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Ahmad Fadly
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THEMATIC INTERPRETATION AS AN INTEGRATIVE ‎EPISTEMOLOGICAL MODEL FOR CONTEMPORARY ‎ISLAMIC RELIGIOUS EDUCATION Fadly, Ahmad; Kustati, Martin; Bashori
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

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Abstract

The rapid advancement of contemporary sciences often neglects ethical and spiritual foundations, creating a gap between scientific progress and Qur’anic guidance. Previous studies on tafsir maudhu’i have focused on methodology and thematic application but have not systematically developed an integrative epistemological model relevant to Islamic education. This study aims to formulate the Integrative Epistemology of Tafsir Maudhu’i as a conceptual framework for bridging revelation with modern sciences and educational practices. Employing a qualitative library research design, the study analyzes classical tafsir, contemporary exegetical works, and recent scholarly contributions, supported by descriptive, comparative, and normative-contextual analysis. The findings reveal that tafsir maudhu’i integrates normative Qur’anic values, epistemological principles, and practical applications in addressing contemporary challenges such as artificial intelligence ethics, bioethics, environmental sustainability, and religious pluralism. The research advances tafsir studies by introducing a new epistemological model that unites text, reason, and social reality. This model offers practical guidance for Islamic Religious Education curricula, policymaking, and interdisciplinary dialogue between religion and science. The study concludes that tafsir maudhu’i is not merely a hermeneutical method but also an alternative epistemology capable of renewing Islamic thought and contributing to global ethical discourse.
Pengaruh Model ADDIE Berbantuan Media Kinemaster terhadap Kemampuan Menulis Teks Negosiasi Jannah, Azka Nidaul; Fadly, Ahmad
BELAJAR BAHASA: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Vol 9 No 1 (2024): Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesi
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/bb.v9i1.1010

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan menulis teks negosiasi, peneliti mengeksplorasi penyebab rendahnya kemampuan menulis teks negosiasi serta membuktikan pengaruh penerapan model ADDIE berbantuan media KineMaster terhadap pembelajaran menulis teks negosiasi. Adapun tujuan penelitian ini adalah untuk memudahkan dan mendorong kemampuan menulis teks negosiasi bagi peserta didik. Penelitian kuantitatif ini menggunakan metode eksperimen, dengan hipotesis adanya pengaruh model ADDIE berbantuan media KineMaster terhadap kemampuan menulis teks negosiasi. Populasi penelitian ini adalah peserta didik kelas X di SMAN 1 Gunung Sindur tahun pelajaran 2023/2024 berjumlah 356 peserta didik terdiri dari 10 kelas. Percontoh dalam penelitian ini dibagi menjadi dua kelompok. Kelas X.1 berjumlah 35 peserta didik, sebagai kelas kontrol, dan kelas X.2 berjumlah 36 peserta didik, sebagai kelas kontrol. Dari hasil penelitian yang telah dilakukan, bahwa model ADDIE berbantuan media KineMaster berpengaruh terhadap kemampuan menulis teks negosiasi peserta didik. Hal ini dapat dilihat berdasarkan kriteria pengujian thitung>t tabel yaitu (12,161>1,994). Terdapat perbedaan positif antara peserta didik yang menggunakan model ADDIE berbantuan media KineMaster. Hasil penelitian ini diharapkan dapat bermanfaat bagi pihak-pihak yang terkait memanfaatkan seperti pendidik, peserta didik, serta peneliti selanjutnya.
ISLAMIC PSYCHOPEDAGOGY IN HIGHER EDUCATION: ‎FOSTERING EMOTIONAL AND MORAL DEVELOPMENT ‎ Fadly, Ahmad; Delliani, Nurfarida; Batubara, Juliana
International Journal of Multidisciplinary Reseach Vol. 1 No. 4 (2025): Oktober
Publisher : International Journal of Multidisciplinary Reseach

