif di Indonesia dari perspektif keadilan distributif dan substantif guna menilai kesetaraan dan pemerataan akses pendidikan. Kajian ini menggunakan pendekatan kualitatif jenis penelitian kepustakaan (library research) dengan data primer berupa regulasi nasional dan daerah seperti Permendiknas No. 70 Tahun 2009, KMA No. 1 Tahun 2024, dan Perda Jateng No. 2 Tahun 2023. Data sekunder diperoleh dari hasil penelitian relevan dan publikasi ilmiah, kemudian dianalisis dengan teknik content analysis melalui tahapan reduksi, kategorisasi, dan interpretasi berbasis teori justice as fairness (Rawls) dan pluralism and equality (Walzer). Hasil penelitian menunjukkan bahwa kebijakan inklusif di Indonesia baru mencapai tahap normatif-administratif dan belum menyentuh keadilan substantif, karena masih terdapat ketimpangan distribusi sumber daya antarwilayah serta lemahnya koordinasi lintas lembaga. Selain itu, banyak sekolah dan madrasah belum mampu menerapkan kurikulum adaptif serta asesmen diferensiatif karena keterbatasan pelatihan guru dan dana afirmatif. Budaya sekolah yang masih sarat stigma terhadap peserta didik disabilitas juga menjadi penghalang terciptanya ekosistem pembelajaran yang benar-benar inklusif. Penelitian ini merekomendasikan reformasi kebijakan melalui pendekatan equity-oriented policy design dengan strategi needs-based funding, penguatan kapasitas guru, serta pembentukan National Inclusive Education Council sebagai wadah koordinasi lintas kementerian. Reformasi ini diharapkan mampu mengubah pendidikan inklusif dari sekadar mandat hukum menjadi instrumen nyata bagi keadilan sosial yang berkelanjutan.

MENUJU FILOSOFI PENDIDIKAN ISLAM YANG BERORIENTASI MAQASID UNTUK PEMBANGUNAN BERKELANJUTAN Harahap, Asriana; Pulungan, Samsusddin; Arif, Mahmud
Thiflun : Jurnal Pendidikan Dasar Vol 3, No 2 (2025): Thiflun: Jurnal Pendidikan Dasar
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpd.v3i2.22295

Penelitian ini bertujuan menganalisis relevansi filosofi pendidikan Islam yang berorientasi pada Maqasid al-Shariah untuk mendukung pembangunan berkelanjutan. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui studi literatur, wawancara mendalam dengan ahli dan praktisi pendidikan, studi kasus di beberapa lembaga pendidikan Islam, observasi, dan analisis dokumen kurikulum. Analisis data dilakukan dengan teknik analisis tematik untuk mengidentifikasi pola dan tema utama terkait integrasi dan implementasi maqasid. Hasil penelitian menunjukkan bahwa integrasi kelima prinsip maqasid perlindungan agama, jiwa, akal, keturunan, dan harta ke dalam kurikulum berpotensi besar membentuk generasi yang tidak hanya cerdas intelektual tetapi juga berkarakter, serta peduli terhadap keberlanjutan sosial, ekonomi, dan lingkungan. Namun, implementasinya menghadapi tantangan utama berupa keterbatasan pemahaman konsep maqasid di kalangan pendidik dan kurangnya dukungan sumber daya. Simpulan penelitian menekankan bahwa untuk mengoptimalkan peran pendidikan Islam berbasis maqasid, diperlukan peningkatan kapasitas pendidik dan penguatan infrastruktur pendidikan agar dapat berkontribusi efektif dalam mewujudkan tujuan pembangunan berkelanjutanKata kunci: Filosofi Pendidikan; Maqasid; Pembangunan Berkelanjutan

The Value of Children's Education in the Katoba Ritual and its Implications for Moral Education Al Kahar, Aris Armeth Daud; Bogatyreva, Svetlana Nikolaevna; Dewanti, Sintha Sih; Arif, Mahmud; Abroto, Abroto
Journal of Elementary Educational Research Vol 5 No 2 (2025): 2025 Volume 5 No 2
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan IAIN Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeer.v5i2.1642

