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All Journal JOURNAL OF QUR'AN AND HADITH STUDIES Intiqad: Jurnal Agama dan Pendidikan Islam Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam KONTEMPLASI: JURNAL ILMU-ILMU USHULUDDIN REFLEKSI EDUKATIKA TA'DIBUNA: Jurnal Pendidikan Agama Islam Jurnal Ilmiah Iqra' NALAR: Jurnal Peradaban dan Pemikiran Islam Edukasi Islami: Jurnal Pendidikan Islam JPPI | Jurnal Penelitian Pendidikan Islam GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling TAZKIR: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Atthulab: Islamic Religion Teaching and Learning Journal JUSPI (Jurnal Sejarah Peradaban Islam) Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Jurnal Kajian Peradaban Islam RELIGIA Nizham Journal of Islamic Studies Jurnal Living Hadis Rayah Al Islam : Jurnal Ilmu Islam Jurnal Syntax Transformation Jurnal Mu'allim Al-Mubin: Islamic Scientific Journal Jurnal Kajian dan Pengembangan Umat Waraqat : Jurnal Ilmu_Ilmu Keislaman Al-Ulum: Jurnal Pendidikan Islam Thawalib: Jurnal Kependidikan Islam TAFSE: Journal of Qur'anic Studies Jurnal Kajian Peradaban Islam Taklim : Jurnal Pendidikan Agama Islam Bulletin of Science Education TARBAWY: Indonesian Journal of Islamic Education Journal of Education Research Hamalatul Qur'an : Jurnal Ilmu Ilmu Al-Qur'an Ta’wiluna: Jurnal Ilmu Al-Qur’an,Tafsirdan Pemikiran Islam Idarah Tarbawiyah: Journal of Management in Islamic Education Jurnal Iman dan Spiritualitas Al-Ulum: Jurnal Pendidikan Islam Ta’limDiniyah: Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies). Arfannur: Journal of Islamic Education Syams: Jurnal Kajian Keislaman Jurnal Studi Sosial Keagamaan Syekh Nurjati QiST: Journal of Quran and Tafseer Studies Jurnal Ilmu Pendidikan Jurnal El-Thawalib Proceeding ISETH (International Summit on Science, Technology, and Humanity) YASIN: Jurnal Pendidikan dan Sosial Budaya Jurnal Riset Rumpun Agama dan Filsafat Jurnal Semiotika-Q: Kajian Ilmu al-Quran dan Tafsir Aqwal: Journal of Quran and Hadies Studies Nuris Journal of Education and Islamic Studies Religia : Jurnal Ilmu-Ilmu Keislaman Sosio Religi: Jurnal Kajian Pendidikan Umum Civilization Research: Journal of Islamic Studies Kontemplasi : Jurnal Ilmu-Ilmu Ushuluddin Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Jurnal Ilmu Pendidikan, Sosial dan Humaniora Jurnal El-Thawalib Referensi Islamika: Jurnal Studi Islam
Elan Sumarna
Universitas Pendidikan Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Konsep Tadabbur dalam Al-Qur’an QS. Shad [38]:29 sebagai Landasan Sinergi Pikiran dan Hati dalam PAI Rahmi, Utami Qonita; Surahman, Cucun; Sumarna, Elan
Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Vol 16 No 1 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/knjpjx83

