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All Journal El-HARAKAH : Jurnal Budaya Islam Jurnal Adabiya Abjadia, International Journal of Education Medina-Te : Jurnal Studi Islam MUDARRISA Indonesian Journal of Islamic Education Studies AL QUDS : Jurnal Studi Alquran dan Hadis Risâlah, Jurnal Pendidikan dan Studi Islam qolamuna : Jurnal studi islam Jurnal Ekonomi Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah IJ-ATL (International Journal of Arabic Teaching and Learning) Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Journal of Islamic Civilization TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Manarul Qur'an: Jurnal Ilmiah Studi Islam At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Jurnal Filsafat Indonesia Ampera : A Research Journal on Politics and Islamic Civilization INSPIRASI (JURNAL ILMU-ILMU SOSIAL) Al-Ubudiyah: Jurnal Pendidikan dan Studi Islam Cakrawala: Jurnal Studi Islam Hunafa: Jurnal Studia Islamika Edusifa: Jurnal Pendidikan Islam Fikrah: Jurnal Ilmu Aqidah dan Studi Keagamaan Al-Isnad: Journal of Islamic Civilization History and Humanities Cendekia: Jurnal Kependidikan dan Kemasyarakatan FENOMENA: Jurnal Penelitian ESENSIA: Jurnal Ilmu-Ilmu Ushuluddin Jurnal Sejarah Islam Jurnal Al Burhan Jurnal Ekonomi Islam Risalatuna: Journal of Pesantren Studies Islah: Journal of Islamic Literature and History Al'Adalah Semesta: Jurnal Ilmu Pendidikan dan Pengajaran Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) JUSAN: Jurnal Sejarah Peradaban Islam Indonesia
Zulfi Mubaraq
UIN Maulana Malik Ibrahim Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Sejarah Sosial Pendidikan Islam Masa Kolonial Belanda (1602-1942) dan Jepang (1942-1945) Rochim, Achmad Syainur; Zulfi Mubaraq; M. Samsul Hady
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.30996

Abstract

Introduction: The study of the social history of Islamic education during the Dutch colonial period (1602-1942) and Japan (1942-1945) is very important to be studied in more depth. This is because the study never stops being debated. The purpose of this paper is to understand 3 things: First, the paradigm of that period consists of: goals, materials, methods and mursyid and students. Second, internal and external factors that influence it. Third, the positive and negative implications of the theme for Indonesian society. The method used is a literature review with an article review approach based on Harold Lasswell's theory, data collection using literature review procedures and content analysis techniques. The results found 3 things: First, the paradigm of the Social History of Islamic Education during the Dutch Colonial Period has 5 forms: (1) Objectives: preparing educated personnel as low-level or manual laborers, limiting the development of Islamic education and westernization and Christianization. (2) Materials: general knowledge, religion, bare books, foreign languages, new systems and methods introduced by the Dutch. (3) Method: dichotomous and discriminatory education system, Collective learning or individual learning. (4) Mursyid: scholars or teachers with a Dutch educational background. (5) Students: public school students. During the Japanese colonial period, there were 5 forms: (1) Objectives: eliminating the influence of western culture, supporting Japan's war interests and spreading the influence of Japanese culture and ideology. (2) Material: religious knowledge, Indonesian, Japanese, Nippon Seisyin, Hakko Ichiu doctrine (Loyalty to Japan), military activities, Earth science with a geopolitical and agricultural perspective and Japanese customs. (3) Method: eliminating the dichotomous education system, implementing inclusive education, standardizing the education system. (4) Mursyid: teachers who were burdened by the Hakko Ichiu doctrine, and several educational figures such as Ki Hajar Dewantara, K.H. Zainal Arifin, K.H. Wahid Hasyim, Kahar Muzakkir and Bung Hatta as well as K.H. Hasyim Asy'ari. (5) students: everyone including children of officials and ordinary people. 1 Pendas : Jurnal Ilmiah Pendidikan Dasar, ISSN Cetak : 2477-2143 ISSN Online : 2548-6950 Volume XX Nomor XX, Bulan Tahun Second, internally, the Dutch colonial period influenced: (1) the low quality of human resources in Islamic education (2) a diverse education system (Hindu-Islamic, surau, Islamic boarding school) (3) the spirit of patriotism and the Islamic renewal movement. While externally: (1) discrimination and obstacles to Islamic education, (2) the implementation of ethical politics that provided some leniency, (3) teacher ordinances limiting the activities of religious teachers. Meanwhile, during the Japanese colonial period, internally, there were: (1) changes in the orientation of Islamic education (spiritual to worldly), (2) demonstrations and resistance from the santri community, (3) innovations in madrasah management and curriculum. While externally: (1) looser policies towards Islamic education, (2) the closure of several schools and madrasahs, (3) the orientation of education for the interests of the Japanese military. Third, the positive implications of the social history of Islamic education during the Dutch colonial period were: (1) inspiration for the establishment of madrasahs, (2) modernization of Islamic education, (3) introduction of a more organized education system, (4) the emergence of awareness of the importance of formal education for the natives. Meanwhile, the negative implications are: (1) discrimination and restrictions on Islamic education, (2) a dualistic educational system that is detrimental to indigenous people, (3) exploitation and oppression of society through educational policies, (4) the hegemony of Western education. During the Japanese colonial period, the positive implications were: (1) the development of more progressive Islamic education, (2) the abolition of the caste system and increased access to education, (3) increased political awareness and nationalism among Muslims. Meanwhile, the negative implications are: (1) instability of the educational system due to changes in the system by the colonial government, (2) a general decline in the quality of education, (3) the instrumentalization of education for Japanese political interests. The conclusion of this paper shows that during the Dutch period, Islamic education experienced discrimination but actually encouraged indigenous awareness of the importance of formal education. During the Japanese period, Islamic education experienced more relaxed access but was directed towards Japanese political interests.
Al-Mabadi’ Al-Islamiyah li Mu’alajati Ats-Tsaqafat Al-Mutatharrifah fi Al-Mujtama’ Al-Indunisi Mubaraq, Zulfi; Haris, Abd; Bahruddin, Uril; Sahid, Mualimin Mochammad
el Harakah: Jurnal Budaya Islam Vol 24, No 1 (2022): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/eh.v24i1.15169