In the context of Muna society, katoba exists as an educational ritual that continues to survive and exist amidst the onslaught of modernization. This study aims to examine how children are educated in the katoba ritual and its implications for moral education. This study uses Spradley's qualitative approach, which is included in the type of ethnographic research. This approach emphasizes an in-depth study of a particular cultural group or community. Data collection was conducted through observation, interviews, and documentation. Data collection was conducted through observation, interviews, and documentation. The data sources were one traditional leader (LS) and one religious leader (LM) who performed the katoba ritual. The research location in this paper is in the South Wakorumba district, Muna Regency. The selection of South Wakorumba district as the research location is based on the fact that South Wakorumba sub-district still maintains authentic Muna culture, thus the implementation of the katoba ritual is still carried out continuously. The results of the study indicate that the katoba ritual has a moral educational meaning contained in each of its three main steps: the initial implementation, the main implementation, and the closing implementation. The initial stage is marked by the wearing of traditional Muna clothing, the main stage is the core procession, namely the giving of toba advice from the priest to the toba participants, and the third is the banquet, which is the final procession in the katoba ritual.This educational value is obtained from the advice expressed by the imam to the Toba participants. The educational values are morals towards Allah, morals towards others and morals towards the environment.

AKIDAH ISLAM DAN TANTANGAN RADIKALISME KEAGAMAAN DALAM KEHIDUPAN MODERN Fepriani, Jumarni; Arif, Mahmud
AT-TAJDID Vol 9, No 2 (2025): JULI-DESEMBER 2025
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/att.v9i2.4243

Penelitian ini dilakukan untuk menggali ajaran akidah Islam dalam menghadapi tantangan radikalisme keagamaan di era modern. Akidah sebagai inti keyakinan seorang Muslim memiliki peran strategis dalam membentuk cara pandang, sikap, dan perilaku yang moderat, toleran, serta selaras dengan prinsip rahmatan lil â€˜alamin. Melalui metode studi kepustakaan, penelitian ini menelusuri literatur-literatur keislaman, baik jurnal ilmiah, dan dokumen resmi yang membahas hubungan antara akidah dan deradikalisasi. Hasil penelitian menunjukkan bahwa akidah Islam yang diajarkan secara moderat dapat menjadi benteng ideologis terhadap pengaruh radikalisme, dengan menekankan nilai-nilai tauhid, keadilan, kasih sayang, dan keseimbangan. Namun demikian, penelitian ini memiliki keterbatasan dalam hal pendekatan empiris karena tidak melibatkan data lapangan atau wawancara langsung dengan tokoh agama maupun pelaku pendidikan. Oleh karena itu, penelitian ini menyarankan kepada pihak-pihak berwenang, seperti Kementerian Agama, Kementerian Pendidikan, lembaga dakwah, serta para ulama dan pendidik, agar lebih mengintegrasikan nilai-nilai akidah moderat dalam kurikulum, pelatihan guru, dan kegiatan keagamaan, baik di dunia nyata maupun dalam ruang digital. Sinergi lintas sektor diperlukan untuk memperkuat ketahanan akidah umat dan mencegah penyebaran ideologi radikal, demi terciptanya masyarakat yang damai, inklusif, dan religius.This study aims to examine the role of Islamic creed (Ê¿aqidah) in addressing the challenges of religious radicalism in the modern era. As the foundation of a Muslimâ€™s faith, Ê¿aqÄ«dah plays a strategic role in shaping a moderate, tolerant, and compassionate mindset aligned with the principle of rahmatan lil â€˜alamin (mercy to all creation). Using a library research method, this study explores scholarly journals and official documents that discuss the relationship between creed and deradicalization. The findings reveal that a properly taught and contextualized Islamic creed can serve as a strong ideological shield against radical influences by emphasizing core values such as monotheism, justice, mercy, and balance. However, the study is limited by its lack of empirical data, such as fieldwork or interviews with religious leaders and educators. Therefore, the study recommends that relevant stakeholders, such as the Ministry of Religious Affairs, Ministry of Education, Islamic educational institutions, and religious scholars, integrate moderate Islamic teachings into curricula, teacher training, and digital religious discourse. A multi-sectoral synergy is essential to strengthen the religious resilience of the Muslim community and prevent the spread of extremist ideologies, thereby fostering a peaceful, inclusive, and religiously harmonious society

