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All Journal Ulul Albab: Jurnal Studi Islam Jurnal Theologia Progresiva : Jurnal Pemikiran dan Pendidikan Islam An-Nida' Transformasi: Jurnal Pengabdian Masyarakat Wawasan : Jurnal Ilmiah Agama dan Sosial Budaya Religio : Jurnal Studi Agama-agama J-PAI: Jurnal Pendidikan Agama Islam Jurnal Studi Islam Religi: Jurnal Studi Agama-agama AL QUDS : Jurnal Studi Alquran dan Hadis AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Ijaz Arabi Journal of Arabic Learning Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis At-Ta'lim : Media Informasi Pendidikan Islam Tarbawiyah Jurnal Ilmiah Pendidikan Jurnal Living Hadis Al Furqan: Jurnal Ilmu Al Quran dan Tafsir EL-AFKAR : Jurnal Pemikiran Keislaman dan Tafsir Hadis Mutawatir : Jurnal Keilmuan Tafsir Hadith Journal of Research and Thought on Islamic Education (JRTIE) Jurnal Studi Kependidikan dan Keislaman Journal of Sharia Economics Bima Abdi: Jurnal Pengabdian Masyarakat Al-Mu'awanah Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ESENSIA: Jurnal Ilmu-Ilmu Ushuluddin Penamas Insaniyah : Jurnal Pengabdian Kepada Masyarakat Tarsius: Jurnal Pengabdian Tarbiyah, Religius, Inovatif, Edukatif dan Humanis Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Muta'allim: Jurnal Pendidikan Agama Islam Ma'arif Journal of Education, Madrasah Innovation and Aswaja Studies AL ITQAN: Jurnal Studi Al-Qur'an Al-A'raf: Jurnal Pemikiran Islam dan Filsafat Diya al-Afkar: Jurnal Studi al-Quran dan al-Hadis
Benny Afwadzi, Benny
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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TINJAUAN SEMIOTIKA ATAS PEMAHAMAN HADITH DALAM KITAB FATH ALBARI KARYA IBN HAJAR AL-ASQALANI Benny Afwadzi
Al-A'raf : Jurnal Pemikiran Islam dan Filsafat Vol. 17 No. 1 (2020)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ajpif.v17i1.1935

Abstract

This article aims to analyze semiotically on the Muslim scholars' understanding of the hadith in Fath Albari, written by Ibn Hajar Al-Asqalani. Focus of the study refers to three things; understanding models, examining semiotically (significance and communication) on understanding models, and contribution of semiotics in the hadith understanding discourse. By making two hadiths as its analysis objects; first, the hadith about believers who eat with one intestine and infidels with seven intestines; second, the hadith regarding the deeds most loved by Allah SWT. The results of the study show that the understanding model of hadith in Fath Albari is divided into textual (symbolic and non-symbolic) and contextual (symbolic and non-symbolic) models of understanding. This model, semiotically (significance and communication) has given a new nuance in the study of hadith understanding. The understanding model of the first hadith, in semiotic significance, indicates the existence of an understanding model with a signifier of denotation and connotation levels. In semiotic communication, the understanding model of the second hadith is seen more systematic because it elaborates reasoning continuously, and shows the important contribution of semiotics in the hadith understanding discourse, like eliminating truth claims and being media of developing textual and contextual understanding. 
Inovasi Pembelajaran Hadis Integratif Sebagai Upaya Merespon Tantangan Dunia Pendidikan Islam Afwadzi, Benny; Supriyatno, Triyo; Maimun, Agus
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 7 No 1 (2023): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v7i1.7215