Abstract

لم يزل المجتمع الإندونيسي تعانيه مشكلة التطرف الديني، بل أصبحت فكرة التطرف ثقافة لدى بعض الأفراد الأكاديميين. وفي جانب آخر عرف الشعب الإندونيسي بالتسامح والتعاون والتعاطف. فأهداف البحث وصف (1) نماذج الثقافات المتطرفة في المجتمع، (2) أسباب انتشار الثقافات المتطرفة في المجتمع، (3) المبادئ الإسلامية لمعالجة الثقافات المتطرفة في المجتمع. استخدم هذا البحث المدخل الكيفي والدراسة المكتبية، وجمع البيانات فيه عن طريق دراسة الوثائق المتعلقة بالموضوع وتحليلها. ويتم بعد ذلك تنظيم البيانات وتفسيرها والمقارنة مع نتائج البحوث الأخرى ثم الاستنتاج منها. وقد توصل البحث إلى أن هناك نماذج الثقافات المتطرفة التي تتمثل في الفهم الخاطئ عن معنى والولاء والبراء والجهاد، وأن أسباب انتشار الثقافات المتطرفة نوعان الدينية التي تتمثل فيعدم فهم الدين فهما صحيحا، والأخذ بظاهر النصوص الدينية، الغلو في الدين، وضعف فهم السيرة والتاريخ، وغير الدينية تتمثل في وعد وجود العدالة في مجالات الحياة، وأن هناك مبادئ إسلاميةلمعالجتها، منها الإنكار على أهل الغلو والتقصير، وأن الوسطية من صفات الأمة، والمسامحة ولين الجانب، والرحمة والرفق والشفقة على المخالف، وإبراز الأمور المتفق عليها على المخالف، وإزالة التصورات الخاطئة وتوضيح الحقائق، وعدم الإساءة إلى الآخرين أو إلى ما يعتقدوه، وقبول الحق من المخالفين، والتركيز على القضايا الأساسية.ومن هنا يمكن أن تعمم نتائج هذا البحث بأن تطبيق المنهج الوسطيفي المجتمع الإسلامي يلزم نشر الوعي الإسلامي الوسطي ومناقشة الثقافات المتطرفة التي تؤدي إلى إساءة صورة الإسلام والمسلمين.   Indonesian people are still feared by extreme behavior, and it has even become a growing culture in the campus community. On the other hand, the Indonesian people are known to be tolerant, polite and compassionate. This study aims to uncover (1) forms of extreme culture in society, (2) factors that influence extreme culture, and (3) Islamic principles in resolving extreme culture in society. This article uses a qualitative approach to the literature study model. Data collection by means of document analysis related themes. After the data is presented in accordance with the research objectives, then it is discussed with the results of other studies, then conclusions are drawn. The findings of this study are, first: extreme forms of culture are incorrect understandings related to the meaning of al-wala’, al-bara and al-jihad, second: the reasons for the emergence of extreme culture are religious causes which are manifested by an incorrect understanding of Islam, textual understanding, excessive religious beliefs and lack of understanding of Islamic history. The non-religious causes are due to social inequality, third: Islamic principles to solve extreme cultural problems are to reject excessive religious attitudes, strengthen Islamic moderation, culture of tolerance and compassion, cooperate in agreed matters, eliminate negative stigma, refrain from hate speech, accept the truth from whomever. just and focus on the things of principle. The conclusion from the findings above shows that religious moderation will be realized because of a good and correct understanding of religion, as well as minimizing extreme cultures that damage the image of Islam.
Dinamika Islamisasi di Indonesia pada Abad ke-15 dan ke-16 Masehi Ahmad Ahsanul Khuluq; Sofwan Hadianto Prasetyo; Moh Rifqi Falah Al Farabi; Zulfi Mubaraq
Jurnal Adabiya Vol. 28 No. 1 (2026): JURNAL ADABIYA
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/adabiya.v28i1.33667