Co-Authors A'yun, Qurrotul Abdullah, Rafidah Abdullah, Rafidah binti Abroto Agus Riyan Oktori Ahmad Abdul Rochim Ahmad Ahmad Ahmad Ahmad Ahmad Sulton Aida, Sugesti Riza Nor Ainus Syuhud Akhyak, Akhyak Al Kahar, Aris Armeth Daud ALBAR, MAWI KHUSNI Alfauzan Amin Amri Saputra Amrillah, H. M. Taufik Annas, Firdaus 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 Dwi Ratnasari Effi Widayati Elfa Tsuroyya, Elfa Fatimah Jahroh fatur Rahman, fatur Fauzi Ansori Saleh Fepriani, Jumarni Ferdiansyah Bahri, Ferdi Furoidah, Nur Lailatun Guswenti, Mirna Hairiyah, Hairiyah Harahap, Abdul Hamid Haji Harahap, Asriana HENDRI PURBO WASESO, HENDRI PURBO Hidayanty, Nurul Hidayatu Munawaroh, Hidayatu Hulu, Muhammad Arif Husna, Sofiatul Jahroh, Fatimah Janna, Mutia Miftachul Kartika Dwi Astuti Khaliq, Muhammad Nur Khamim Zarkasih Putro Khasanah, Siti Badrotil Khotimatul Husna Levi Fitriani Mardeli Mardeli Mardiah, Desni Marhumah Marhumah Masuwd, Mowafq Abrahem Meilani, Muna Moh. Khairudin Mohamad Syawaluddin Mohammad Ahmed Mahee bin Haji Samry Mohammad Kurjum Movitaria, Mega Adyna Muh Habibulloh Muhammad Alwi Muhammad Arif Hulu Muhammad Chirzin Muhammad Nuruzzaman Syam Muhammad Shaleh Assingkily Muhammad Shaleh Assingkily Munif Mutiya, Khoiru Muzaini, M. Choirul Nasir, Muhammad Fikri Abdun Nia Kurniasari, Nia Nisfu Kurniyatillah Nur Rahmadhani Sholehah Nurhaeni, Tia Nurliadin, Nurliadin Nurul Fidia, Salsabila Otisia Arinindyah Papay Supriatna Parwanto, Wendi Pradana, Satria Adi Prasetiyo, Yoga Catur Prayitno, Abdul Afwu Godly Pulungan, Samsusddin Purnama, Sigit Puspasari, Hikmah Puspitasari, Dea Rahmadhani, Saszlin Rahman, Ali Rizki, Meisya Anggraini Rubiatul Aslamiyah Sabarudin Sabarudin Sahri Saleh, Fauzi Ansori Sangkot Sirait, Sangkot Saputro, Muhamad Rikza SEFRIYANTI SEFRIYANTI Seka Andrean Sekarinasih, Anggitiyas 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 Sulistyorini Supriatna, Papay Suratman, Bayu Sutrisno, Sutrisno Syachputri, Lendy Fathmi Lia Syarnubi, Syarnubi Syuhud, Ainus TAMIYA, ILFIKROTUT Taufiqurohman, Taufiqurohman Usman Usman Wadan Y Anuli Widayati, Effi Witasari, Rinesti Yessika Destiana Lahabu Yulifda Elin Yuspita Yulizah, Yosi Zainudin Zainudin Zakiyah, Neni Zulfadli Zulkipli Lessy Zulkipli Lessy ‘Azah, Nur

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