Abstract

Islamic education (PAI) faces challenges from various aspects. In many cases, disproportionate interpretations of hadith, one of the PAI’s subject, often cause many problems in society. According to the fact, authors suggest innovations in integrative hadith learning with social sciences to respond to challenges in the world of Islamic education. The authors found several findings using a qualitative approach and a literature study model. First, various Islamic educational challenges are rooted in globalization with the advent of the Industrial Revolution 4.0 and Society 5.0 era. One of the PAI challenges and problems is an atomistic study. Second, various educational innovations were created by the scholars, such as the use of modern information and communication technology (ICT), and the theory of Multiple Intelligence (MI). Third, integrative hadith learning needs to be carried out in the PAI learning, which is interpreted as a material object and social sciences as a formal object. Educators can comprehensively explain the material for discussing hadith comprehensively and have the vision of rahmatan li al-‘alamin. In addition, students will also be able to understand and eliminate the irregularities of the hadith meaning. The authors conclude that integrative hadith learning is very important in PAI learning to respond to the challenges of Islamic education.
PENGEMBANGAN EKONOMI BERBASIS SYARIAH DI ERA DIGITAL: ANTARA PELUANG, TANTANGAN, DAN KENDALA Afwadzi, Benny; Djalaluddin, Ahmad
Journal of Sharia Economics Vol. 5 No. 1 (2024): Islamic Finance
Publisher : Program Studi Magister Ekonomi Syariah UIN Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jose.v5i1.3966

Abstract

A Sharia-based economy faces problems that take work. Not only is there minimal public knowledge, which has resulted in the assumption of equality between Sharia economics and conventional economics but there has also been a decline in Sharia economics in Indonesia. Not to mention the era of digitalization, which has completely changed Sharia economic practices; based on this, this article examines the development of Sharia-based economy in the digital era. The study is limited to aspects of opportunities, challenges, and obstacles. This article aims to understand the context of Sharia economics and how development must be implemented. Using a qualitative approach with library research method, the authors find that Sharia economics is an economy based on Islam. It must adopt digitalization today. Regarding several Sharia economic opportunities in the digital era, namely the Indonesian community as the largest Muslim community and product promotion in digitalization, the challenges are human resources and cyber security. At the same time, the obstacles are minimal public awareness and technological limitations. These opportunities, challenges, and obstacles have implications for the development of the Sharia economy, which must rely on digital aspects with all their shortcomings.
Peningkatan PHBS dengan Sosialisasi dan Demonstrasi Cuci Tangan “Tepung Selaci Puput” di Sekolah Dasar Afwadzi, Benny; Hilmy, Muhammad Gama; Nikmah, Alfi; Lutfiana, Dinda Kharisma; Amani, Nailatul; Susanti, Eka Desy
Al-Mu'awanah: Jurnal Pengabdian kepada Masyarakat Vol 4 No 1 (2023): Juni 2023
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/almuawanah.v4i1.16029

Abstract

At this time, Clean and Healthy Living Behaviors (PHBS) escape the attention of many people. They pay less attention to the cleanliness and health of themselves and their surroundings. Even though this PHBS must be practiced in various places, especially in schools which are places of study for students who are the nation's successors. PHBS in the school setting is a behavior practiced by students, teachers, and school communities as a preventive effort to prevent disease, improve health quality, and serve as a bridge to achieve a healthy environment. This community service's goal is to identify and adapt images of clean and healthy life behavior to elementary school students (SDN) 03 Purworejo, Ngantang, Malang regency. The method in the community service is Participatory Action Research. The approach is promoting healthy socialization and  demonstrations of PHBS at school using proper hand washing with the “Tepung Selaci Puput” style. The socialization and demonstrations are carried out through four stages: Pre-Interaction Stage, Interaction Stage, Demonstration Stage, and Post-Interaction Stage. According to ten PHBS indicators used in this community service, the  community service team found that more than half of the respondents, 57 students, are behaving well in terms of clean and healthy living, while nearly half of the respondents, 38, are behaving badly. Furthermore, after the community service team held socialization and demonstrations of how to wash hands with soap using the “Tepung Selaci Puput” method, most students at SDN 03 Purworejo could practice proper hand washing and increase their PHBS.
Qur’anic Curriculum: Development of an Islamic Religious Education Curriculum with Makkiyah-Madaniyah Theory Afwadzi, Benny; Wahyuni, Esa Nur; Sulalah, Sulalah
An-Nida' Vol 47, No 2 (2023): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyrakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/an-nida.v47i2.27610

