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Paradigma Moderasi Beragama dalam Pendidikan Islam: Analisis Komparatif Pemikiran M. Quraish Shihab dan Azyumardi Azra Achmad Junaidi; Zainuddin Syarif
Kartika: Jurnal Studi Keislaman Vol. 6 No. 3 (2026): Kartika: Jurnal Studi Keislaman (August)
Publisher : Lembaga Pendidikan Tinggi Nahdlatul Ulama (LPT NU) PCNU Kabupaten Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59240/kjsk.v6i3.1018

Religious moderation in Islamic education has become an important issue amid the rise of intolerance, digital radicalism, and socio-religious polarization in Indonesia. Islamic education is not only aimed at shaping individual piety, but also at fostering tolerance, inclusiveness, and respect for diversity. This study aims to analyze the concept of religious moderation in the perspectives of M. Quraish Shihab and Azyumardi Azra and examine its relevance to contemporary Islamic education.This study employs a library research method with a qualitative-comparative approach. The data were analyzed through hermeneutic and content analysis approaches based on the works of both scholars and other relevant literature. The findings reveal that Quraish Shihab views religious moderation through the concept of wasathiyyah, which emphasizes spiritual, moral, and intellectual balance. Meanwhile, Azyumardi Azra emphasizes the socio-historical dimension, multiculturalism, and national values in religious moderation. Although they have different approaches, both scholars consider Islamic education as a strategic instrument for developing religious, tolerant, and anti-extremist character. This study finds that the synthesis of both scholars’ thoughts can formulate an integrative paradigm of moderate Islamic education through the strengthening of spirituality, tolerance, digital literacy, and national commitment. This paradigm is relevant in addressing the challenges of digital radicalism and socio-religious crises in the modern era

Kyai as Cultural Brokers: Transforming Madurese Honor Culture through Islamic Morality and Conflict Mediation Qodariyah, Lailatul; Hasan, Nor; Syarif, Zainuddin; Solichin, Mohammad Muchlis
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i3.31035

This study examines how Islamic morality interacts with Madurese honor culture through the role of kyai as cultural brokers and conflict mediators. Using a comparative qualitative ethnographic design, the research was conducted in Pamekasan and Sumenep, Madura. Data were drawn from in-depth interviews with two kyai and 38 secondary informants, field observations, documentary materials, and relevant digital communications. Thematic analysis was used to identify how honor was conceptualized, how potentially violent disputes were reframed, and how mediation practices varied across the two sites. The findings show that Madurese honor is not simply displaced by Islamic teaching. Instead, kyai preserve the social importance of dignity while redefining its legitimate basis: from public retaliation and status defense toward piety, self-control, welfare, and negotiated repair. Four interconnected mechanisms were identified: theological reinterpretation, cultural-linguistic reframing, maslahah-based reasoning, and restorative mediation. The comparison also reveals meaningful intra-cultural variation. Mediation in Pamekasan was generally more direct and pragmatic, whereas mediation in Sumenep was more formal and attentive to aristocratic and kinship networks. Gendered restrictions, intergenerational disagreement, and status-related economic pressure remained important limits to transformation. The study contributes a process-oriented account of kyai brokerage by showing that Islamic morality transforms the criteria and procedures of honorable conduct rather than erasing honor as a cultural value.

Edukasi Deteksi Dini Hoaks dalam Menangkal Penyebaran Radikalisme di Media Sosial di Kalangan Santri Pesantren di Madura Abd Hannan; Zainuddin Syarif; Khairul Umam
Jurnal Literasi Pengabdian dan Pemberdayaan Masyarakat Vol 5, No 2 (2026): September
Publisher : CV Litera Inti Aksara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61813/jlppm.v5i2.341

