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Bonding, Bridging, and Linking Social Capital in the Construction of Religious Moderation: A Case Study an Indonesian Islamic University Adlan Fauzi Lubis; Busahdiar, Busahdiar; Lubis, Siti Hawa; Muthohirin, Nafik; Sulthani, Dinil Abrar; Syahputra, Hardipa Iman
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 02 (2025): July-December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i02.42540

This study aims to analyze the perspectives on social capital in fostering religious moderation among students, particularly in the Faculty of Islamic Studies at Muhammadiyah University of Jakarta. This study employs a qualitative, descriptive-analytical approach with a case study method, involving 12 students from the Islamic Religious Education Study Program in semesters 2–6 as research subjects, selected through purposive sampling. Data were obtained through in-depth interviews, observations, and review of supporting documents, both primary and secondary. The results of the study indicate that social capital has a significant role in internalizing the values of moderation among various students. Students who have extensive social networks, mutual trust, and active involvement in student organizations tend to exhibit a more open, inclusive, and tolerant attitude towards religion. Factors that influence the formation of students’ social capital include: (1) the multicultural social environment of the campus, (2) involvement in student organizations, (3) the role of lecturers and educational policy institutions, and (4) personal experiences and family background. These four factors contribute to the formation of students’ moderate character in religion and social interactions.

Implementation of the Course Review Horay Learning Model to Improve Learning Outcomes in Islamic Education at SD Muhammadiyah 6 Surabaya Sara Fitri Ramdhanis; Khozin Khozin; Busahdiar Busahdiar
Ar-Fachruddin: Pendidikan Agama Islam Vol 1 No 2 (2024): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/j8gg0v96

Research Objective– This study aims to evaluate the implementation of the course review horay learning model in improving the learning outcomes of Islamic education for first-grade students at SD Muhammadiyah 6 Surabaya. Method– The research employed classroom action research conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The subjects were first-grade students, while the objects were the learning process and outcomes using the course review horay model. Findings– The results showed an improvement in students' learning outcomes. In the initial condition before the action, the achievement rate was 60%. In the first cycle, it decreased to 50.5%, but then significantly increased in the second cycle to 82.5%, reflecting an improvement of 32%. The application of this model effectively enhanced students' learning outcomes, especially in the cognitive aspect. Implications/Limitations– The implementation of this model successfully created a more interactive and enjoyable learning atmosphere. However, the study is limited to first-grade students in one school and has not tested its effectiveness in other levels or subjects. Originality/Value– This study provides practical contributions to cooperative learning methods in Islamic education. The use of the course review horay model offers an innovative approach that integrates interactive elements to enhance students' learning outcomes.

The Impact of Minecraft-Based Gamification on Islamic Education Learning Outcomes: Evidence from a Santichon Islamic School (SIS) Bangkok Thailand Abdunrorma Sama alee; Busahdiar Busahdiar; Salmiati Salmiati
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 1 (2025): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/2q4s5135

Research Objective – This study aims to evaluate the effectiveness of gamified learning media utilizing Microsoft Minecraft in enhancing student learning outcomes in Islamic education at Santichon Islamic School, Bangkok, Thailand. The research addresses the need for innovative pedagogical approaches to improve student engagement and performance in religious education, particularly among digital-native learners. Methodology – Employing a quasi-experimental quantitative design, the study involved 50 students divided equally into experimental and control groups. The experimental group received instruction through Minecraft-based gamified media, while the control group followed conventional teaching methods. A pre-test and post-test were administered, and the data were analyzed using paired and independent sample t-tests via SPSS to assess learning gains and inter-group differences. Findings – The results indicated a statistically significant improvement in the experimental group’s post-test scores compared to the control group (p < 0.01). Students in the Minecraft group demonstrated higher engagement and a mean learning gain more than double that of the control group. These findings confirm the positive impact of gamification on cognitive learning outcomes in Islamic education. Research Implications/Limitations – This study highlights the pedagogical potential of integrating gamified digital tools in Islamic curricula. However, the research was limited to one institution and short-term assessment. Broader studies across diverse settings and longer durations are needed. Originality/Value – The study contributes to the limited empirical literature on gamification in Islamic education, offering evidence-based insight into the effectiveness of Minecraft as a digital instructional tool in religious learning environments.

The Islamic Education System during the Era of the Rightly Guided Caliphs: The Foundation of Islamic Civilization Development Novita Fauziah; Busahdiar Busahdiar; Rabiatul Adawiyah
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.692

This study aims to analyze the Islamic education system during the era of the Rightly Guided Caliphs and to examine its contribution to the development of Islamic civilization. Employing a qualitative library research approach, this study analyzes classical Islamic literature, historical records, and contemporary scholarly works concerning educational philosophy, curriculum, educational institutions, teaching methods, educational leadership, and educational policies implemented during the reigns of Abu Bakr al-Ṣiddīq, Umar ibn al-Khaṭṭāb, Uthman ibn Affān, and Ali ibn Abi Ṭālib. The findings indicate that Islamic education during this period developed into a systematic educational model characterized by the integration of spiritual, intellectual, moral, and social dimensions. Educational institutions such as mosques and kuttab became centers for knowledge transmission, while the standardization of the Qur'an, expansion of scholarly networks, appointment of teachers, and establishment of educational centers significantly strengthened Islamic intellectual development. Furthermore, each caliph introduced distinctive educational policies that collectively contributed to preserving Islamic teachings and fostering scientific advancement. The study concludes that the Islamic education system during the era of the Rightly Guided Caliphs established the essential educational foundations for the flourishing of Islamic civilization and continues to offer valuable educational principles for contemporary Islamic education.