Abstract

The Islamic Religious Education (IRE) curriculum encounters many challenges. One of the challenges is the inferiority of Muslims in developing an IRE curriculum based on Islamic tradition and only relying on the development of educational theories from the West. For this reason, this article examines the development of the IRE curriculum using the makkiyah-madaniyah theory. The purpose is to present an overview of IRE curriculum development using Islamic traditions that are often forgotten. This article uses a qualitative approach with the library research method. After understanding the makkiyah-madaniyah discourse, this article concludes that IRE curriculum development has two models: attention to psychological and sociological aspects. In psychological aspects, IRE educators at the primary level must pay attention to the context of the Makkiyah period, such as the editorial verses of the Qur'an tend to be short and rhyming so that learning and evaluation material should be delivered using a short and rhyming strategy. Emphasis on reward and punishment, aqeeda and moral learning content; and the use of storytelling and illustration (tamtsil) methods should also be a concern in the IRE at this level. Meanwhile, at the secondary level, educators can use the madaniyah model, namely, more extended learning and evaluation material and emphasizing the content of Islamic jurisprudence learning. The sociological aspect applies contextually because of the differences in social conditions between the Prophet Muhammad and us today. The focus of the sociological aspect is divided into two, namely, the sociology of students and the needs of society. Contextual is an approach suitable to be applied in this sociological aspect.Abstrak: Kurikulum Pendidikan Agama Islam (PAI) menemui banyak tantangan. Salah satu tantangannya adalah inferioritas Muslim dalam mengembangkan kurikulum PAI berdasarkan khazanah Islam dan hanya mengandalkan perkembangan teori-teori pendidikan dari Barat. Dengan alasan itulah, artikel ini mengkaji pengembangan kurikulum Pendidikan Agama Islam dengan teori makkiyah-madaniyah, yang disebut oleh penulis sebagai kurikulum Qur’ani. Tujuan artikel ini adalah untuk menyajikan gambaran pengembangan kurikulum PAI dengan tradisi keislaman yang acapkali terlupakan. Artikel ini menggunakan pendekatan kualitatif dengan metode studi pustaka. Setelah memahami diskursus makkiyah-madaniyah, artikel ini menyimpulkan bahwa ada dua model pengembangan kurikulum PAI: perhatian terhadap aspek psikologis dan sosiologis. Dalam aspek psikologis, pendidik PAI pada tingkatan dasar harus memperhatikan konteks pada periode makkiyah seperti redaksi ayat Al-Qur’an yang cenderung pendek dan berima sehingga materi pembelajaran dan evaluasi sebaiknya disampaikan dengan strategi pendek dan berima. Penekanan pada reward dan punishment; penekanan pada konten pembelajaran akidah dan moral; dan penggunaan metode bercerita dan ilustrasi (tamtsil) juga seharusnya menjadi perhatian dalam kurikulum PAI di tingkatan dasar. Sementara itu, pada tingkatan menengah, pendidik dapat memakai model madaniyah, yakni materi pembelajaran yang lebih panjang sebagaimana redaksi ayat-ayat madaniyah yang cenderung panjang dan penekanan pada konten pembelajaran hukum fikih yang memang agak sulit dipahami oleh peserta didik. Adapun aspek sosiologis berlaku secara kontekstual, sebab perbedaan kondisi sosial antara Nabi Muhammad saat Al-Qur’an diturunkan dengan kondisi umatnya pada masa sekarang. Fokus aspek sosiologis terbagi menjadi dua, yakni sosiologi peserta didik dan kebutuhan masyarakat. Kontekstual adalah pendekatan yang cocok diaplikasikan dalam aspek sosiologis ini.
Pembentukan Siswa Moderat-Berkarakter dengan Sosialisasi Moderasi Beragama dan Karakter Anti Bullying di MA Mazro’atul Ulum Lamongan Afwadzi, Benny; Rifa’i, Ahmad Suzaki; Maskanah, Ulfa; Fadillah, Tegar Adlu; Nuriyah, Addina Silky; Trianingsih, Dini; Al-Farabi, Moh. Rifqi Falah; Zamzami, Muh. Iqbal; Abdullah, Muhammad Yunus; Mubarok, M. Fadliil
INSANIYAH Vol. 4 No. 1 (2025): Jurnal Pengabdian Kepada Masyarakat
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/insaniyah.v4i1.9503

