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Suhartini, Andewi

UIN Sunan Gunung Djati Bandung

Author-ID : 2636804

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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KONSEP KEHIDUPAN DUNIA AKHIRAT DAN IMPLIKASINYA TERHADAP PENDIDIKAN ISLAM Suhendri; Andewi Suhartini
Sharia: Jurnal Kajian Islam Vol 1 No 2 (2024): Sharia : Jurnal Kajia Islam
Publisher : Sekolah Tinggi Agama Islam Al-Andina

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59757/sharia.v1i2.32

Differences in views regarding the concepts of “dunia” and akhirat” are due to differences in the epistemological basis used by the Western view and the Islamic view. This research aims to explain Islamic views on the concept of “dunia” and akhirat”, explain the consequences of faith in the last day, explain the concept of balance in world life and the afterlife, and explain the implications for Islamic education. The method used in this research is library research, namely exploring the opinions of Muslim commentators or scholars regarding the concepts of “dunia” and akhirat” which they interpret from the main sources, namely the Qur'an and al-Hadith. The results of the research state that Islam views “dunia” and akhirat” as having to be lived in balance. Life on earth is a field leading to the afterlife. This has implications for the concept of balance in the world and the afterlife, physical and spiritual, individual and society. It also has implications for the Islamic education system which combines and integrates general knowledge and religious knowledge that appears in various educational institutions. Conclusion; Islam's universal view of all aspects of life creates balance. The implications of the concept of balance in the afterlife in educational studies can be seen when Islamic education is present in providing challenges and answers to change as well as responses to development that suit the needs of the people.

Paradigma Masyarakat Muslim Dalam Membentuk Konsep Pendidikan Islam Shopiah Syafaatunnisa; Andewi Suhartini
Oasis : Jurnal Ilmiah Kajian Islam Vol. 9 No. 1 (2024)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v9i1.18402

This study aims to explore the role of the Bayani, Burhani, and Irfani paradigms in shaping a holistic and adaptive concept of Islamic education. These three paradigmsâ€”Bayani, which emphasizes religious texts; Burhani, which emphasizes logic and rationality; and Irfani, which focuses on intuition and inner understandingâ€”are complementary epistemologies within Islam. The study employs a qualitative method with a literature review approach, where various relevant sources are analyzed in depth to understand how these paradigms can be integrated to develop an Islamic education system that meets modern challenges while preserving fundamental Islamic values. The findings indicate that the integration of the Bayani, Burhani, and Irfani paradigms produces an Islamic education concept that is not only relevant to contemporary contexts but also supports the holistic development of students' intellectual, emotional, and spiritual character. Through this integration, Islamic education can serve as a foundation for developing an adaptive, inclusive educational system aligned with Islamic identity.

DIGITAL-THEOLOGICAL CONSCIOUSNESS: A MODEL OF ISLAMIC EDUCATION FOR HOMO DIGITALIS Mamat Rahmat; Ahmad Zaky Zakaria Anshary; Adang Hambali; Andewi Suhartini
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): APRIL
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.570

This study aims to develop a comprehensive model of Islamic education grounded in Digital-Theological Consciousness that addresses the ontological transformation of Muslim learners who inhabit digital culture as Homo Digitalis. The research responds to a significant gap in the literature: while digital Islamic education studies have proliferated, none has systematically integrated the philosophical concept of Homo Digitalis with tawhid-based theology into a coherent educational model. A qualitative library research design was employed, drawing on systematic analysis of primary and secondary sources in Islamic educational philosophy, digital theology, and philosophical anthropology. Sources were selected from peer-reviewed journals indexed in Scopus, Web of Science, and Sinta (2020–2025), supplemented by seminal theoretical works from Capurro (2017), Kultaieva (2020), and Phillips et al. (2019). Data were analyzed using an integrative-interpretive approach. The study identifies three foundational gaps in existing scholarship: the absence of Islamic digital theology as a field, the non-integration of Homo Digitalis into Islamic anthropological-educational discourse, and the operational limitation of tawhid-based models in addressing digital consciousness. Based on these gaps, the study proposes the DTC Model comprising five interrelated pillars: Tawhidic Ontological Grounding, Digital Fitrah Literacy, Khalifah-Oriented Digital Ethics, Integrative Epistemology of Revelation and Reason, and Transformative Pedagogical Practice. The model offers a theoretically rigorous and practically applicable framework for Islamic educational institutions navigating digital transformation. Limitations include the conceptual-library nature of the study, which requires empirical validation through subsequent field research in Indonesian madrasah and pesantren contexts. This article introduces Digital-Theological Consciousness as a new construct in Islamic educational theory, offering the first systematic integration of Homo Digitalis philosophy with tawhidic epistemology in educational modelling. The study contributes both to Islamic educational philosophy and to the broader global discourse on religion and digital culture.