Abstract

Artikel ini mengeksplorasi konsep tadabbur sebagaimana yang dipresentasikan dalam Al-Qur'an, khususnya dalam QS. Shad [38]:29, dan perannya yang potensial dalam mendorong sinergi antara akal dan hati dalam Pendidikan Agama Islam. (PAI). Penelitian ini bertujuan untuk menganalisis implikasi dan aplikasi praktis tadabbur dalam konteks pendidikan, dengan fokus khusus pada PAI. Menggunakan kombinasi tinjauan pustaka dan analisis kualitatif, temuan menunjukkan bahwa tadabbur berfungsi sebagai pendekatan pembelajaran komprehensif yang menyelaraskan dimensi intelektual dan spiritual pada siswa. Melalui refleksi mendalam terhadap ayat-ayat Al-Qur'an, siswa tidak hanya meningkatkan pemahaman kognitif mereka tetapi juga terlibat dalam pertumbuhan pribadi dan spiritual, menyelaraskan karakter mereka dengan nilai-nilai Islam. QS. Shad [38]:29 menyoroti pentingnya mengintegrasikan pembelajaran kognitif dengan pengembangan moral dan karakter. Dalam PAI, tadabbur berfungsi sebagai metode yang dimulai dengan pendekatan yang disengaja, di mana siswa terlibat dalam pembacaan Al-Qur'an yang tulus dengan tempo yang terukur, berusaha memahami maknanya, dan merenungkan ayat-ayatnya. Proses ini memungkinkan siswa untuk menginternalisasi nilai-nilai Qur'an, mendorong kecerdasan, kebajikan, dan akuntabilitas dalam kehidupan sehari-hari mereka. Selain itu, model tadabbur ini dapat diterapkan baik dalam lingkungan pendidikan formal maupun non-formal, menawarkan pendekatan yang berharga untuk pembentukan karakter. Melalui langkah-langkah sistematis, hal ini memungkinkan siswa tidak hanya memahami ajaran agama secara intelektual tetapi juga menerapkannya secara praktis. Pada akhirnya, tadabbur memperkuat koneksi spiritual siswa dan mendorong integrasi nilai-nilai Quran ke dalam karakter mereka, menjadikannya alat yang efektif untuk pengembangan holistik dalam pendidikan agama Islam.
Tarbawi Values in QS. at-Taubah:122 as the Foundation of Islamic Educational Objectives Intan Wardatul Karimah; Cucu Surahman; Elan Sumarna; Zakia Fitri Nabila
Jurnal Studi Sosial Keagamaan Syekh Nurjati Vol 5 No 2 (2025)
Publisher : Rumah Moderasi Beragama of UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sejati.v5i2.138

Abstract

This study analyzes QS. at-Taubah verse 122 through a tafsir tarbawi approach to identify its relevance to the objectives of Islamic education. Unlike previous studies that focused on partial aspects such as the obligation to seek knowledge or teacher professionalism, this research offers a comprehensive framework that interprets the verse as a conceptual foundation of Islamic education. Using a qualitative descriptive method with a library research design, the study examines classical and contemporary tafsir sources (At-Tabari, Al-Qurthubi, Ibn Katsir, Al-Maraghi, Al-Munir, Al-Azhar) and cross referencing them with modern Islamic education literature. Data were thematically analyzed to identifytarbawi values that inform the purpose and direction of Islamic education. The findings identify five main pillars of Islamic educational goals: (1) specialization of knowledge (thaifah), (2) deep understanding of religion (tafaqquh fid-din), (3) social responsibility (tandzir), (4) moral and behavioral transformation (tahdzir), and (5) intergenerational knowledge transmission. These pillars establish an integrated and transformative vision of Islamic education system that harmonizes cognitive, moral, and spiritual dimensions. The findings offer a fresh interpretive contribution to contemporary discussions on Islamic educational objectives and their alignment with concepts such as lifelong learning and character education.
Teacher’s Vision and Mission in the Affective Domain: A Takhrij Analysis of the Hadith "Innama Bu’istu Mu’alliman” Tya Shofarina M. Nur; Elan Sumarna; Moch. Ardia Putra; Husna Kamah
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.47397