The Islamic Education System during the Era of the Rightly Guided Caliphs: The Foundation of Islamic Civilization Development Novita Fauziah; Busahdiar Busahdiar; Rabiatul Adawiyah
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.692

This study aims to analyze the Islamic education system during the era of the Rightly Guided Caliphs and to examine its contribution to the development of Islamic civilization. Employing a qualitative library research approach, this study analyzes classical Islamic literature, historical records, and contemporary scholarly works concerning educational philosophy, curriculum, educational institutions, teaching methods, educational leadership, and educational policies implemented during the reigns of Abu Bakr al-Ṣiddīq, Umar ibn al-Khaṭṭāb, Uthman ibn Affān, and Ali ibn Abi Ṭālib. The findings indicate that Islamic education during this period developed into a systematic educational model characterized by the integration of spiritual, intellectual, moral, and social dimensions. Educational institutions such as mosques and kuttab became centers for knowledge transmission, while the standardization of the Qur'an, expansion of scholarly networks, appointment of teachers, and establishment of educational centers significantly strengthened Islamic intellectual development. Furthermore, each caliph introduced distinctive educational policies that collectively contributed to preserving Islamic teachings and fostering scientific advancement. The study concludes that the Islamic education system during the era of the Rightly Guided Caliphs established the essential educational foundations for the flourishing of Islamic civilization and continues to offer valuable educational principles for contemporary Islamic education.

PELAKSANAAN STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK TANGGUNG JAWAB AKADEMIK SISWA (Studi Kasus Kelas 1 SDIT Ar Rahman Petukangan Jakarta Selatan) Yanti Oktaviani; Busahdiar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13114

This study is motivated by the phenomenon of students who often show undisciplined behavior in the learning process, such as rushing to complete assignments due to peer influence, lack of focus, and leaving tasks unfinished. This phenomenon indicates problems in students' academic attitudes that have not been optimal. This study aims to analyze the strategies of Islamic Religious Education teachers in forming the academic responsibility of first-grade students at SDIT Ar Rahman Petukangan, South Jakarta. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects consisted of Islamic Religious Education teachers as the main informants, as well as first-grade students and the principal as supporting informants. Data analysis was carried out in three stages: data reduction, data presentation, and conclusion drawing. The validity of the data was strengthened by triangulation techniques. The results showed that: 1) Islamic Religious Education teachers apply various strategies in forming students' academic responsibility, including group formation and point systems, habituation of discipline and responsibility, teacher exemplary, and integration of Islamic values in every learning process; 2) The results of these strategies can be seen from the increased focus of students in learning, seriousness in completing assignments, and compliance with class rules, although these impacts have not been evenly distributed among all students; 3) Obstacles faced include the characteristics of lower-grade students who are still easily influenced by peers, lack of patience, and the influence of the family environment. The solutions implemented are individual approaches, continuous reinforcement, and establishing collaboration with homeroom teachers and parents.

Contextualizing Fatwas amid Social Change: A Maqasid-Based Comparative Framework of Legal Reasoning in MUI, Muhammadiyah, and Nahdlatul Ulama Ilda Hayati; Busman Edyar; Desfitranita; Busahdiar; Juliansyah
AL-ISTINBATH : Jurnal Hukum Islam Vol 11 No 2 (2026): Inpress
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jhi.v11i2.15361

This study examines how Indonesian fatwa institutions contextualize Islamic legal rulings in response to social change through a maqasid-based framework of legal reasoning. While previous studies have explored the institutional authority, legal methodology, and implementation of fatwas in Indonesia, limited attention has been given to the comparative mechanisms through which the Indonesian Ulema Council (MUI), Muhammadiyah, and Nahdlatul Ulama (NU) reconcile textual authority with evolving social realities. This research employs normative juridical and library research methods using a usul al-fiqh approach. Primary data consist of fatwas issued by MUI, Muhammadiyah, and NU, complemented by relevant classical and contemporary literature. The data were analyzed using qualitative content analysis and comparative legal analysis. The findings demonstrate that the three institutions employ distinct yet complementary models of legal reasoning in contextualizing fatwas. MUI emphasizes collective ijtihad and public policy considerations, Muhammadiyah adopts a maqasid-oriented rational approach through bayani, qiyasi, and istislahi reasoning, while NU integrates the authority of classical legal tradition with a gradual methodological shift toward manhaji reasoning. Despite their methodological differences, all three institutions consistently prioritize the objectives of Islamic law, particularly the protection of religion, life, intellect, and public welfare, when responding to contemporary legal challenges. This study proposes a maqasid-based comparative framework that explains how different fatwa institutions maintain the authority of Islamic legal texts while adapting legal rulings to changing social contexts, thereby contributing to contemporary discussions on Islamic legal reasoning, fatwa studies, and maqasid al-shariah.