Abstract

The study of the dynamics of Islamization in Indonesia in the 15th-16th centuries is important and warrants further research. This is due to the nature of the study, which remains the subject of discussion and debate. This paper aims to understand three main aspects: first, the form or paradigm of the study; second, the internal and external factors that influenced it; and third, the positive and negative impacts or implications of the survey of Indonesian society. This research uses a literature review method, employing an article review or review paper approach based on Mestika Zed's theory. Data were collected through a literature review and analyzed using content analysis. The results found 3 things:  First, there are 5 forms of the theme paradigm: (1) Trade; (2) Education; (3) Culture; (4) Marriage; and (5) Politics.  Second, internally, 2 factors influence the theme: (1) Islamic kingdom support, and (2) the role of Indonesian Ulama. As for the external influences, there are 2 factors: (1) Da'wah of foreign Ulama, and (2) International trade interactions. Third, there are 4 positive implications: (1) Cultural diversity; (2) Socio-political stability; (3) Formation of Islamic identity; and (4) Rapid spread of Islam. Meanwhile, the negative implication is that the Da'wah of Islam creates social tension due to differences in religion and local culture. The conclusion of this paper shows that the dynamics of Islamization in Indonesia in the 15th-16th centuries AD were very complex, comprehensive, and complete. Abstrak Kajian mengenai dinamika Islamisasi di Indonesia pada abad ke-15 hingga ke-16 M memiliki signifikansi penting untuk diteliti secara lebih mendalam. Hal ini disebabkan oleh sifat kajian tersebut yang terus menjadi bahan diskusi dan perdebatan. Tulisan ini bertujuan untuk memahami tiga aspek: pertama, bentuk atau paradigma kajian tersebut; kedua, faktor internal maupun eksternal yang memengaruhinya; dan ketiga, dampak atau implikasi baik positif maupun negatif yang ditimbulkan kajian tersebut terhadap masyarakat Indonesia. Penelitian ini menggunakan metode studi kepustakaan dengan pendekatan tinjauan artikel atau ulasan paper yang didasarkan pada teori Mestika Zed. Data dikumpulkan melalui prosedur kajian pustaka dan dianalisis menggunakan teknik analisis konten. Hasil  yang  ditemukan  3  hal:  Pertama,  paradigma tema tersebut ada 5 bentuk: (1) Perdagangan; (2) Pendidikan; (3) Budaya; (4) Pernikahan; serta (5) Politik. Kedua,  secara  internal  yang  mempengaruhi tema tersebut ada 2 faktor: (1) Dukungan kerajaan Islam; serta (2) Peran Ulama Indonesia. Adapun secara eksternal yang mempengaruhi ada 2 faktor: (1) Dakwah Ulama luar negeri; serta (2) Interaksi perdagangan internasional. Ketiga, implikasi positif  ada 4 hal: (1) Keragaman budaya; (2) Stabilitas sosial-politik; (3) Pembentukan identitas Islam; serta (4) Penyebaran Islam yang pesat. Sedangkan, implikasi negatifnya, yaitu Dakwah Islam menimbulkan ketegangan sosial akibat perbedaan agama dan budaya lokal. Kesimpulan tulisan ini menunjukkan bahwa dinamika Islamisasi di Indonesia pada abad 15-16 M ternyata eksistensinya sangat kompleks, komplit dan komprehensif.
PHENOMENOLOGICAL APPROACH IN ISLAMIC STUDIES: PARADIGMS, FACTORS, AND IMPLICATIONS Ahmad Fawaid Hariry; Zulfi Mubaraq; Muh. Khairul Wajedi Imami; Muh. Khalifa Mujaddid Satria Wibawa; T. M. Hadie Subulana
Manarul Qur'an: Jurnal Ilmiah Studi Islam Vol. 26 No. 1 (2026): Juni
Publisher : LP3M Universitas Sains Al Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/mq.v26i1.6368