Abstract

Modern education tends to prioritize the cognitive domain, often neglecting the affective domain, which plays a crucial role in moral and character development—especially in religious education. This study aims to examine the vision and mission of teachers from the perspective of hadith tarbawi, focusing on the role of educators as exemplified in Islamic teachings. The research analyzes the hadith "Innama bu’istu mu’alliman" (Indeed, I was only sent as a teacher), which reflects the prophetic mission of Prophet Muhammad as a moral guide and educator. A qualitative approach is employed through literature study and takhrij al-hadith. Primary sources include classical hadith books such as Sunan Ibn Majah, Sunan ad-Darimi, Musnad Abu Daud al-Tayalisi, Mishkat al-Masabih, and Al-Madkhal ila Sunan al-Kubra. The findings reveal that although the analyzed hadith is categorized as da'if in its sanad, it attains the status of hasan lighairihi due to corroborating authentic narrations regarding moral perfection. This study concludes that the hadith serves as a pedagogical foundation for teachers to prioritize their role as moral inspirators, ensuring a balance between intellectual intelligence and character building. The study is limited to the analysis of five main hadith sources. Future research is recommended to expand the scope by including a broader range of hadith texts and exploring additional educational hadiths more comprehensively.
Reconstructing the Eco-Pedagogical Paradigm in Islamic Education through Tafsir Tarbawi of Surah al-Baqarah (2):30 Susetyo, Marwal Blantara; Surahman, Cucu; Sumarna, Elan; Husaeni, Muhammad Fahri Ali; Dzakiya, Mifta Ghina
TAFSE: Journal of Qur'anic Studies Vol. 10 No. 2 (2025)
Publisher : Program Studi Ilmu Al-Qur'an dan Tafsir Fakultas Ushuluddin dan Filsafat, UIN Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/tafse.v10i2.32906

Abstract

This study reconstructs an eco-pedagogical paradigm in Islamic Religious Education by analysing the tafsīr tarbawī interpretation of Surah al-Baqarah (2):30. Existing discussions on Islamic environmental ethics often remain normative and philosophical, with limited attention to how Qur’anic ecological values can be operationalised into curriculum components and measurable learning practices. Using qualitative library research, this article compares five exegetical works that represent diverse styles and periods, namely Ibn Kathīr, al-Qurṭubī, al-Marāghī, al-Mīzān, and al-Miṣbāḥ. Data were analysed through content analysis by identifying key concepts in the verse, mapping convergences and variations across interpretations, and translating the results into curriculum elements, including learning objectives, materials, and assessment. The findings show a shift in the meaning of khalīfah from political legitimacy in classical readings to a broader cosmic mandate of environmental stewardship in contemporary interpretations. The angels’ concern about fasād and bloodshed functions as a pedagogical warning that supports the internalisation of three curricular pillars: tawḥīd, amānah, and mīzān. Based on these pillars, the article proposes a curriculum integration matrix across educational levels and an evaluation rubric for ecological piety that covers cognitive, affective, and psychomotor domains.
Quran-Based Inquiry Learning: An Analysis of the Pedagogical Values of QS. Al-An'am 75-79 and QS. Al-Ghasiyah 17-21 for Enhancing Students' Rational Faith Zidny Hikmatiar; Cucu Surahman; Elan Sumarna; Muhammad Aldam Shaka Pradipta; Hadiana Nasrullah
Jurnal Ilmiah Iqra' Vol 20, No 1 (2026)
Publisher : IAIN Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jii.v20i1.4008

Abstract

Although the Qur'an emphasizes rational contemplation in developing faith (aqidah), modern Islamic education often relies on dogmatic approaches that neglect active cognitive engagement. To address this gap, this study formulates a Qur'an-based inquiry learning model conceptually grounded in QS. Al-An'am (75–79) and QS. Al-Ghasyiyah (17–21). Applying qualitative thematic analysis to representative classical and modern Qur'an exegeses, this research extracts Islamic pedagogical (tarbawy) values through source triangulation. The findings identify four core pedagogical components: (1) positioning the learner as an active cognitive agent, (2) redefining the educator as an inquiry facilitator, (3) contextualizing learning objects within immediate reality, and (4) designing scaffolded reflection processes. These components are epistemologically anchored in the Qur'anic concepts of ro'a (existential awareness) and nazhara (intense empirical observation). Unlike secular Western inquiry models, this synthesized Qur'an-based framework integrates systematic empirical observation with transcendental realization, successfully facilitating a cognitive transition from inherited imitation (taqlid) to conscious belief. These insights offer concrete implications for curriculum design and teacher training, presenting a novel pedagogical framework that harmonizes critical reasoning with spiritual growth in the modern era.
Kehujjahan Hadis Menurut Imam Empat Mażhab (Studi Analisa Terhadap Metode Penyusunan Al-Kutub Al-Sittaħ ) Tatang Hidayat; Elan Sumarna
Religia: Jurnal Ilmu-Ilmu KeIslaman Vol 22 No 1 (2019)
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/religia.v22i1.1386