Dialektika Kekuasaan, Ilmu, dan Peradaban: Peran Khalifah dalam Formulasi Sistem Pendidikan Islam pada Masa Dinasti Abbasiyah Mufidatunnisah; Busahdiar; Rabiatul Adawiyah
Arus Jurnal Pendidikan Vol 6 No 2: Agustus (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v6i2.3065

This article aims to analyze the dialectical relationship between political power, the development of knowledge, and the formulation of the Islamic educational system during the Abbasid Dynasty. Using a historical-qualitative library research approach, this study examines the strategic role of the Abbasid caliphs, particularly Harun al-Rashid and Al-Ma'mun, in fostering the Islamic intellectual tradition through educational policies, the establishment of the Bayt al-Hikmah (House of Wisdom), support for the translation movement, the development of madrasahs, and the establishment of higher education institutions. The findings reveal that the advancement of education during the Abbasid era resulted from the synergy between political vision, institutional support, openness to foreign knowledge, and the integration of religious sciences with rational sciences. The Abbasid educational system successfully laid the foundation for a scientific civilization that profoundly influenced the global development of Islamic education and contributed significantly to the intellectual awakening of the Western world.

Strengthening Educators’ Digital Competence through an Asset-Based Participatory Approach for Pedagogical and Administrative Innovation in Rural Areas Sureni; Busahdiar; Khoirul Anam
Bisma : Bimbingan Swadaya Masyarakat Vol. 8 No. 3 (2026): August 2026
Publisher : STAI Miftahul ULa Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/avf36t21

Rural communities in developing economies frequently encounter systemic barriers in human resource development, including limited pedagogical training among non-formal educators, fragmented digital administrative workflows, and inadequate financial management skills. Objective: This article critically evaluates the implementation and transformative outcomes of an Asset-Based Capacity Building (ABCD-CBSD) framework designed to elevate professional competence, digital literacy, child safety awareness, and financial management across diverse rural stakeholder groups. Methods: Using a six-week participatory action design, the intervention engaged primary school teachers, non-formal religious tutors, village administrative personnel, and youth leaders across five iterative stages: Discovery, Dream, Design, Destiny, and Sustainability. Data were collected through pre- and post-competency evaluations, structured observational rubrics, and semi-structured interviews. Results: Quantitative analysis revealed substantial skill gains across all training streams, showing an average competency increase of 46.2 percentage points (pedagogical innovation increased from 42.5% to 88.5%; digital office administration from 38.0% to 84.5%; positive discipline and child safety from 45.0% to 91.0%; and early financial literacy from 35.5% to 82.0%). Furthermore, the initiative institutionalized the ‘Rumah Pintar’ (Smart House) peer-learning network and established an inclusive school charter. Conclusion and Implications: The findings confirm that synchronizing capacity building across educational, administrative, and social domains creates mutually reinforcing developmental impacts, offering a scalable blueprint for sustainable rural empowerment.

The Future of Islamic Education in the Age of Artificial Intelligence: Pedagogical Innovation and Ethical Transformation Busahdiar Busahdiar; Guntur Cahyono
Ar-Fachruddin: Pendidikan Agama Islam Vol 3 No 1 (2026): Advancing Islamic Education through Innovation, Inclusion, Health, and Knowledge
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/tesz2c79

Research Objective– This study aims to examine the transformation of Islamic education in the age of artificial intelligence (AI), focusing on emerging technological applications, pedagogical innovation, human–AI collaboration, and ethical challenges. It also proposes an integrated framework for aligning AI capabilities with Islamic educational objectives and values. Methodology– This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Relevant literature published primarily between 2020 and 2026 was collected from Scopus, Web of Science, ScienceDirect, SpringerLink, IEEE Xplore, and Google Scholar. Data were analyzed through thematic synthesis to identify emerging trends, pedagogical transformations, epistemological challenges, and ethical considerations. Findings– The findings reveal that AI is transforming Islamic education through personalized learning, adaptive instruction, automated feedback, Qur'anic learning, Hadith education, Arabic language learning, and digital Islamic scholarship. However, its implementation raises concerns regarding religious knowledge authenticity, academic integrity, algorithmic bias, privacy, and human responsibility. The study proposes the Human–AI–Islamic Values Framework, integrating three dimensions: AI capability, human mediation, and Islamic value alignment. Research Implications/Limitations– The study highlights the need for AI literacy, teacher professional development, scholarly verification, ethical governance, and responsible technology integration in Islamic educational institutions. However, its findings are limited by the availability, diversity, and rapidly evolving nature of the reviewed literature. Further empirical research is needed to validate the proposed framework across different Islamic educational contexts. Originality/Value– This study contributes an integrated conceptual framework connecting technological innovation, pedagogical transformation, human agency, and Islamic ethical principles. It emphasizes that AI should augment rather than replace teachers and should remain guided by amanah, adab, maslahah, authenticity, justice, and human dignity.

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