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All Journal Humaniora Ahkam: Jurnal Ilmu Syariah Grenek: Jurnal Seni Musik STUDIA ISLAMIKA Poetika: Jurnal Ilmu Sastra Islam Futura Heritage of Nusantara: International Journal of Religious Literature and Heritage Kajian Linguistik dan Sastra Jurnal Ilmu Sosial dan Ilmu Politik SASDAYA: Gadjah Mada Journal of Humanities JPPI | Jurnal Penelitian Pendidikan Islam Adabiyyat: Jurnal Bahasa dan Sastra Sunan Kalijaga: International Journal of Islamic Civilization TAJDID Tsamratul Fikri (TF) Bestari: Jurnal Studi Pendidikan Islam Bakti Budaya: Jurnal Pengabdian kepada Masyarakat Heritage of Nusantara: International Journal of Religious Literature and Heritage Studia Islamika Jurnal bahasa, sastra, seni, dan pengajarannya
Fadlil Munawwar Manshur
Unknown Affiliation
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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NURCHOLISH MADJID ON INDONESIAN ISLAMIC EDUCATION: A HERMENEUTICAL STUDY Safitri, Lis; Manshur, Fadlil Munawwar; Thoyyar, Husni
Islam Futura Vol 22 No 2 (2022): Jurnal Ilmiah Islam Futura
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jiif.v22i2.5749

Abstract

Indonesian Muslims need a well-established Islamic education that can accommodate diversity as the characteristic of Indonesia. Nurcholish Madjid (1939-2005), a neo-Modernist, has an inclusive and philosophical Islamic thought that can be used as the philosophical paradigm of Indonesian Islamic education. This study intends to interpret the thinking of Nurcholish Madjid related to Islamic education using Hans Georg Gadamer’s hermeneutic model. This study shows that knowledge is a manifestation of ‘aql, one of human potential as khalīfah. Cak Nur’s objective of Islamic education is divided into four categories that led to the awareness of human existence as God’s servant and khalīfah. The model of Cak Nur’s education is humanistic education which focuses on moral education. The multicultural education of Cak Nur, which comes from the generic meaning of Islam, is tolerance education to the diversity of religions, religious understanding, and the acceptance of local wisdom. Cak Nur's educational thinking is not a practical theory, but a philosophical foundation that is easily accepted by people with the epistemology of burhānī thought.
Teori sastra Marxis dan aplikasinya pada penelitian karya sastra Arab modern Manshur, Fadlil Munawwar
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

Many works of modern Arabic literature contain themes of class struggle, especially the struggle of the oppressed against the oppressors. Indeed, the theme of class struggle in Arabic literary works serves as a moral and social mirror of Arab society itself. By reviewing modern Arabic literary works from the perspective of Marxist literary theory, these works can be understood as representations of intense social class conflict within Arab society. Therefore, the use of this theory can help reveal more meaningful and authentic interpretations of Arabic literature and avoid the marginalization of Arab literary works in the construction of cultural and ideological discourse.
Religious Education and Sustainability Ethics: Fostering Faith-Based Action for Sustainable Development in Educational Settings Manshur, Fadlil Munawwar
Bestari Vol 23 No 1 (2026): Studi Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan, Universitas Islam Darussalam (UID) | Islamic University of Darussalam, Ciamis, Jawa Barat, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/bestari.v23i1.684

Abstract

In a world facing severe ecological crises, secular strategies alone often struggle to inspire long-term behavioral changes. This paper explores how religious education can act as a crucial catalyst for sustainability ethics by shifting environmental care from a legal chore to a deep spiritual duty. Religious lessons offer a unique space for sustainable development, allowing students to build ethical literacy and practical values. Utilizing a reflective inquiry methodology, this study examines how theocentric worldviews across different faiths, such as Islamic stewardship and Catholic social teachings, provide strong intrinsic motivations for conservation. While innovative pedagogies like digital gamification and experiential service-learning show great promise in engaging students, several systemic barriers still remain. Significant gaps in teacher training are often made worse by rigid curricula and fragmented educational policies that separate subjects into isolated silos. Ultimately, balancing sacred traditions with modern interdisciplinary collaboration is essential for transforming classrooms. By offering a practical framework for curriculum reform, this article highlights why integrating faith-based ethics is vital for cultivating active, compassionate stewards of our shared planet.
Co-Authors Amir Ma'ruf Amir Ma'ruf Amir Ma’ruf Atoillah, Ahmad Nabil Dardiri, Taufik A Eva Farhah Fariz Alnizar faruk faruk Faruk, Faruk Herlina, N. Hani Inung Setyami, Inung Ma'ruf, Amir Ma?ruf, Amir Mahmudah Mahmudah Ma’ruf, Amir Mohamad Yamin Najmah Sayuti Puadah, Nurul safitri, Lis SUMADI SUMADI Syarif H, Sarto Al Thoyyar, Husni