Abstract

A deeper study on the Phenomenological Approach is very important, considering that this approach continues to be the subject of discussion and development of scientific studies. The purpose of this paper is to understand three main aspects: paradigm, factors, and their implications for religious life. The research method uses a qualitative method through literature studies with a descriptive phenomenological approach. Data collection was carried out through documentation of a number of related literature, which were analyzed descriptively. The results of the study show three main findings. First, in terms of paradigm, the phenomenological approach in Islamic studies is manifested in three forms: (1) symptoms (phenomena), (2) history, and (3) reality. Second, factors that influence this approach are divided into internal and external. Internal factors include: (1) theological understanding, (2) religious tradition, and (3) subjective perspective. External factors include: (1) life experience, (2) social environment, and (3) community culture. Third, this approach has positive implications for community life, namely: (1) deepening religious experience, (2) understanding the cultural context, and (3) strengthening the value of tolerance. On the other hand, there are negative implications namely: (1) limited objectivity, (2) difficulties in generalizing findings, and (3) methodological constraints. Thus, the phenomenological approach contributes significantly to understanding the complexity of religion, both at the individual and group levels of Muslim society. Despite its limitations, this approach remains relevant for development to enrich more contextual and reflective Islamic studies.
Dinamika Peradaban Pendidikan Islam pada Masa Orde Baru (1966-1998 M) Adinda Mutiara Estu Amalannira; Zulfi Mubaraq; Ahmad Kholil; Wardatul Asfiya
Al-Isnad: Journal of Islamic Civilization History and Humanities Vol. 7 No. 01 (2026): Al-Isnad: Journal of Islamic Civilization History and Humanities
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/isnad.v7i01.13922