Studi ini mengkaji upaya deteksi dini hoaks dalam upaya menangkal radikalisme beragama di kalangan santri di pondok pesantren di Madura, dalam hal ini Pesantren Darul Ulum Banyuanyar Pamekasan, Madura. Terdapat tiga pertanyaan penting yang hendak dijawab dalam pengabdian ini, Bagaimana menangkal radikalisme melalui edukasi deteksi dini informasi hoaks di media sosial pada kalangan santri di Pondok Pesantren Banyuanyar Pamekasan? Apa saja strategi pengabdian yang dapat diterapkan untuk melakukan edukasi deteksi dini informasi hoaks di jagat media sosial dalam menangkal radikalisme pada kalangan santri di Pondok Pesantren Banyuanyar Pamekasan? Bagaimana hasil dari kegiatan edukasi deteksi dini informasi hoaks di jagat media sosial sebagai strategi menangkal radikalisme pada kalangan santri di Pondok Pesantren Banyuanyar Pamekasan? Kegiatan pengabdian ini merupakan pendekatan Participatory Action Research (PAR) yang dilakukan dengan menggunakan metode kualitatif. Data yang digunakan ada dua, data primer dan data sekunder. Setalah melakukan kegiatan pengabdian dan menganalisanya berdasarkan perspektif sosiologi agama, studi ini mendapati temuan bahwa secara umum edukasi deteksi dini informasi hoaks di jagat media sosial sebagai strategi menangkal radikalisme pada kalangan santri di Pondok Pesantren Banyuanyar Pamekasan, yang dalam pengabdian ini dilakukan oleh Tim Pengabdi melalui aktivitas pelatihan atau workshop secara umum menunjukkan hasil yang relatif maksimal. Dengan mengikuti kegiatan pelatihan atau workshop, para santri, khususnya kalangan pengurus atau guru menjadi lebih kenal, tahu dan paham bagaimana melakukan deteksi dini hoaks di media sosial, sehingga memungkinkan mereka memiliki sistem penyaringan dari pengaruh berita hoaks keagamaan yang mengarah pada radikalisme dan ekstremisme keagamaan, baik yang bersifat pemikiran maupun tindakan. Katakunci: Deteksi dini Hoaks, media sosial, radikalisme, Pesantren AbstractThis study examines efforts to detect hoaxes early as a means of countering religious radicalism among santri (Islamic boarding school students) at the Darul Ulum Banyuanyar Islamic Boarding School in Pamekasan, Madura. Three key questions are addressed in this community service initiative: How can radicalism be countered through education on the early detection of social media hoaxes among santri at the Banyuanyar Islamic Boarding School? What community service strategies can be implemented to educate santri on detecting social media hoaxes early in order to counter radicalism? What are the results of this educational initiative regarding early hoax detection on social media as a strategy to counter radicalism among santri at the Banyuanyar Islamic Boarding School? This initiative employs a Participatory Action Research (PAR) approach using qualitative methods, utilizing both primary and secondary data. Following the implementation and analysis of the activities from the perspective of the sociology of religion, the study finds that—overall—educating santri on the early detection of social media hoaxes yielded highly effective results as a strategy to counter radicalism. Through training sessions and workshops conducted by the service team, the santri—particularly student leaders and teachers—gained familiarity with and an understanding of how to detect hoaxes early on social media. This equipped them with a filtering mechanism against religious hoaxes that could otherwise foster religious radicalism and extremism, whether in terms of ideology or action.Keywords: Early hoax detection, social media, radicalism, Islamic boarding school (Pesantren)

Environmental Ecotheology Analysis from an Islamic Perspective Based on Ustadz Adi Hidayat's Lectures on YouTube and Its Implications for Islamic Religious Education Learning Nur Aulia Sury; Zainuddin Syarif
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.210

This research examines the analysis of environmental ecotheology from an Islamic perspective based on Ustadz Adi Hidayat's YouTube lectures and its implications for learning of Islamic Religious Education (PAI). The present The study adopts a qualitative approach through library research approach type, with primary data presented in the form of Ustadz Adi Hidayat’s YouTube lectures as well as secondary data from references, scientific journal articles, Al-Qur'anic interpretations, and Islamic education literature. This study is limited to three problems, namely the concept of environmental ecotheology in Ustadz Adi Hidayat's YouTube lectures, environmental character education in the lectures, and environmental education strategies and their implications for PAI learning. The findings reveal that Islamic ecotheology in the lectures is built on the values of monotheism, khalifah, amanah, and mizan which emphasize human responsibility in protecting the environment as part of worship. Environmental character education is delivered through a religious, contextual, and persuasive approach that emphasizes moral and spiritual awareness, while environmental education strategies are carried out through the integration of Al-Qur'anic and Hadith arguments, easy-to-understand communication, real-life examples, and the use of YouTube digital media. These findings indicate that Islamic ecotheological values are relevant for integration into Islamic Religious Education (PAI) learning to strengthen students' religious character and environmental awareness in the digital age.

Menjawab Tantangan Intoleransi di Sekolah: Implementasi Kepemimpinan Inklusif Berlandaskan Pemikiran Islam Progresif di Raudhatul Atfal (RA) Insan Cendikia Pamekasan Imdadur Rohman; Zainuddin Syarif; Mahfida Inayati
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 4 (2026): Oktober-Desember (In Press)
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i4.32216

Intolerance in educational settings demands a concrete leadership response from school administrators, including at the early childhood education level. This study aims to examine the inclusive leadership policies of the principal at Raudhatul Athfal (RA) Insan Cendikia Pamekasan, focusing on how progressive Islamic values are embodied in leadership policies and practices, the associated challenges and supporting factors, and the impact on the climate of tolerance. The study employs a qualitative descriptive research method within a constructivist-interpretative paradigm. The results indicate that the principal implements inclusive leadership characterized by openness, participation, and a service orientation spanning six dimensions: a visionary-participatory approach, leading by example, non-discriminatory policies, teacher empowerment, partnerships with families and the community, and early-stage conflict management. Progressive Islamic values—such as justice, equality, consultation (deliberation), compassion, tolerance, and moderation are integrated into the vision and mission, service policies, curriculum, and daily practices, utilizing local expressions rather than the explicit label "progressive." Challenges include varying levels of teacher understanding, resource limitations, parental emphasis on basic literacy and numeracy skills calistung, and stigma surrounding the term "progressive"; conversely, supporting factors include foundation support, teacher cohesion, and local culture. This leadership style fosters more inclusive behavior among children, promotes harmonious relationships between teachers and parents/guardians, and improves conflict management. The study offers a progressive Islamic-based inclusive leadership model that can be replicated by similar early childhood education institutions.