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Abstract

Students in contemporary higher education face increasing emotional stress and ‎spiritual challenges, while traditional pedagogical models largely emphasize ‎cognitive outcomes, leaving holistic development insufficiently addressed. This ‎study investigates the potential of Islamic psychopedagogy to foster emotional ‎and spiritual well-being among university students, focusing on its theoretical ‎foundations and practical applications within higher education contexts. Using ‎a qualitative, literature-based approach, the research synthesizes insights from ‎Islamic educational thought, psychology, and modern pedagogical practices. ‎Findings reveal that Islamic psychopedagogy provides an integrative ‎framework that enhances students’ emotional resilience, spiritual awareness, ‎and ethical responsibility. By embedding these principles into curriculum ‎design, teaching strategies, and student-centered learning environments, this ‎approach supports the development of holistic learners who are morally ‎grounded, emotionally balanced, and academically competent. The study ‎highlights Islamic psychopedagogy as a culturally relevant and transformative ‎paradigm, offering valuable guidance for inclusive, value-based, and well-being-‎centered higher education. ‎
THEMATIC INTERPRETATION AS AN INTEGRATIVE ‎EPISTEMOLOGICAL MODEL FOR CONTEMPORARY ‎ISLAMIC RELIGIOUS EDUCATION ‎ Fadly, Ahmad; Samad, Duski; Mamad, Firdaus
International Journal of Multidisciplinary Reseach Vol. 1 No. 5 (2025): Desember
Publisher : International Journal of Multidisciplinary Reseach

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Abstract

This study explores the thematic interpretation method (tafsir maudhu’i) as a significant approach to engaging the Qur’an with contemporary knowledge. The research is driven by the urgency to bridge Qur’anic guidance with the rapid advancement of modern sciences, which often lack ethical and spiritual grounding. The objectives are to outline the fundamental principles of tafsir maudhu’i, evaluate its contribution to the development of contemporary disciplines, and assess its broader implications for Islamic epistemology. Utilizing a library-based method, the study reviews both classical sources and recent scholarship. The findings indicate that tafsir maudhu’i demonstrates an integrative and context-sensitive character, offering applicable ethical foundations that can guide the interaction between revelation and social realities. Furthermore, this method provides a conceptual framework for constructing a paradigm of knowledge that unites scriptural insights with the demands of modern society. The research concludes that tafsir maudhu’i functions not only as a hermeneutical tool but also as an epistemological model capable of renewing Islamic thought in addressing global challenges.
REVITALIZING ILM AL-KALAM IN ISLAMIC EDUCATION: ‎FOSTERING CRITICAL REASONING AMID THE CRISIS OF ‎RELIGIOUS RATIONALITY ‎ Hidayat, Muhammad; Samad, Duski; Mamad, Firdaus; Fadly, Ahmad
International Journal of Multidisciplinary Reseach Vol. 1 No. 4 (2025): Oktober
Publisher : International Journal of Multidisciplinary Reseach

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Abstract

The crisis of rationality and the decline of critical thinking among students have become urgent challenges in contemporary Islamic education. Phenomena such as blind obedience to religious figures, emotional fanaticism in public discourse, and the lack of reflective reasoning among learners indicate the need for a reorientation of Islamic educational paradigms. This article aims to revitalize the function of Ilm al-Kalam as the foundation for strengthening rationality and theological consciousness within Islamic education. Using a qualitative-descriptive approach and a review of classical and contemporary literature, this study explores the rational, argumentative, and ethical dimensions of Ilm al-Kalam that can be integrated into the curriculum and learning process of Islamic Religious Education (PAI). The findings reveal that applying the principles of Ilm al-Kalam fosters critical thinking, reasoned faith, and a balanced understanding of creed in the modern socio-religious context. The revitalization of Ilm al-Kalam thus represents not only theological reinforcement but also an epistemological transformation toward a rational, dialogical, and civilized Islamic education.
Co-Authors Agus Suradika Alard, Van Houten Amanda, Qurry Anggraini Azhari, Lusy Bashori Delliani, Nurfarida Desriani, Ririn Duski Samad Efendi Damanik, Bahrudi Fairuza, Naila Fairuza Faitah, Itah Fania Putri, Eka Faznur, Lutfi Syauki Firman Firman Gunawan Santoso Iswahyuni Iswahyuni Jannah, Azka Nidaul Juliana Batubara Kartikasari, Ratna Dewi Khaerunnisa Khalisa Salsabil, Nazwa Liza erwina Mahmud Mulyadi Maiza Abidah Utami Malik, Njaju Jenny Mamad, Firdaus Mansur, Ely Martin Kustati Maysita Rizky Utami Muhammad Hidayat Pramuda Ananta, Natasya Renhoat, Shifa Fauziyah Rizki, Muhammad Haerul Satria Pratama, Muhammad Suganda, Sonya Puspasari Syaiful Syaiful tika, Atika Ab'ur Untung Yuwono Wahyuningtyas, Ramadhani Wika Soviana Devi Yunita, Nina