Implementasi Konsep Perbuatan Baik dan Buruk di MA Al Azhar Citangkolo Hisam Ahyani; Ahmad Hapidin; Andewi Suhartini; Mahmud Mahmud
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 7 No. 2 (2022): Pendidikan Agama Islam
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v7i2.11080

From the discussion above, related to the analysis of the Application of Good and Bad Deeds in MA Al Azhar Citangkolo carried out by the school in learning activities. Where the application of ethics and morals in everyday life is embodied in a disciplined attitude that is applied jointly to students, teachers, and employees, as well as all school stakeholders at MA Al Azhar Citangkolo Banjar City. The strategy in implementing moral education in developing character education at MA Al Azhar Banjar City is carried out in class. Evaluation of the results and process of implementing moral education in the development of character education at MA Al Azhar Banjar City, that evaluation of the implementation of moral education at the end of the semester and also every day in students' daily lives. Qualitative research methods, with a descriptive analytical approach the author uses in this study.

Co-Authors Ace nurasa Achmad Fauzi Adang Hambali, Adang Agus Ali Agus Yosep Abduloh Ahmad Hapidin Ahmad Jaelani Ahmad Nurwadjah Ahmad Nurwadjah Ahmad Nurwadjah EQ Ahmad Zaky Zakaria Anshary Andri Marta Sudirja Ani Rindiani Ani Rindiani Ari Prayoga Prayoga Asep Abdul Aziz Asep Nurshobah Asep Nursobah, Asep Chadidjah, Sitti Dede Sutisna Deni Sopiansyah Dewi Fitriani Dindin Alawi Erwin Muslim Euis Latipah Fitri Handayani Fitri Meliani Fitri Meliani Fitriani Fitriani Hasan Basri Heri Gunawan Hinggil Permana Hisam Ahyani Hisny Fajrussalam Indah Wahyu Ningsih Indra Taupik Saleh Ismail, Shalahudin Kardi Leo Koko Adya Winata Mahmud Mahmud Maman Maman Mamat Rahmat Mamun Zahrudin Ma’mun Zahrudin Miftahul Huda Mohamad Erihadiana, Mohamad Mohamad Yamin Mohamad Yamin Muhammad Hasan Basari Muhammad Makky Muhammad, Giantomi Muhidin Muhidin Mumu Zainal Mutaqin Naeli Mutmainah Nurti Budiyanti Nurwadja Ahmad EQ Nurwadjah Ahmad Nurwadjah Ahmad Nurwadjah Ahmad E.Q. Nurwadjah Ahmad EQ Nurwadjah Ahmad EQ Nurwadjah Ahmad Eq Nurwadjah Ahmad EQ. Nurwadjah Ahmad EQ Nurwadjah Nurwadjah Nurwajah Ahmad EQ R Rofiani Rifai, Ilyas Ruswandi, Uus Shalahudin Ismail Shopiah Syafaatunnisa Siti Julaikha Siti Masruroh Siti Nurhikmah Solihin, Solihin Sri Juwita Suhendri Syafaatunnisa, Shopiah Tuti Hayati Yuli Supriani Zahrudin, Ma?mun Qiqi Yuliati Zakiah

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