Abstract

Pembahasan ini ditujukan untuk mengetahui bagaimana metode imam empat mażhab dalam menjelaskan kehujjahan hadis ahad, yang dalam hal ini dikhususkan pada al-Kutub al- Sittaħ. Pembahasan ini menggunakan pendekatan kualitatif dengan metode studi pustaka. Berdasarkan hasil pembahasan, imam empat mażhab memiliki pandangan yang berbeda terhadap kehujjahan hadis ahad. Namun demikian, mereka sepakat untuk menggunakan hadis sebagai sumber hukum Islam kedua setelah Alquran. Dari semua penyusunan kitab hadis yang termasuk ke dalam al-Maṣādir al-Aṣlīyah, ulama hadis sepakat bahwa kitab hadis Imam Bukhārī dan Imam Muslim merupakan kitab hadis yang paling autentik dari semua itu. Implikasi dari tulisan ini menunjukkan bahwa, hadis yang ada sekarang yang di antaranya terhimpun dalam al-Kutub al-Sittaħ merupakan himpunan hadis yang dapat dipertanggungjawabkan secara ilmiah kualitasnya, sehingga tidak ragu lagi untuk dijadikan sebagai sumber hukum Islam setelah Alquran.
MAPPING ARTIFICIAL INTELLIGENCE-BASED MODELS FOR TAFSĪR LEARNING: A SCOPING REVIEW OF TECHNOLOGIES, PEDAGOGY, AND INTERPRETIVE AUTHORITY Cucu Surahman; Tedi Supriyadi; Elan Sumarna; Hilman Taufiq Abdillah; Titin Yuniartin
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.v4i2.1255