Abstract

On the one hand, bullying is a very frightening behavior in the world of education. Madrasahs that should be a place to form humanist student characters sometimes become places where bullying occurs. On the other hand, religious moderation is widely voiced as a means to minimize deviant behaviors such as radicalism, terrorism, and even bullying behavior. This community service activity aims to provide a comprehensive and critical understanding through socialization of bullying practices and religious moderation at Madrasah Aliyah Mazro'atul Ulum Paciran Lamongan. The method used in this activity is PAR (Participatory Action Research), which uses observation, documentation, and interviews as data collection techniques. This community service activity can increase understanding and awareness and help people avoid bullying practices in schools and forms of bullying that may not be known. By understanding the types and dangers of bullying for the physical and mental health of victims, a desire arises to create a social environment that is free from bullying practices. In addition, students can understand the nature of religious moderation. The students were also able to link religious moderation as a solution to the bullying actions that occurred. Even so, a long time and cooperation from many parties are needed to make students aware of the negative actions they genuinely do.
Interaksi Epistemologi Bayani, Burhani, dan Irfani dengan Pendidikan Agama Islam: Tawaran Interconnected Entities Afwadzi, Benny
Ma'arif Journal of Education, Madrasah Innovation and Aswaja Studies Vol 2 No 1 (2023): JUNE
Publisher : Lembaga Pendidikan Ma'arif Nahdlatul Ulama, Kabupaten Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69966/mjemias.v2i1.18

Abstract

Islamic Religious Education (PAI, Pendidikan Agama Islam) faces various problems due to the hegemony of the bayani epistemology and the inadequate accommodation of the burhani and irfani epistemologies. Some of the issues that plague PAI include neglecting the historical realities of humanity, the presence of truth claims, stagnation in thinking, and difficulty in contextualizing other religious texts. This article contributes to resolving some of these problems in PAI through the interconnected entities model of Islamic epistemology. Employing a qualitative approach with a literature review, the authors made several findings. Firstly, the bayani epistemology draws from religious texts (the Qur'an and hadiths); the burhani epistemology relies on reason based on the realities (waqi') of nature, society, humanities, and religion; and the irfani epistemology derives from intuition through direct spiritual experiences. Secondly, interconnected entities are established by recognizing that each epistemology has the weaknesses, leading to a willingness to engage in dialogue, collaborate, and utilize methods and approaches employed by other epistemologies to complement these weaknesses. In the context of PAI, interconnected entities are carried out by collaborating on Al-Qur'an hadith, thought (pikir), and remembrance (zikir) to gain knowledge. Thirdly, the application of interconnected entities in PAI yields comprehensive knowledge. This is evident in the knowledge gained about the stages of human creation, specifically the concept of 'alaqah, which is more accurately understood as a zygote that attaches and depends on the uterine wall, rather than a mere clot of blood.
Resepsi atas Islam Moderat: Antara Kritik dan Sikap yang Representatif Benny Afwadzi
NUANSA: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Vol. 19 No. 2 (2022)
Publisher : Research Institute and Community Engagement of UIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/nuansa.v19i2.6687