Abstract

Abstrak: Kajian tentang Dinamika peradaban pendidikan islam pada Masa Masa Orde Baru-Reformasi (1966-1998 M) sangat penting untuk dikaji lebih mendalam. Hal ini karena kajian tersebut tidak pernah berhenti untuk selalu diperdebatkan. Tujuan tulisan ini ingin memahami 3 hal: Pertama, paradigma Dinamika peradaban pendidikan islam pada Masa Masa Orde Baru-Reformasi (1966-1998 M). Kedua, faktor internal dan eksternal yang mempengaruhi dinamika tersebut. Ketiga, implikasi positif dan negatif dinamika tersebut terhadap pendidikan islam. Metode yang digunakan penelitian kepustakaan dengan pendekatan Tinjauan Artikel/Paper Review berlandaskan teori Harold Lasswell, adapun pengumpulan data dengan cara pengumpulan data pustaka, membaca dan mencatat serta mengolah bahan penelitian dan dianalisis dengan teknik review (membaca, memahami, dan menyimpulkan atau mengomentari) atas suatu karya tulis ilmiah/ artikel yang telah dipublikasi di suatu penerbit jurnal/publisher. Hasil yang ditemukan 3 hal: Pertama, paradigma dinamika peradaban pendidikan islam pada Masa Masa Orde Baru-Reformasi (1966-1998 M) ada 3 bentuk: (1) pendidikan islam kurang diperhatikan (2) mendapat dukungan dari pemerintah (3) pendidikan islam masih dibatasi. Kedua, secara internal yang mempengaruhi Dinamika Peradaban Pendidikan Islam ada 3 faktor : (1) kualitas sumber daya manusia (2) keterbatasan sarana prasarana (3) kebutuhan masyarakat. Adapun secara eksternal yang mempengaruhi dinamika peradaban pendidikan islam ada 3 faktor: (1) tekanan ideologis (2) adanya sistem dualistik (3) kebijakan pemerintah. Ketiga, implikasi positif dinamika tersebut terhadap pendidikan islam ada 3 hal: (1) modifikasi madrasah (2) penyetaraan sistem pendidikan islam (3) meningkatkan mutu pendidikan islam. Sedangkan, implikasi negatif dinamika tersebut terhadap pendidikan islam ada 3 hal: (1) mutu pendidikan lebih rendah (2) penyempitan fokus (3) keterlambatan adaptasi. Kata Kunci: Dinamika, Pendidikan Islam, Masa Orde Baru Abstract: A study of the dynamics of Islamic education during the New Order-Reformation period (1966-1998 AD) is very important to examine in greater depth. This is because this study has never ceased to be debated. The purpose of this paper is to understand three things: First, the paradigm of the dynamics of Islamic education during the New Order-Reformation period (1966-1998 AD). Second, the internal and external factors that influence these dynamics. Third, the positive and negative implications of these dynamics on Islamic education. The method used is library research with an article/paper review approach based on Harold Lasswell's theory. while data collection was carried out by collecting library data, reading and taking notes, as well as processing research materials and analyzing them using review techniques (reading, understanding, and concluding or commenting) on scientific papers/articles that have been published in a journal/publisher. Three findings were discovered: First, there were three forms of the paradigm of Islamic education civilization dynamics during the New Order-Reformation period (1966-1998 AD): (1) Islamic education was neglected, (2) it received support from the government, and (3) Islamic education was still restricted. Second, internally, there were three factors that influenced the dynamics of Islamic educational civilization: (1) the quality of human resources, (2) limited infrastructure, and (3) community needs. Externally, there were also three factors that influenced the dynamics of Islamic educational civilization: (1) ideological pressure, (2) the existence of a dualistic system, and (3) government policy. Third, there are three positive implications of these dynamics on Islamic education: (1) modification of madrasahs (2) equalization of the Islamic education system (3) improvement of the quality of Islamic education. Meanwhile, there are three negative implications of these dynamics on Islamic education: (1) lower quality of education (2) narrowing of focus (3) delayed adaptation. Keywords: Succession; Pura Mangkunegaran; Mangkunegara IX.
Social History of Islamic Education Before Prophethood (570-610 AD) Zuhur Diana; Zulfi Mubaraq; Lintang Ramadhani; Aris Rohmatul Maula
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 12 No. 1 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i1.10783

Abstract

The study of the social history of Islamic education before the Prophethood (570-610 AD) is very important to study in more depth. This is because these studies never stop being debated. The aim of this article is to understand 3 things: First, the Islamic education paradigm at that time. Second, the factors that influence it. Third, positive and negative implications for the ignorant society. The method used is library research with an article review approach based on Harold Laswell's theory. Data were collected using literature review procedures and analyzed using content analysis techniques. The results found 3 things: First, there are 5 forms of paradigm: (1) Goal: education as the transmission of religious, social and cultural values ​​(2) Material: ancestral beliefs, tribal traditions, life skills, poetry (3) Method: informal through oral traditions and practices (4) Murshid: tribal leader and poet. (5) Students: Arab society. Second, internal factors: (1) Brave soul (2) Likes to give alms (3) Virtuous. The external factors: (1) Natural conditions (2) Social conditions (3) Cultural acculturation. Third, positive implications: (1) High sense of solidarity (2) Survival skills (3) Development of Arabic literature. Meanwhile, the negative implications: (1) Idolatry (2) Limited access to education (3) Racial, feudal and patriarchal character. The conclusion of this article shows that the social history of Islamic education in the pre-prophetic period had progressed, even though it was simple.
REVITALIZATION OF ISLAMIC EDUCATION IN THE PROPHETIC PERIOD OF MUHAMMAD (610-633 AD) La Zubair; Zulfi Mubaraq; Mohammad Asrori
An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Vol. 5 No. 3 (2026): Mei 2026
Publisher : Najah Bestari