Abstract

Computational research on the Qurʾan remains centred on the sound and script of the text, while the learning of meaning (the domain of tafsīr) has attracted far less attention. This review maps the peer-reviewed evidence on artificial intelligence (AI)-based models for learning Tafsīr. Following the Arksey and OʾMalley framework and reporting against PRISMA-ScR, 240 Scopus-indexed records (2015–2026) were screened in a two-stage, dual-pass process. Eligible studies combined an AI component, a Qurʾanic-meaning object, and a learning component; nine were included and charted against five research questions. Eight of nine studies appeared in 2025–2026 and seven originated in Southeast and South Asia. Across three technology clusters, they divide into learning-tested studies (n = 2), learner-facing systems (n = 5), and technical systems with learning relevance (n = 2). Only the first group measured learning outcomes, neither with a control group; the rest reported system, usability, content-quality, or perception results. Concerns about absent sanad, unreliable citation, and mishandled classical Arabic recurred across independent studies. The review searched a single database in English only; 11 of 37 reports sought were unretrievable; and no critical appraisal was undertaken. The findings map an evidence base rather than warrant effectiveness claims or support deployment decisions. Within the Scopus-indexed English-language literature, this appears to be the first review isolating meaning-oriented AI in Qurʾanic education. It identifies a technical–pedagogical disconnect and argues that interpretive authority is an emerging design requirement indicated by the mapped literature, proposing an agenda uniting source-grounded architectures, explicit tafsīr pedagogy, and sanad-aware governance.
Co-Authors Aam Abdussalam Aam Abdussalam, Aam Aceng Kosasih, Aceng Adnin, Gina Fauzia Agus Fakhruddin Ahmad Dimyati Ridwan Ahmad Syamsu Rizal, Ahmad Syamsu Akmal, Miftahul Jannah Alamsyah, Adam Alawiyah, Risa Alfalah, Salma Rahmasari Amanda, Restu Rizki Anggraeni, Nia Anjarsari, Ray Anjarsari, Ray Annida Fitriana Supriadi Aprilia, Nindy Putri Aprillianti, Della Putri Ariq Muammar Artha, Nursani Awal Aufa Assa Syahada Aulia Tegar Wicaksono Aulia Tegar Wicaksono Batula, Abu Warasy Bildan Muhammad Sya'ban Briliana Firdaus Buchori Buchori, Buchori Cucu Surahman Cucu Surahman Donna Fadhilah Dzakiya, Mifta Ghina Edi Suresman Endis Firdaus, Endis Fahrudin Fahrudin Faiz Aswa Nazhan Fajar Islamy, Mohammad Rindu Fauziah, Syifa Samrotul Fauziah, Wafiq Nur Fazar, Fahmi Fitri Hardiyanti Fitri Hardiyanti, Fitri Ganjar Eka Subakti Goldy Septa Prawira Hadiana Nasrullah Hasibuan, Ulfah Salwa Helmy Abdullah Helmy Helmy, Helmy Abdullah Hendra Sudrajat Hidayat, Luthfi Aulia Hilman Taufiq Abdillah Hizba Aulia, Muhammad Huda , Ali Anhar Syi’bul Husaeni, Muhammad Fahri Ali Husna Kamah Husniah, Lu'Lu' Hyangsewu, Pandu Ibrohim, Muhammad Maulana Malik Ilyasa, Faisal Fauzan Intan Wardatul Karimah Intan Wardatul Karimah ISTIANAH Jaedi, M Jalal, M Rifky Faisal Jenuri Juhri Jaelani Kharimah, Alma Nur Lathif , Nur Muhammad Lisyani, Nisa Mada Wijaya Kusumah Marshanda Rosy Rahmawati Marwah, Siti Shafa Marwah, Siti Shafa Masrukhin, Akhmad Rudi Mhd. Aksaril Huda Ritonga Mimin Mulyanah, Mimin Moch. Ardia Putra Mubarokah, Syifa Fatihatul Muhamad Parhan Muhammad Aldam Shaka Pradipta Muhammad Fajrin Haikal Muhammad Fariz Baihaqi Muhammad Hizba Aulia Muhammad Hizba Aulia Mukarrami, Nur Fadhillah Munawar Rahmat Muzakki , Rifqi Fathan Saepudin Nasrudin, Ega Nazhan, Faiz Aswa Nofita Yanti Novia, Shinta Nurhuda, Abid Nurjaman, Asep Rudi Nurti Budiyanti Nurul Karin O’gli, Sodiqov Ulug’bek G’ulomjon Permana, Rizal Pitra Gosha Patriasya Putri, Annisa Ningtias Cevie Rafilah, Nabila Hasna Rahardja, Muhammad Nurfaizi Arya Rahayu, Risma Putri Rahmania, Puput Rahmi, Utami Qonita Raisya Shabira Nursetya Ratna Wulandari Ratna Wulandari Restu Rizki Amanda Rifqi Fathan Saepudin Muzakki Rika Rika Rinjani, Dini Rinjani, Dini Ritonga, Mhd. Aksaril Huda Ritonga Saepudin Muzakki, Rifqi Fathan Salamuddin, Ahmad Salma Rohimah Rukmana Salwa Rihadatul Aisy Selvia, Sasmi Setiawan, Listi Putri Shabrina, Khalishah Nur Sheleisya, Adinda Hasna Siti Zahra Pratiwi Somantri, Mut Mut Mutiah Suharman, Cucu Supriyadi, Tedi Surahman's Grandson Surahman, Cucun Susetyo, Marwal Blantara Sya'ban, Bildan Muhammad Syafe’i, Makhmud Syafei, Makhmud Syahidin Syahidin Syahidin Syahidin Syahidin, Syahidin Syahidin, S Tanjung, Fadhilah Sukmawati Tatang Hidayat Tatang Hidayat TATANG HIDAYAT, TATANG Titin Yuniartin Tya Shofarina M. Nur Utami Qonita Rahmi Utami, Putri Intan Wayan Gastiadirrijal Widiastuti, Dara Widiastuti, Dara Zakia Fitri Nabila Zidny Hikmatiar Zulaiha, Mailinda Anis