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All Journal Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Eduprof
Afwah Mumtazah
Institut Studi islam Fahmina (ISIF) Cirebon
Religion Education

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Ibnu Rusyd's Thinking And Deradicalization Education (Study of Epistemology of Interpretation of Islamic Texts) Afwah Mumtazah
At-Tarbiyat Vol 4 No 3 (2021): Islamic Education In Indonesia
Publisher : Sekolah Tinggi Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.v4i3.333

Abstract

Radicalism among Muslims has long emerged as a result of the interpretation of religious texts. On a practical level, radicalism can take the form of radicalism and intolerance movements in Indonesia, especially when approaching the election of a democratic party such as the election of the President or Governor. The phenomenon of radicalism and intolerance actually existed at the time of Ibn Rushd. This study will discuss the idea of Ibn Rushd's deradicalization. This research is a qualitative research based on library research. The method used is content analysis. The primary data is extracted from the works of Ibn Rushd. The secondary is taken from several books, journals and internet related to the study. The approach used is sociological by borrowing conflict and functional theory. The results of this study explain that according to Ibn Rushd the takwi path can be chosen as an alternative, so that problems can be solved without making offense. In practical terms, Ibn Rushd's int
Constructivist Pedagogy Develops Critical Thinking in a Traditional Putri Pesantren: Evidence from a Convergent Mixed-Methods Case Study Afwah Mumtazah; Sari Rahayu
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.584

Abstract

Traditional pedagogy in Indonesian pondok pesantren, organised around teacher-centred transmission and extensive memorisation, has long secured moral formation and mastery of classical Islamic texts, yet contemporary professional roles for Muslim graduates additionally require analysis, evidence-based evaluation, and principled problem-solving. This study examined how the systematic introduction of constructivist pedagogy shaped the development of critical thinking among santriwati in professional-track programmes at Pondok Pesantren Putri ‘Aisyah Kempek, Cirebon. A convergent parallel mixed-methods case study was conducted over six months during the even semester of 2024/2025, with the qualitative strand as the dominant component. Data comprised fourteen semi-structured interviews with six ustadzah and eight santriwati, twenty-four non-participant classroom observations, document analysis of lesson plans and reflective journals, and rubric scoring of forty-five paired student work samples using an instrument adapted from Facione’s critical thinking framework. Qualitative data were analysed through reflexive thematic analysis and rubric data descriptively. Four themes emerged: a shift from knowledge reception to collaborative construction; professionally situated critical capacities; negotiation of cultural and theological tension resolved through a hybrid model; and gendered dimensions of critical thinking in a putri setting. Rubric means rose from 2.2 to 3.4 on a four-point scale, with the largest gains in self-regulation and analysis. The study concludes that constructivist strategies framed as instruments of tadabbur and collectively accountable ijtihad can be integrated into traditional pesantren professional education without displacing its epistemological commitments, and that the theological reframing rather than the techniques themselves is what makes integration workable.
Co-Authors Sari Rahayu