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aim of this research is to understand 3 things: (1) forms, (2) factors, and (3) implications of the research theme. The method used is a library research with a literature review approach. Data collection was carried out using a library research procedure and data analysis techniques using content analysis. The results of the research indicate that, first, the forms (1) purpose: to form a person who is faithful, pious, and has noble morals. (2) material: monotheism, the Qur'an, social, and economic. (3) method: dialogue, parable, demonstration, and story or narrative. (4) mursyid: Prophet Muhammad. (5) students: Khadijah, Ali bin Abi Thalib, Abu Bakar As-Shiddiq, Zaid bin Tsabit, Ummu Aiman. Second, internal factors: the person of the Prophet Muhammad as a good role model and al-Amin (trustworthy). External factors: idol worship and irrational and unusual customs of Arab society. Third, positive implications: many people embraced Islam and the paradigm and customs of Arab society changed. Negative implications: many challenges and sufferings were received by the Prophet Muhammad in realizing the forms and the followers of the Prophet Muhammad were tortured. The conclusion of this research is that various forms, factors, and implications are holistic and religious and relevant to the social context of the time. In addition, this study can be used as a guide in the construction of responsive, progressive and adaptive Islamic history, social and education.
EKO-RELIGIUS: MENGGAGAS RELASI ISLAM DAN MASA DEPAN ETIKA LINGKUNGAN Muhammad Syihabuddin; Zulfi Mubaraq; M. Lutfi Mustofa
Al'Adalah Vol. 26 No. 2 (2023)
Publisher : UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aladalah.v26i2.370

Abstract

Environmental problems become humanitarian problems, such as damaged area layers, erosion, and disease outbreaks that make the ecosystem unbalanced, which will endanger humans. Meanwhile, the discussion of Islamic relations and environmental ethics has always continued to be debated, ranging from handling and solving to sustainable businesses. This paper aims to elucidate the eco-religious paradigm and implications of ecological ethics in Islamic studies, including environmental movements. The study employs the analytical descriptive literature research issue. Islamic study and environmental ethics functionally serve as a tool or media that provides insight into various approaches to comprehending the relationship between Islam and environmental ethics so as not to be trapped in the fanaticism of secularism and human arrogance in dealing with nature. This study contributes theoretically through relationship theory, inter-relationship to interaction in terms of religious and environmental ethics points of view. Also, it seeks to make practical contributions in the form of human spiritual awareness to preserve the environment as a form of constructing natural values (hablu min al-‘alam). Furthermore, environmental ethics continues to evolve, adjusting to the need to assemble harmony in the future.
History of Islamic Trading Civilization in the Pre-Prophetic Period (570-610 M) Ibnu Hajar; Wachida Muhlis; Khairul Mizan; Zulfi Mubaraq
Journal of Islamic Civilization Vol 5 No 1 (2023): Journal of Islamic Civilization
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The history of Islamic Trading Civilization during the Pre-Prophecy period (570-610 M) is critical to study. The condition of the pre-prophetic Arab people had progress in the economic field, especially in agriculture and trade. In the progress of Arab tradeat that time, due to advanced agriculture, this progress was marked by the export and import activities they carried out. This paper aims to understand three things: first, the concrete form of trade; Second, the factors that affect trade. These three implications affect trade. The method used is library research. The literature study uses articles as the primary data source and journals selected according to the title’s relevance. The most important findings in research on the history of Islamic civilization in the Pre-Prophetic Period include three. First, trading in Islam during the pre-prophetic period can provide best practices through the example of the Prophet Muhammad. Second, internal factors, the principles of siddiq (honest attitude), amanah (trustworthy), fathanah (intelligent) and tabligh (argumentative and communicative) were applied in trading during the pre-prophetic period. External factors intertwined tribes into politics with local and regional trade agreements between the rulers of the Hijaz on the one hand and the rulers of Sham, Persia and Ethiopia on the other. Third, the economic condition of the Arab nation which is growing rapidly due to its strategic geographical location, especially the Yemen and Hijaz areas
STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM INTERNALISASI NILAI-NILAI MODERASI BERAGAMA UNTUK MENUMBUHKAN SIKAP INKLUSIF SISWA DI SMAN 1 Ach Chaidar Ghazy; Triyo Supriyatno; Zulfi Mubaraq
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48633