Abstract

Until now, many rejections of the terminology of Islam Nusantara have emerged, not only among the general public, but also in the academic environment. In fact, moderate Islam is a means to tackle extremism, radicalism, and terrorism. Therefore, a systematic description of what is meant by moderate Islam is needed from various literatures. It is for this purpose that this article was written. With a qualitative approach and the type of literature research on works related to moderate Islam, it was found that moderate Islam must be understood with middle Islam, not extreme right or left. Although in Western literature, moderate is synonymous with liberal and secular, but a representative attitude is to filter what comes from the West. Not everything that comes from the West must be accepted, and not all must be rejected, as well as the terminology of moderate Islam. Even the arguments against moderate Islam, if analyzed, have a fundamental weakness, because they are not in accordance with the spirit of moderate Islam. The basis for the foundation of moderate Islam is clear, namely Q.S. al-Baqarah [2]: 143, so it has a normative basis that can be accounted for. Furthermore, Islam in the archipelago is essentially a representation of moderate Islam, although it must be admitted that not all adherents are moderate. (Sampai saat ini, penolakan terhadap terminologi Islam Nusantara banyak bermunculan, tidak hanya di kalangan masyarakat awam, namun juga di lingkungan akademik. Padahal, Islam moderat adalah sarana untuk menanggulangi ekstremisme, radikalisme, dan terorisme. Oleh sebab itu, diperlukan uraian yang sistematis terkait apa yang dimaksud dengan Islam moderat dari berbagai literatur. Untuk tujuan itulah artikel ini ditulis. Dengan pendekatan kualitatif dan jenis penelitian pustaka terhadap karya-karya terkait Islam moderat, ditemukan bahwa Islam moderat haruslah dipahami dengan Islam pertengahan, tidak ekstrem kanan maupun kiri. Meskipun dalam literatur Barat, moderat identik dengan liberal dan sekuler, akan tetapi sikap yang repreentatif adalah dengan melakukan filterisasi terhadap apa yang datang dari Barat. Tidak semua yang datang dari Barat harus terima, dan tidak pula semua pula harus ditolak, begitu pula terminologi Islam moderat. Argumen-argumen penolak Islam moderat pun, jika dianalisis, mempunyai kelemahan yang mendasar, karena tidak sesuai dengan semangat Islam moderat. Dasar pijakan Islam moderat pun jelas, yakni Q.S. al-Baqarah [2]: 143, sehingga mempunyai landasan normatif yang bisa dipertanggungjawabkan. Lebih lanjut, Islam yang ada di Nusantara ini pada hakikatnmya merupakan representasi Islam moderat, meski harus diakui bahwa tidak semua penganutnya berpaham moderat.)
Pembunuhan Pertama Manusia dalam Kitab Suci; Kajian Komparatif Al-Qur’an dan Bible Afwadzi, Benny
Religi: Jurnal Studi Agama-agama Vol. 20 No. 1 (2024): Vol. 20 No. 1 (2024) Pemikiran, Moderasi dan Isu Agama Kontemporer
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/rejusta.v20i1.2718

