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All Journal El-HARAKAH : Jurnal Budaya Islam Jurnal Adabiya Medina-Te : Jurnal Studi Islam MUDARRISA Indonesian Journal of Islamic Education Studies 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 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)
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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History of Islamic Calligraphy in the Ottoman Empire Fawzani, Nurul; Sulaeman, Islamiyah; Mizan, Khairul; Muhlis, Wachida; Mubaraq, Zulfi
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 7 No 2 (2023): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v7i2.12239

Abstract

The history of Islamic civilization during the Ottoman Empire (1299-1922 AD) is important to study because the Ottoman Empire was the largest Islamic Daulah and ruled for a long time throughout history. The purpose of this writing is to understand three main aspects: firstly, to comprehend the development of calligraphy art during the Ottoman Empire era; secondly, to explore the factors contributing to the advancement of calligraphy art; and thirdly, to analyze the implications of this progress. The research method employed in this study is the historical method. The sources used in this research consist of books and journals related to the history of the Ottoman Empire. This writing resulted in three things. First, the form of Ottoman Empire calligraphy in the form of Al-Qur'an writing, ornaments on religious buildings, and the establishment of a calligraphy school. Second, the factors for the advancement of calligraphy are religious enthusiasm, support from leaders, and love for calligraphy. Third, the implications of the art of calligraphy are the emergence of a new style of calligraphy, Istanbul being the center of Islamic calligraphy, and calligraphy can be used as a medium for learning mathematics. The research is expected to contribute to the implementation of the art of calligraphy as a worldly reflection on the word and to contribute thoughts to the development of Islamic calligraphy.Sejarah peradaban Islam pada masa Turki Usmani (1299 M-1922 M) sangat penting untuk dikaji karena Turki Usmani merupakan Daulah Islam terbesar dan cukup lama berkuasa sepanjang sejarah. Tujuan tulisan ini bertujuan untuk memahami tiga hal yaitu ingin memahami perkembangan bentuk seni kaligrafi pada era Turki Usmani, faktor penyebab kemajuan seni kaligrafi dan implikasi kemajuan seni kaligrafi. Metode penelitian yang digunakan dalam studi ini adalah metode historis. Sumber-sumber yang digunakan dalam penelitian ini adalah buku dan jurnal yang berkaitan dengan penelitian sejarah Kekaisaran Utsmaniyah. Tulisan ini menghasilkan tiga hal, Pertama, wujud kaligrafi Turki Usmani berupa penulisan Al-Qur’an, ornamen pada bangunan keagamaan, dan didirikannya sekolah kaligrafi. Kedua, faktor kemajuan kaligrafi yaitu semangat keagamaan, dukungan dari pemimpin, dan kecintaan terhadap kaligrafi. Ketiga, implikasi seni kaligrafi yaitu munculnya gaya baru kaligrafi, Istanbul menjadi pusat kaligrafi Islam, kaligrafi dapat digunakan sebagai media pembelajaran matematika. Penelitian diharapkan dapat memberikan kontribusi dalam pengimplementasian seni kaligrafi sebagai refleksi duniawi atas firman serta memberikan sumbangan pemikiran dalam pengembangan kaligrafi Islam.
Tradisi Akademik Sekolah Dasar Unggulan di Sekolah Dasar Alam Savika, Helda Ivtari; Barizi, Ahmad; Mubaraq, Zulfi; Susilawati, Samsul; Yaqin, Zubad Nurul; Srinio, Fuad
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 1 (2024): Pendidikan Dasar Anak
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v7i1.672

Abstract

Studying academic traditions in leading primary schools in Malang, especially in SD Alam Ar-Rohmah, is crucial for deeper examination. This is because such studies are incessantly debated. This writing aims to understand three aspects: First, the paradigm of academic tradition in SD Alam Ar-Rohmah. Second, internal and external factors influence the academic tradition in the school. Third, the positive and negative implications of the academic tradition on students in the school. The methods employed include observation, interviews, and documentation along with a literature review using a content analysis approach. The findings reveal three aspects: First, the paradigm of academic tradition in SD Alam Ar-Rohmah encompasses three forms: (1) distinctive curriculum, (2) Islamic morning stories, and (3) market day. Second, internal factors influencing the academic tradition in the school consist of three elements: (1) school principal's strategies, (2) teachers' creativity, and (3) teaching methods. As for external factors, three influences are identified: (1) school environment, (2) families, and (3) community. Third, the positive implications of the academic tradition on students include (1) high achievements, (2) excellent accreditation, and (3) increased student quantity. In conclusion, this study demonstrates that SD Alam Ar-Rohmah has established itself as a leading primary school with a strong academic tradition.
Taá¹­bÄ«q Al-Manhaj Al-Takamuly FÄ« Mu’assasāt Al-Ta’lÄ«m Al-”˜Ä€ly Mubaraq, Zulfi; Haris, Abd; Suleiman, Musa Izzat Khalil; Bahruddin, Uril
Cendekia: Kependidikan dan Kemasyarakatan Vol 20 No 1 (2022)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v1i1.3701

Abstract

This study aims to (1) describe the idea of an integrated curriculum in higher education, (2) depict its implementation at the university level, and (3) find out the impact of the curriculum on university development. This research used a qualitative approach. It employed a literature study. The researchers gathered the data from book reviews and related journals. Data analysis involved collecting the data, sorting, presenting, and drawing conclusions. The findings showed that (1) the idea of an integrated curriculum was depicted in a tree-shaped scientific structure; (2) the integrated curriculum was done by requiring all students to learn Arabic and English, as well as providing opportunities for all students to memorize the Quran and practice Islamic life; (3) integrated curriculum contributed to accelerating the development and internationalization of institutions. Moreover, it improved human resources competencies. 
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.
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.
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.
Co-Authors Abd Haris Abd Haris, Abd Adelia Luthfiana Azizah, Reza Adinda Mutiara Estu Amalannira Ahmad Ahsanul Khuluq Ahmad Barizi Ahmad Fawaid Hariry Ahmad Kholil Ahyarudin Ahyarudin Ainun Suci Qur'ani Al-Ghatnaini, Raed Awadh Saeed Anharul Ulum Aufa Rusydah, Layyin Aro Ayunin, Fikri Qurrata Dwi Hasanah, Kartini Fadil SJ Fandi Asy’arie, Bima Fatoni Bin Mohd Balwi, Mohd Abd Wahab Fatoni, Abdul Wahab Fawzani, Nurul Ferdiansyah, Novan Fitrotul Maulidina Frida Kusumastuti Hakim, Muhammad Aunul Ibnu Hajar Ikhsan, Arief Maulana Imroatus Sa’adah Irwan Irwan Juvinal Ximenes Guterres Kholid, Nur Kholidatun Nur Wahidiyah Kurnia, Fini Adila La Zubair Lily Zalizar M Mujab M. Faishol, M. 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 Umar Muhammad Umar Muhlis, Wachida Mutik Nur Fadhilah Nasution, Annisa Hasanah 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 Ummi Mufida Uril Bahruddin, Uril Walkaromah, Naylul Izzah Wardatul Asfiya Yaqin, Mohamad Zubad Nurul Yeni Prihatin Miftahul jannah