Abstract

This study aims to analyze the strategies used by Islamic Religious Education teachers in internalizing the values of religious moderation to foster students’ inclusive attitudes at SMAN 1 Pamekasan. This research is motivated by the increasing issues of intolerance, radicalism, and the weakening of mutual respect among students in multicultural societies, which indicates the urgency of strengthening religious moderation through education. The study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation involving Islamic Religious Education teachers, school leaders, and students. The data were analyzed interactively through data condensation, data presentation, and conclusion drawing, while the validity of the data was tested through source, technique, and time triangulation. The findings revealed that Islamic Religious Education teachers implemented several strategies in internalizing religious moderation values, including providing guidance and mentoring, applying exemplary behavior, implementing problem-based learning, establishing habituation programs, and fostering effective communication in the learning process. In addition, teachers also provided inclusive learning spaces for non-Muslim students as a form of respect for religious differences. These strategies positively contributed to the development of students’ inclusive attitudes, reflected in harmonious social interactions, tolerance, mutual respect, openness toward differences, and the ability to coexist peacefully within the school environment. Therefore, the role of Islamic Religious Education teachers is considered strategic in strengthening religious moderation and shaping inclusive student character in multicultural educational settings.
Co-Authors Abd Haris Abd Haris, Abd Ach Chaidar Ghazy Adelia Luthfiana Azizah, Reza Adinda Mutiara Estu Amalannira Agus Purwanto Ahmad Ahsanul Khuluq Ahmad Barizi Ahmad Fawaid Hariry Ahmad Kholil Ahyarudin Ahyarudin Ainun Suci Qur'ani Akhmad Nurul KAWAKIP Al-Ghatnaini, Raed Awadh Saeed Anharul Ulum Aris Rohmatul Maula Aufa Rusydah, Layyin Aro Ayunin, Fikri Qurrata BAIQ WAHYU DINIYATI HIDAYATILLAH Bima Fandi Asy’arie Dwi Hasanah, Kartini Fadil SJ Fatoni Bin Mohd Balwi, Mohd Abd Wahab Fatoni, Abdul Wahab Fawzani, Nurul Ferdiansyah, Novan Fitrotul Maulidina Frida Kusumastuti Hakim, Muhammad Aunul Ibnu Hajar Ibnu Hajar Ikhsan, Arief Maulana Imroatus Sa’adah Juvinal Ximenes Guterres Khairul Mizan Kholid, Nur Kholidatun Nur Wahidiyah Kurnia, Fini Adila La Zubair Laili Firda Andini Lily Zalizar Lintang Ramadhani M Mujab M. Faishol, M. M. Lutfi Mustofa M. Lutfi Mustofa M. Samsul Hady Maimun Miftah Huljannah Miftahul Jannah Mizan, Khairul Moh Rifqi Falah Al Farabi Mohamad Zubad Nurul Yaqin Mohammad Asrori Mohammad Toriquddin Mualimin Mochammad Sahid Muh. Khairul Wajedi Imami Muh. Khalifa Mujaddid Satria Wibawa Muhammad Djakfar Muhammad Syihabuddin Muhammad Umar Muhammad Umar Muhlis, Wachida Nasution, Annisa Hasanah Nur Fadhilah, Mutik Nur Kholid Nur Naria Dina Romadhon Nur, Ahmad Kholil Nurdiansyah, Putra Pandu Dinata Nurul Al Fudiah Prayetno, Eko Putri, Kusfa Hariani Raden Taufiqurrochman Rochim, Achmad Syainur Sabrur Rahma Saelaemae, Tasnim Sahid, Mualimin Mochammad Samsul Susilawati Savika, Helda Ivtari Sayyidaturrohimah Septia Solihati Siti Mufarokah Sofwan Hadianto Prasetyo Srinio, Fuad Sugeng Santoso Sulaeman, Islamiyah Suleiman, Musa Izzat Khalil Sutawi Syihabuddin, Muhammad Syuhadak Syuhadak, Syuhadak Syuhadak, Syuhadak T. M. Hadie Subulana Taufik Ismail Taufik Ismail Taufiqurrochman Tridara, Silvia Anugrah Triyo Supriyatno Ummi Mufida Uril Bahruddin, Uril Wachida Muhlis Walkaromah, Naylul Izzah Wardatul Asfiya Yaqin, Mohamad Zubad Nurul Yeni Prihatin Miftahul jannah Zuhur Diana