Abstract

Artikel ini fokus mengkaji pembunuhan pertama dalam sejarah umat manusia yang dilakukan oleh Qābīl kepada Hābīl dalam Al-Qur’an dan Bible. Kisah ini dituturkan oleh Al-Qur’an (meskipun anonim) dalam Q.S. al-Mā’idah [5]: 27-31 dan oleh Bible dalam Kitab Kejadian 4: 1-26. Dengan tujuan memperoleh hasil yang komprehensif dan menunjukkan perbedaan serta persamaan antara kedua tradisi yang berbeda, penulis menggali data dari berbagai kitab tafsir Al-Qur’an dan juga tafsir atas Bible, begitu pula artikel-artilel jurnal yang berkaitan dengan ini. Penulis menyimpulkan bahwa cerita dalam Bible ditulis secara lebih lengkap. Meskipun demikian, ada beberapa konten cerita yang tidak dipaparkan oleh Bible ternyata disebutkan oleh Al-Qur’an, misalnya dialog antara Qābīl dengan Hābīl dan pengutusan burung gagak. Secara lebih luas, bisa dikatakan bahwa dua kitab suci ini sebenarnya membawa materi sendiri-sendiri yang saling melengkapi satu sama lain. Benang merah keduanya hanya berkisar pada proses pengurbanan, penerimaannya, dan pembunuhan Hābīl oleh Qābīl. Gaya penuturan yang berbeda ini dikarenakan tujuan yang berbeda. Al-Qur’an menginginkan adanya ibrah atas cerita yang disebutkannya, akan tetapi Bible lebih pada cerita yang cenderung lebih lengkap dan kronologis.This article focuses on examining the first murder in the history of mankind by Cain against Abel in the Al-Quran and the Bible. This story is told by the Qur'an (although anonymous) in the Q.S. al-Mā'idah [5]: 27-31 and by the Bible in the Book of Genesis 4: 1-26. With the aim of obtaining comprehensive results and showing the differences and similarities between the two different traditions, the author explores data from various interpretations of the Al-Qur'an and also the interpretation of the Bible, likewise journal articles relating to this. The author concludes that the story in the Bible is written more fully. Even so, there are some story content that is not described by the Bible which is actually mentioned by the Qur'an, for example the dialogue between Cain and Abel and the sending of the crow. More broadly, it can be said that these two scriptures actually carry separate materials that complement one another. The common thread of the two only revolves around the process of sacrifice, acceptance, and killing of Abel by Cain. These different styles of narrative are due to different purposes. The Qur'an wants ibrah (teachings) on the stories it mentions, but the Bible is more of a story which tends to be more complete and chronological.
MELACAK NILAI-NILAI PENDIDIKAN KARAKTER DALAM FILM ANIMASI NUSSA DAN RELEVANSINYA DENGAN PENDIDIKAN AGAMA ISLAM Ningsih, Yuni Prastiwi; Afwadzi, Benny
Muta'allim: Jurnal Pendidikan Agama Islam Vol 1 No 4 (2022): Muta'allim: Jurnal Pendidikan Agama Islam
Publisher : Muta'allim: Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mjpai.v1i4.15946

