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All Journal PAEDAGOGIA DAYAH: Journal of Islamic Education Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam International Journal of Educational Narratives
Mahmud Arif
Universitas Islam Negeri Sunan Kalijaga
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Concept and Implementation of Islamic Education in Islamic Education Institutions in Indonesia Rizal Fathurrohman; Mahmud Arif; Sangkot Sirait
DAYAH: Journal of Islamic Education Vol 6, No 1 (2023): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v6i1.16356

Abstract

It seems that Islamic Religious Education (PAI), which is intended to instill Islamic ideals and noble morals in the whole process to produce authentic and noble Muslim people, has not materialized outwardly. The video showing students in North Sumatra brutally attacking a grandmother on the side of the road suddenly becomes a fact on the ground that does not reflect good character. Departing from this problem, the author wants to explain the concept and implementation of PAI in Islamic educational institutions in Indonesia. From these problems, the author wants to explain the concept and implementation of PAI in Islamic educational institutions in Indonesia. The combination of qualitative research and literature design is the approach taken to answer this research problem. Following are the findings of this study. 1), PAI implementation does not always run smoothly due to the following factors. First, PAI is less effective in fostering student morale. Second, the lack of understanding among students who practice the principles of their religion. Third, many students, including lecturers, are exposed to radicalism. Fourth, there is religious ritualism (individual piety). Meanwhile, the implementation of PAI as a subject in pesantren and madrasas is almost the same, it's just that in pesantren it uses more literal references to the yellow book, in contrast to madrasas which use textbooks published by the Ministry of Religion. Whereas in Islamic schools, the PAI materials are arranged with materials from the tarbiyah movement, as a distinct characteristic. While the implementation of PAI in PTKI, is built into several materials, namely, Al-Qur'an, Hadith, Akidah, and Morals courses.
Flipped Classroom in Islamic Higher Education: Learning Readiness and Self-Regulated Learning among Islamic Religious Education Students Retno Try Purnawati; Indra Fajar Nurdin; Mahmud Arif; Muhammad Nur Najimi
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.119509

Abstract

Learning in higher education still faces challenges in the form of low learning readiness and student learning independence, especially in the Islamic Religious Education Study Program (PAI). Students tend to be passive and depend on lecturers as the main source of knowledge so that the learning process has not been optimally student-centered. This study aims to analyze the application of Flipped Classroom in PAI students, analyze the dynamics of learning readiness, and explore the development of student learning independence during the application of this method. The research uses a qualitative approach with an analytical descriptive type. The research subjects were six students of the fourth semester PAI Study Program who took the Tarikh Tasyri' course through the Flipped Classroom model, selected using the purposive sampling technique. Data collection was carried out through triangulation techniques that included passive participatory observation, in-depth interviews, and documentation. Data analysis refers to the interactive model of Miles, Huberman, and Saldaña through the stages of data condensation, data presentation, and conclusion drawn, and its validity is guaranteed through triangulation techniques and member checking. The results of the study showed that the Flipped Classroom makes a positive contribution to student learning readiness through four Slameto indicators, namely physical condition, mental condition, emotional condition, as well as needs, motives, and goals. In addition, student learning independence develops through Zimmerman's three stages of self-regulated learning, namely forethought, performance, and self-reflection. Thus, Flipped Classroom contributes to encouraging PAI students to be more active, ready, and independent in the learning process.
KONSEP PEMURNIAN AKIDAH ISLAM AL-ASY’ARI PADA ERA KLASIK Desni Mardiah; Mahmud Arif
Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Vol 19 No 02 (2025): Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam
Publisher : Program Studi PAI, Fakultas Tarbiyah, Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/jt.v19i02.1109

Abstract

Pemurnian akidah merupakan upaya untuk menjaga kemurnian keyakinan umat Islam dari pengaruh pemikiran yang menyimpang. Pada era klasik, Abu Hasan Al-Asy'ari tampil sebagai tokoh penting dalam menanggapi dominasi rasionalisme Mu'tazilah yang dinilai menyimpang dari prinsip dasar ajaran Islam. Penelitian ini bertujuan untuk mengkaji latar belakang perubahan pemikiran Al-Asy'ari, menjelaskan konsep akidah Asy'ariyah yang menggabungkan antara wahyu dan akal, serta menganalisis pengaruhnya terhadap pendidikan Islam di Indonesia. Metode yang digunakan adalah studi pustaka dengan pendekatan kualitatif deskriptif, melalui telah terhadap sumber-sumber primer dan sekunder yang relevan. Hasil kajian menunjukkan bahwa Al-Asy'ari meninggalkan Mu'tazilah karena menemukan kelemahan logika dalam ajaran mereka, lalu merumuskan teologi yang moderat dan inklusif. Pemikiran tersebut terbukti berpengaruh luas, terutama dalam sistem pendidikan pesantren yang mengajarkan kitab-kitab berhaluan Asy'ariyah dan dalam program moderasi beragama di Indonesia. Kesimpulannya, pemikiran Al-Asy'ari tidak hanya berhasil mencapai akidah dari ekstremisme rasional, tetapi juga membentuk fondasi teologi Islam moderat yang tetap relevan hingga masa kini.
Developing Moderate Islamic Education: Special Reference to Al-Daghasyi’s Thought and Its Contextualization in Indonesia Sabarudin Sabarudin; Mahmud Arif; Zainudin Zainudin; Akhyak Akhyak; Mirna Guswenti; Rafidah Abdullah
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2161

Abstract

Background. One of the main agendas for promoting a harmonious life in a diverse society strengthening religious moderation, which has become a priority program of the government. Purpose. This study tries to contribute to the reinforcement of religious moderation through literary explorations concerning the concept of moderate Islamic education. Method. This research was a study of al-Daghasyi’s educational thoughts through literary explorations which were then positioned as a dialogue partner to formulate the significant concept for the development of moderate Islamic education. Results. According to al-Daghasyi, when education is based on moderate Islam, it will play an important role in preventing deviant attitudes and behaviours, such as intolerance and extremism, namely al-ifr?th and al-tafrîth (liberalism and radicalism). Conclusion. This study has significant implications for instructional practices in The real endeavor does not involve weapon confrontations but fundamentally deals with preventing warfare and injustice.
Co-Authors Akhyak Akhyak Desni Mardiah Fathurrohman, Rizal Indra Fajar Nurdin Mirna Guswenti Muhammad Nur Najimi Rafidah Abdullah Retno Try Purnawati Sabarudin Sangkot Sirait Zainudin Zainudin