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All Journal YUDISIA : Jurnal Pemikiran Hukum dan Hukum Islam MIYAH: Jurnal Studi Islam Tilawah: Journal of Al-Qur'an Studies
Muhammad Alamul Huda
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Perbedaan Penentuan Awal Bulan Kamariah dalam Penghitungan Masa Iddah Bagi Perempuan Perspektif Fikih Muhammad Alamul Huda
YUDISIA : Jurnal Pemikiran Hukum dan Hukum Islam Vol 12, No 2 (2021): YUDISIA: Jurnal Pemikiran Hukum dan Hukum Islam
Publisher : Program Studi Hukum Keluarga Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/yudisia.v12i2.8487

Abstract

Women who have just been separated from marriage, either by divorce or by the death of their husband, must go through the iddah period. One of the calculations for the iddah period is the number of months. However, sometimes there are differences in the calculation of the number of months so that it has implications for time uncertainty about whether or not the period ends iddah. This study aims to explain the differences in determining the beginning of the lunar month and its implications for calculating the iddah period for women, and iddah from a fiqh perspective. This study uses a literature study research method. The data source used is secondary data, while the data analysis uses qualitative descriptive. The results showed that the difference in determining the beginning of the lunar month was due to the different methods used among Muslims, namely ruqyah and reckoning. The implications for determining the beginning of the month affect the calculation of the iddah period for women, especially regarding rights and obligations. Iddah itself is nothing but a waiting period for a woman to know that the uterus or womb is clean from pregnancy or for purposes ta'abbudi.Perempuan yang  baru terlepas dari ikatan pernikahan baik secara perceraian maupun ditinggal wafat suaminya harus melalui masa iddah. Salah satu penghitungan masa iddah adalah dengan jumlah bilangan bulan. Namun demikian terkadang terdapat perbedaaan penghitungan bilangan bulan sehingga berimplikasi terhadap ketidakpastian waktu tentang berakhir tidaknya masa iddah. Penelitian ini bertujuan untuk menjelaskan perbedaan penentuan awal bulan Kamariah dan implikasinya terhadap pehitungan masa iddah bagi perempuan, dan iddah perspektif Fikih. Penelitian ini menggunakan metode penelitian studi kepustakaan. Sumber data yang digunakan berupa data sekunder, sedangkan analisis data menggunakan diskriptif kualitatif. Hasil penelitian menunjukkan bahwa terjadinya perbedaan dalam penentuan awal bulan Kamariah dikarenakan metode yang digunakan dikalangan umat Islam masing-masing berbeda yakni rukyah dan hisab. Implikasi terhadap penentuan awal bulan tersebut berpengaruh terhadap penghitungan masa iddah bagi perempuan terutama terkait hak dan kewajiban. Iddah sendiri tidak lain  merupakan masa tunggu bagi seorang perempuan untuk mengetahui bersihnya rahmi atau rahim dari kehamilan atau untuk tujuan ta’abbudi. 
PENDIDIKAN AGAMA ISLAM MODERAT DI PESANTREN: STUDI KASUS PROSES PEMBELAJARAN DI PESANTREN AL-FATH CILEGON M. Muizzuddin; Muhammad Alamul Huda
MIYAH : Jurnal Studi Islam Vol. 20 No. 01 (2024): JANUARI
Publisher : Universitas Kiai Abdullah Faqih Gresik

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Abstract

Abstract: Al-Fath Cilegon Islamic Boarding School is one of the institutions that strives to maintain the values of Islamic teachings according to Ahlus Sunnah wal Jamaah by integrating moderate Islamic values into all forms of activities and daily life at the pesantren. It is hoped that the alumni can become young men and women who can uphold the Aqidah of Ahlus Sunnah wal Jamaah. The method used is qualitative with a case study approach. To obtain valid data, the researcher uses primary data (interviews, observations) and secondary data (documentation, data analysis, and data verification). The results of the study indicate that there are three stages in the process of learning moderate Islamic education at Al-Fath pesantren: 1) the planning stage, which includes the establishment of syllabi, programs, and schedules; 2) the implementation stage, which includes core activities, extracurricular activities, and incidental activities; and 3) the evaluation stage, which refers to three aspects of assessment: cognitive, affective, and psychomotor, with forms of reward or punishment. Keywords: Moderate Islam, Ahlus Sunnah wal Jamaah, Rahmatan lil Alamin, Islamic Boarding School.
The Epistemology of Moderate Interpretation: Riwāyah, Ra’yi, and Isyārī and Their Implications for Contemporary Islamic Education Muhammad Said; Muhammad Farih; Muhammad Alamul Huda
Tilawah: Journal of Al-Qur'an Studies Vol. 2 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/tilawah.v2i2.50

Abstract

Epistemology of moderate Qur’anic interpretation through the integration of riwāyah, ra’yi, and isyārī approaches and its implications for contemporary Islamic education. The study is motivated by the dynamic development of Qur’anic exegesis which, in modern contexts, faces tendencies toward interpretive extremism, either in rigid textual literalism or overly subjective interpretations that risk undermining the authority of the Qur’anic text. Employing a qualitative library research method, this study analyzes classical and contemporary tafsīr works as well as relevant literature on Islamic education. The findings reveal that riwāyah emphasizes textual authority and transmission, ra’yi highlights rational reasoning and contextual ijtihād, while isyārī enriches the spiritual and ethical dimensions of interpretation. The integration of these three approaches forms a balanced epistemology of moderate tafsīr that harmonizes text, reason, and spirituality. In the context of contemporary Islamic education, this epistemological framework contributes to a shift in educational goals from mere knowledge transmission toward methodological awareness, curriculum development based on tafsīr epistemology, dialogical learning methods, and the cultivation of moderate, tolerant, and inclusive religious attitudes. This study offers a conceptual contribution to the development of Islamic education that remains faithful to Islamic scholarly tradition while addressing contemporary challenges.
Co-Authors M. Muizzuddin Muhammad Farih Muhammad Said