Abstract

With the sophistication of technology, the process of inculcating character education values nowadays can be done by utilizing the movie as a media. The existence of this media will help the process of inculcating character education values in the society, especially for children and teenagers who often enjoy it. One of the most popular animation movies today is an animation movie created by Indonesia with a title “Nussa” which is shown on YouTube. The animation movie of Nussa contain many characters education values that are relevant to Islamic Education. Acording to the background, this research article focuses to determine: (1) character education values in animation movie of Nussa, and (2) the relevance of character education values in animation movie of Nussa to Islamic Education values. This research uses a qualitative approach and it is a library research type. This research focuses on 5 episodes in animation movie of Nussa which is found in the second season. The data was collected through documentation technique and it was analyzed through content analysis technique, namely analyzing the contents of the dialogue among the characters, settings, and events contained in the movie. By using content analysis to analize the film, The authors come to the conclusion (1) there are 10 values of character education in animation movie of Nussa, namely religious value, honest value, tolerance value, creative value, curiosity value, appreciate achievement value, friendly/communicative value, environmental care value, social care value, and responsibility value. (2) Character education values in animation movie of Nussa have relevance to Islamic Education values. Religious value is relevant to faith value. Religious value, honest value, tolerance value, and social care value are relevant to sharia value. Religious value, honest value, tolerance value, creative value, curiosity value, appreciate achievement value, friendly/communicative value, environmental care value, social care value, and responsibility value are relevant to moral value. Abstrak Dengan kecanggihan teknologi, proses penanaman nilai-nilai pendidikan karakter dapat dilakukan dengan memanfaatkan media film. Keberadaan media film akan membantu proses penanaman nilai-nilai pendidikan karakter di masyarakat, khususnya pada anak- anak dan remaja yang gemar menonton film. Salah satu film animasi yang digemari adalah film animasi buatan Indonesia yang berjudul “Nussa” yang ditayangkan di YouTube. Film animasi Nussa memuat nilai-nilai pendidikan karakter yang relevan dengan pendidikan Islam. Berdasarkan hal tersebut, artikel penelitian ini fokus untuk meneliti (1) nilai-nilai pendidikan karakter yang terdapat dalam film animasi Nussa, dan (2) relevansiny dengan nilai-nilai Pendidikan Agama Islam. Penelitian ini menggunakan pendekatan kualitatif dan termasuk dalam jenis penelitian kepustakaan (library research). Penelitian ini berfokus pada 5 episode dalam film animasi Nussa yang terdapat pada musim kedua. Dengan menggunakan analisis isi (content analysis) untuk menganalisis film ini, penulis menyimpulkan (1) terdapat 10 nilai pendidikan karakter dalam film animasi Nussa, yaitu nilai religius, nilai jujur, nilai toleransi, nilai kreatif, nilai rasa ingin tahu, nilai menghargai prestasi, nilai bersahabat/komunikatif, nilai peduli lingkungan, nilai peduli sosial, dan nilai tanggung jawab. (2) Nilai-nilai pendidikan karakter dalam film animasi Nussa memiliki relevansi dengan nilai-nilai Pendidikan Agama Islam. Nilai karakter religius relevan dengan nilai akidah. Nilai karakter religius, jujur, toleransi, dan peduli sosial relevan dengan nilai syariat. Nilai karakter religius, jujur, toleransi, kreatif, rasa ingin tahu, menghargai prestasi, bersahabat/komunikatif, peduli lingkungan, peduli sosial, dan tanggung jawab relevan dengan nilai akhlak.
Co-Authors AA Sudharmawan, AA Abd Kholid Abdul Fattah Abdullah, Muhammad Yunus Achmadin, Balya Ziaulhaq Agus Maimun Ahmad Djalaluddin Al-Farabi, Moh. Rifqi Falah Alfiyatul Hasanah Amani, Nailatul Angga Dwi Mulyanto Anis Malik Thoha Auliya Zuhrin Fadillah, Tegar Adlu Fatin Mas Ulatifa Firda Sofiana Haidar, Putri Bayu Hilmy, Muhammad Gama Lestari, Bella Pramudya Lutfiana, Dinda Kharisma M. Mujab M. Wafiyul Ahdi Mahbub Humaidi Aziz Maskanah, Ulfa Mila Aulia Miski Miski, Miski Moch. Al Ihza Dwi Kurniawan Moh. Heri Susanto Mubarok, M. Fadliil Nadiyah Darissalamah Nahdliyatul Ilmiyah Nahri, Zulfah Najwa Adibah Hanum Nasrullah Nasrullah Nasrulloh Nasrulloh Nikmah, Alfi Ningsih, Yuni Prastiwi Nisa, Nadia Khoirun Nisa’, Amelia Khoirun Nur Ali Nur Ali Nur Alifah Nur Alifah Nuriyah, Addina Silky Nurul Izhan Pepridel Yulanda Pradana, Frengky Rafli, Muhammad Ridhoul Wahidi Rifa’i, Ahmad Suzaki Rifqi, Naflah Rifqi Riki Rahman Rohmana, Wahyu Indah Mala Roudlotul Jannah Salsabiila, Husniyya Safira Sholihah, Imro Atus Siti Sarah Maidin Solihah, Khusna Nur Lailatus Sulalah Sulalah Susanti, Eka Desy Syafril Trianingsih, Dini Triyo Supriyatno Umi Sumbulah Wahyuni, Esa Nur Yumnansa, Faiqoh Razan Zamzami, Muh. Iqbal