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All Journal Ulul Albab: Jurnal Studi Islam MODELING: Jurnal Program Studi PGMI Dialogia: Jurnal Studi Islam dan Sosial
Abu Bakar
Dosen Fak. Ushuluddin UIN Sunan Ampel Surabaya
Religion Arts Humanities Education Social Sciences Other

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Pembentukan Karakter Siswa melalui Pendidikan Al Qur’an Abu Bakar
MODELING: Jurnal Program Studi PGMI Vol 9 No 1 (2022): Maret
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v9i1.1217

Abstract

The more souls exploring the Quran, the less souls will be lost to focus on the Quran. For this reason, learning information about the Quran should be provided for all two studies from early childhood to maturity. On the other hand, the character training currently being promoted and created by the public sector focuses on ethical and high-quality behavioral patterns. The formation of this character emerges and emerges in response to advances in pedagogy (teaching), naturalism, and instrumentalism. The Al Qur'an, which now generally covers all areas of life, including training to decipher by focusing on the Qur'an, means working on each child's own personality. Madrasa Diniyah specialty to learn more in his way emphasizes the strict display of meetings as well as the Quran training, and as an example of undergraduate relationships, they are now attributed to personality training. It focuses on one of the habits of everyday life. For this reason, the author initially expects the character's lessons to be the use of training from the Koran. This has progressed to this point.
KONTEKSTUALISASI MUNĀSABAH PADA TAFSIR MUSHAFÎ DAN TAFSIR NUZÛLÎ: Analisis komparatif antara tafsir Tarti>b al-Mus}h}af dan tafsir Tarti>b al-Nuzu>l. Abu Bakar Bakar
Dialogia Vol 14, No 2 (2016): Dialogia jurnal Studi Islam dan Sosial
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/dialogia.v14i2.739

Abstract

Abstract: Qur'an has a multi-dimensional, ranging from rational empirical dimension to mystical dimension of spiritual-emotional. One empirical dimension of Qur'an is a form of text that can be seen, read, studied and understood. While mystical and spiritual emotional dimensions are irrational. Empirical studies of Qur’an are often faced with its historical problem self. Because that rational is irrelevance with historical facts.   To rationalize the discrepancy between empirical and historical facts, al-muna>sabah are conducted. Furthermore, Qur'an also has a historical fact, such historically strategic position in declining Qur’an continuously. In fact, history facts of Qur’an are more strength than empirical ones (manuscripts orderly). According to the fact above, this study focuses on the application of muna>sabah towards tartîb al-mus}h}af and tartîb al-nuzu>l  in interpreting surah and those results. This study conducted inductive-deductive approach and method.It can be summed up that 1). Interpreting surah in tafsir mushaî  by using muna>sabah can be done detail and musfassir concerns on munasabah of the whole elements in Qur’an. While, in tafsir nuzu>li>, muna>sabah  could be done though recording the continuum of surah.  the aim is to show the whole content of Qur’an in order not to be understood partially. Munāsabah in tafsir mushafî is structural-emotional, while munāsabah in tafsir nuzûlî has ratinal-cultural pattern 2). Interpreting surah by using munāsabah approach in tafsir mushafî produces rational relation among the elements in Qur’an. While in the tafsir nuzûlî, it emphases on the strengthen of history and the records.Even they differ; both perform similar steps such other commentators done. They do not lead unclear and unequivocal interpretation suspicious to the conclusion that a clear and interpretation, except only reinforces the dominant idea in the previous theories Keywords: munāsabah, tafsi>r mus}h}afī, tafsi>r nuzu>li
Reframing Educational Conflict Through Quranic Ethics: A Conceptual Framework for Learning in the Society 5.0 Era Alif Hibatullah; Abu Bakar; Masruhan Masruhan; Tegar Aulia; Ruqoyyah Amilia Andania
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.41155

Abstract

The development of digital technology in the Society 5.0 era has driven significant transformation in the education system, particularly through the integration of artificial intelligence, big data, and digital learning platforms. Although these innovations improve access to knowledge and learning efficiency, the existing educational literature still tends to emphasize technological aspects without adequately addressing the dynamics of epistemic conflict that emerge from the plurality of knowledge sources within learning environments. This study aims to formulate a conceptual framework for educational conflict management based on Quranic ethical values in order to strengthen pedagogical resilience within the educational ecosystem of Society 5.0. This research employs a qualitative approach using thematic interpretation analysis of several Indonesian Quranic commentaries, including Tafsir Al-Misbah, Tafsir Al-Azhar, and other Indonesian tafsir works, focusing on Quranic narratives that represent the dynamics of knowledge conflict and pedagogical relationships, such as the stories of Prophet Moses and Prophet Khidr, Prophet Moses and the Bani Israil, Prophet Adam and Iblis, and Prophet Ibrahim and his people. The analytical process was conducted through thematic coding of various tafsir sources to identify ethical values relevant to conflict management in education. The findings show that conflicts in the learning process can be managed through Quranic principles such as epistemic patience, intellectual humility, disciplined dialogue, information verification, and moral courage in rational argumentation. These principles are then translated into an operational framework for educational conflict management that includes preventing conflict escalation, managing pedagogical dialogue, and restoring academic relationships. The scientific contribution of this study lies in the development of an educational conflict management framework that integrates thematic Quranic interpretation with the concept of pedagogical resilience in the Society 5.0 context. In this way, Quranic values are understood not only as moral ethics but also as epistemological mechanisms for managing educational conflicts within modern learning environments.
Co-Authors Alif Hibatullah Masruhan Masruhan Ruqoyyah Amilia Andania Tegar Aulia