Analisis Kepemimpinan Model Syiah, Khawarij dan Murjiah Dalam Sejarah Pemikiran Islam Aprilia Sofiana Umy Wahed; Zainuddin Syarif; Mahfida Inayati
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 4 (2026): Oktober-Desember (In Press)
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i4.32404

The question of who is entitled to lead the Muslim community, and on what grounds, was among the earliest and most consequential debates in Islamic history, and it gave rise to distinct schools of political theology. This library research study uses a historical-critical approach and critical content analysis to describe, analyze, and compare the concepts of leadership developed by the Shi'a, Khawarij, and Murji'ah during the formative period of Islam. It addresses three questions: the basic concept of leadership (imamah or khilafah) in each school, the historical and sociopolitical factors behind its emergence, and the points of comparison among the three. The findings show that the Shi'a ground leadership in divine designation (nash) and the spiritual authority of the ahl al-bayt, which yields an absolute-charismatic model. The Khawarij treat leadership as a conditional trust open to any qualified Muslim and revocable when the leader departs from justice, which yields a radical-egalitarian model. The Murji'ah defer judgment on the faith of those involved in political conflict and give priority to communal unity, which yields a moderate-accommodative model. These models are best understood not merely as doctrines but as intellectual responses to the struggle over political legitimacy that followed the death of the Prophet, the arbitration (tahkim) between Ali and Mu'awiyah, and the political conflicts of the early Islamic caliphates.

Menjawab Tantangan Intoleransi di Sekolah: Implementasi Kepemimpinan Inklusif Berlandaskan Pemikiran Islam Progresif di Raudhatul Atfal (RA) Insan Cendikia Pamekasan Imdadur Rohman; Zainuddin Syarif; Mahfida Inayati
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 4 (2026): Oktober-Desember (In Press)
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i4.32216

Intolerance in educational settings demands a concrete leadership response from school administrators, including at the early childhood education level. This study aims to examine the inclusive leadership policies of the principal at Raudhatul Athfal (RA) Insan Cendikia Pamekasan, focusing on how progressive Islamic values are embodied in leadership policies and practices, the associated challenges and supporting factors, and the impact on the climate of tolerance. The study employs a qualitative descriptive research method within a constructivist-interpretative paradigm. The results indicate that the principal implements inclusive leadership characterized by openness, participation, and a service orientation spanning six dimensions: a visionary-participatory approach, leading by example, non-discriminatory policies, teacher empowerment, partnerships with families and the community, and early-stage conflict management. Progressive Islamic values—such as justice, equality, consultation (deliberation), compassion, tolerance, and moderation are integrated into the vision and mission, service policies, curriculum, and daily practices, utilizing local expressions rather than the explicit label "progressive." Challenges include varying levels of teacher understanding, resource limitations, parental emphasis on basic literacy and numeracy skills calistung, and stigma surrounding the term "progressive"; conversely, supporting factors include foundation support, teacher cohesion, and local culture. This leadership style fosters more inclusive behavior among children, promotes harmonious relationships between teachers and parents/guardians, and improves conflict management. The study offers a progressive Islamic-based inclusive leadership model that can be replicated by similar early childhood education institutions.

Analisis Kepemimpinan Model Syiah, Khawarij dan Murjiah Dalam Sejarah Pemikiran Islam Aprilia Sofiana Umy Wahed; Zainuddin Syarif; Mahfida Inayati
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 4 (2026): Oktober-Desember (In Press)
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i4.32404

The question of who is entitled to lead the Muslim community, and on what grounds, was among the earliest and most consequential debates in Islamic history, and it gave rise to distinct schools of political theology. This library research study uses a historical-critical approach and critical content analysis to describe, analyze, and compare the concepts of leadership developed by the Shi'a, Khawarij, and Murji'ah during the formative period of Islam. It addresses three questions: the basic concept of leadership (imamah or khilafah) in each school, the historical and sociopolitical factors behind its emergence, and the points of comparison among the three. The findings show that the Shi'a ground leadership in divine designation (nash) and the spiritual authority of the ahl al-bayt, which yields an absolute-charismatic model. The Khawarij treat leadership as a conditional trust open to any qualified Muslim and revocable when the leader departs from justice, which yields a radical-egalitarian model. The Murji'ah defer judgment on the faith of those involved in political conflict and give priority to communal unity, which yields a moderate-accommodative model. These models are best understood not merely as doctrines but as intellectual responses to the struggle over political legitimacy that followed the death of the Prophet, the arbitration (tahkim) between Ali and Mu'awiyah, and the political conflicts of the early Islamic caliphates.

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