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All Journal Teosofi: Jurnal Tasawuf dan Pemikiran Islam AL-ASASIYYA: Journal Of Basic Education Jurnal Pendidikan Islam An-Nahdloh: Journal of Education and Islamic Studies Academia Open
Ali Mas’ud
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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Transmisi dan Motif Pengajian al-Ḥikam Ibn Aṭā’ Allah al-Sakandarī di Pesantren Tambak Beras Jombang Ali Mas’ud
Teosofi: Jurnal Tasawuf dan Pemikiran Islam Vol. 7 No. 1 (2017): June
Publisher : Department of Aqidah and Islamic Philosophy, Faculty of Ushuluddin and Philosophy, Sunan Ampel State Islamic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.248 KB) | DOI: 10.15642/teosofi.2017.7.1.1-29

Abstract

The article seeks to reveal the transmission and motive of Ibn Aṭā’ Allah al-Sakandarī’s al-Ḥikam recitation in Pesantren Tambakberas Jombang under the guidance of KH. Jamaluddin Ahmad. This study employs quantitative and qualitative methods. The qualitative method is used to describe the pattern of transmission of al-Ḥikam, which has been carried out at Pondok Pesantren Tambakberas, while the quantitative one is intended to measure the perceptions of those involved in the recitation of the book in regard to Sufism and political motives that colored the transmission process. Non-parametric inferential statistics are used to measure such perceptions of motives. The recitation of al-Ḥikam constantly transforms the values of Sufism onto the pupils. It can be seen, for instance, within the illustration of such Sufism doctrines as seeking and earning money from lawful occupation, self-restraint from temptations of the world, helping other people, giving charity for the seek of God to face the hereafter life, prohibition of lavish life as it will be the greatest temptation to gain God’s blessing, performing continuous and sincere repentance (tawba naṣūḥa), leaving any unlawfully vague matters (shubhāt), and living independently and abstinence-begging.
Internalisasi Konsep Zuhud dalam Membentuk Karakter Religius Siswa Pendidikan Dasar Islam Muhammad Hifni Najih Yasak; Ali Mas’ud; Muhibbin Zuhri
AL-ASASIYYA: Journal Of Basic Education Vol 6, No 2 (2022): Januari-Juni
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ajbe.v6i2.5972

Abstract

This study aims to understand and describe the internalization of the concept of zuhud in the formation of the religious character of students at the Fadllillah Islamic Boarding School, Waru, Sidoarjo. This research uses a qualitative approach, with the type of case study. In this study, the researcher acts as a key instrument with the object of research being Kiai, teachers, and students. The research data were collected through interviews, observation, and documentation, while the data analysis techniques consisted of data reduction, data display, and conclusions. This study resulted in the findings that: (1) the strategy of internalizing the concept of zuhud in the formation of the religious character of students was applied through mujahadah and uswah hasanah activities; (2) the stages of internalization consist of: providing direction, both inside and outside the classroom; provide direct examples; familiarize students to be disciplined in accordance with the rules that have been set; and impose penalties for each student who violates the rules; and (3) supporting factors, namely: high willingness of students; support from family; and encouragement from peers to apply the concept of zuhud in daily life; and (b) inhibiting factors, namely: lack of obedience and obedience of students; peer influence; and lack of encouragement from their own family.
Basic Concept Of Islamic Education Stream And Thought (APPI) Moh. Ayyub Mustofa; M. Yunus Abu Bakar; Ali Mas’ud
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12866

Abstract

General Background: Islamic education encompasses diverse schools of thought shaped across classical to contemporary eras. Specific Background: The Streams and Paradigms of Islamic Education (APPI) articulate integrative, transformative, and holistic frameworks influenced by figures such as Al-Ghazali, Ibn Sina, Ibn Khaldun, and modern reformists like Muhammad Iqbal. Knowledge Gap: Despite the richness of these paradigms, limited studies synthesize their foundational concepts in relation to contemporary challenges such as digitalization, scientific dichotomy, and the demands of Society 5.0. Aims: This study analyzes the core concepts of APPI as a theoretical basis for developing an adaptive and comprehensive Islamic education system. Results: Findings reveal that APPI is grounded in integrated epistemology—uniting revelation, reason, and experience—supported by the pillars of tarbiyah, ta’lim, and ta’dib. The integrative paradigm bridges religious and modern sciences, the transformative paradigm reorients learning toward student-centered and value-based approaches, and the holistic paradigm fosters multidimensional human development. Novelty: This research offers a unified analytical framework connecting classical thought, modern reformist ideas, and technological demands. Implications: APPI provides a strategic foundation for curriculum reform, character-based pedagogy, and Islamic-aligned digital innovation to strengthen the relevance and authenticity of Islamic education today. Highlights: Highlights the foundational pillars of tarbiyah, ta’lim, and ta’dib in shaping holistic Islamic education. Emphasizes integration of classical thought and modern reform to address contemporary educational challenges. Presents APPI as a strategic framework for curriculum renewal and technology-aligned Islamic pedagogy. Keywords: Islamic Education, APPI, Integrative Paradigm, Transformative Learning, Holistic Framework
Arabic Loanwords Integration in Indonesian Madrasah Education: Analysis of Pedagogical Effectiveness and Cross-Linguistic Transfer Muhammad Afifudin Dimyathi; Junaedi Junaedi; Syaifuddin Syaifuddin; Ali Mas’ud
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Transformative Islamic Education
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i3.266

Abstract

This study examines the integration of Arabic loanwords into Indonesian madrasah education through a mixed-methods analysis. With 2,000-3,000 documented Arabic loanwords in the Indonesian lexicon, these borrowings offer unique pedagogical potential. The research employed a convergent parallel Design with 147 students and 15 teachers across six Madrasah Tsanawiyah in Surabaya, utilizing questionnaires, interviews, and textbook analysis. Content analysis identified 412 Arabic loanwords across grades 7-9 textbooks (18.7% of the vocabulary corpus), with religious vocabulary at 62%, everyday vocabulary at 34%, grammatical terms at 16%, and environmental vocabulary at 12%. Student recognition patterns showed religious vocabulary highest (88%), followed by everyday (65%), grammatical (48%), and abstract vocabulary (37%). Overall, 78% reported enhanced learning confidence and 84% improved comprehension, with strong multimedia preference (90%). However, 15% experienced semantic confusion when Indonesian meanings diverged from Arabic contexts. Teachers universally recognized the pedagogical value of loanwords, employing comparative linguistic analysis, multimedia integration, and contextual reinforcement strategies. Challenges included semantic drift (50%), grammatical complexity regarding gender distinctions (37.5%), and time constraints. The study recommends enhanced contrastive linguistic analysis in teacher preparation, etymology-based supplementary modules, and standardized loanword pedagogy approaches for Indonesian madrasah contexts.
Kontekstualisasi Metode Tarbiyatul Aulad Abdullah Nashih Ulwan bagi Anak Disabilitas dalam Perspektif Pola Asuh Baumrind Azmi Izuddin; Farahana Zahro Aini; Ali Mas’ud
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the educational framework proposed by Abdullah Nashih Ulwan in Tarbiyatul Aulad fil Islam and its applicability to children with disabilities, analyzed through the lens of Diana Baumrind's parenting style theory. Employing a qualitative descriptive methodology with a library research design, this study draws on primary sources from the foundational works of both scholars. Data were analyzed through content analysis using comparative and syncretic techniques to identify convergence between classical Islamic educational values and contemporary developmental psychology. The findings reveal that Ulwan's five educational methods are: modeling (al-qudwah), habituation (al-'adah), admonition (al-mau'idzah), attentiveness (al-mulahazah), and disciplinary consequence (al-'uqubah). Exhibit a strong structural correspondence with Baumrind's authoritative parenting typology, which is characterized by the integration of high demandingness and high responsiveness. This synthesis yields a disability-inclusive model of Islamic Religious Education, wherein the independence and spiritual resilience of students with special needs are cultivated through a disciplinary framework that is simultaneously Sharia-grounded, democratic, and empathetic. The resulting paradigm, termed Authoritative-Religious, provides a theoretical foundation demonstrating that classical Islamic educational values retain their relevance and efficacy in addressing the pedagogical challenges of contemporary inclusive education.   Keywords: Abdullah Nashih Ulwan, Diana Baumrind, Disability Education, Inclusive Islamic Education
Co-Authors Azmi Izuddin Farahana Zahro Aini Junaedi, Junaedi M. Yunus Abu Bakar Moh. Ayyub Mustofa Muhammad Afifudin Dimyathi Muhammad Hifni Najih Yasak Muhibbin Zuhri Syaifuddin .