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All Journal JEET (Journal of English Education and Technology Al-MIKRAJ: Jurnal studi Islam dan Humaniora MIYAH: Jurnal Studi Islam JPNM : Jurnal Pustaka Nusantara Multidisiplin
Maftuh
Universitas Kiai Abdullah Faqih Gresik
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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MODERASI ISLAM DALAM PEMBELAJARAN PAI MELALUI MODEL PEMBELAJARAN KONTEKSTUAL DI PONDOK PESANTREN AL-MAKMUR BOJONEGORO Maftuh; Imro’atun Nafisah al-Camelia; Madinatul Uyun
MIYAH : Jurnal Studi Islam Vol. 19 No. 01 (2023): JANUARI
Publisher : Institut Keislaman Abdullah Faqih Gresik

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Abstract

Abstract: Moderation of Islam from the perspective of Habib Umar bin Hafidz is to understand the shari'ah thoroughly so that it can put a law in its place. Moderation of Islam must be included in all aspects, including in the realm of Education, especially Islamic Religious Education (PAI), both textually and contextually. Based on research, the presenters of the Al-Makmur Bojonegoro Islamic Boarding School have adopted a moderate-based PAI that is delivered contextually, this is proven by the activities that will be described in this paper. Moderasi Islam prespektif Habib Umar bin Hafidz adalah memahami syari’at secara menyeluruh sehingga dapat menempatkan suatu hukum pada tempatnya. Moderasi Islam harus masuk pada segala aspek termasuk dalam ranah Pendidikan khususnya Pendidikan Agama Islam (PAI) baik secara tekstual maupun kontekstual. Berdasarkan penelitian yang dilakukan, pondok pesantren Al-Makmur Bojonegoro telah mengadopsi PAI yang berbasis moderat yang disampaikan secara kontekstual, hal ini terbukti dengan adanya kegiatan-kegiatan yang akan dipaparkan dalam tulisan ini.. Keywords: Islamic education, Islamic moderation, contextual
Konsep Pendidikan Karakter Dalam Tafsir Jalalain Dan Tafsir Al Ibriz M. Faishol Sadli; Maftuh
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 6 No. 1: AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v6i1.7283

Abstract

This study examines the concept of character education in Tafsir Jalalain and Tafsir Al-Ibriz based on the interpretation of Surah Luqman verses 12–19. The topic is essential because both works of tafsir contain universal and contextual moral teachings that can serve as foundations for building students’ noble character in contemporary Indonesia. The research aims to analyze and compare the concept of character education in both interpretations and to identify their relevance to Indonesia’s current character education system. This study employs a qualitative library research approach using content analysis to explore primary and secondary sources. The analysis focuses on interpreting textual meanings and contextual nuances in each tafsir to uncover values related to moral and character development.The findings reveal that both Tafsir Jalalain and Tafsir Al-Ibriz emphasize the development of human character in relation to God, oneself, others, and the surrounding environment. Tafsir Jalalain presents a more universal approach, while Tafsir Al-Ibriz offers local contextualization relevant to Indonesian culture. The two interpretations complement each other and remain highly relevant to strengthening character education in Indonesia today
Teori Exchange (Hubungan Guru dan Murid dalam Pendidikan Agama) Alfin Camelia; Mohammad Rofiq; Maftuh
JPNM Jurnal Pustaka Nusantara Multidisiplin Vol. 4 No. 1 (2026): February : Jurnal Pustaka Nusantara Multidisiplin (ACCEPTED)
Publisher : SM Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59945/jpnm.v4i1.1012

Abstract

Artikel ini mengkaji relevansi dan keterbatasan Teori Pertukaran Sosial (Social Exchange Theory) dalam memahami hubungan antara guru dan peserta didik dalam Pendidikan Agama Islam (PAI). Teori Pertukaran Sosial memandang interaksi sosial sebagai suatu proses pertukaran yang didasarkan pada perhitungan antara ganjaran (reward) dan biaya (cost), yang dapat digunakan untuk menganalisis motivasi, partisipasi, dan kepatuhan dalam konteks pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research), yang bersumber dari buku, artikel jurnal, serta berbagai referensi ilmiah yang relevan dengan Teori Pertukaran Sosial dan pendidikan Islam. Hasil penelitian menunjukkan bahwa hubungan guru dan peserta didik dalam PAI mencerminkan unsur-unsur pertukaran sosial, di mana guru memberikan pengetahuan, bimbingan, dan keteladanan, sedangkan peserta didik memberikan perhatian, kepatuhan, serta partisipasi aktif dalam proses pembelajaran. Ganjaran seperti nilai, pujian, dan pemahaman terhadap nilai-nilai keagamaan, serta biaya berupa kedisiplinan, usaha belajar, dan pengendalian diri, memengaruhi motivasi awal peserta didik dalam mempelajari PAI. Namun demikian, penelitian ini juga mengungkap bahwa Teori Pertukaran Sosial memiliki keterbatasan dalam konteks pendidikan Islam, karena teori ini menekankan perhitungan rasional dan kepentingan pribadi. Pendidikan Islam lebih mengutamakan keikhlasan, pembentukan akhlak, serta pengabdian kepada Allah SWT sebagai tujuan utama. Oleh karena itu, Teori Pertukaran Sosial dapat berfungsi sebagai kerangka analisis pendukung, tetapi tidak dapat dijadikan sebagai landasan utama dalam memahami tujuan dan nilai-nilai Pendidikan Agama Islam.
Contemporary Learning Models and Instructional Strategies in the Transformation of Islamic Religious Education Aldina Fauziyah; Ita Fatmawati; Novia Andriani; Hoiri; Maftuh
JEET, Journal of English Education and Technology Vol. 7 No. 01 (2026): AI & Digital Transformation in ELT
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v7i01.214

Abstract

The transformation of education in the Society 5.0 era requires Islamic Religious Education (PAI) to adopt learning models and instructional strategies that are more participatory, collaborative, contextual, and responsive to learners’ needs. This study aims to identify and analyze the principal learning models and instructional strategies characterizing contemporary PAI, with particular attention to the shift from teacher-centered to student-centered learning. The study employed a qualitative library research design by reviewing relevant scientific literature published between 2022 and 2026 and retrieved through Google Scholar. The selected literature was analyzed using content analysis to identify recurring pedagogical patterns, instructional characteristics, and their implications for the transformation of PAI. The findings reveal three dominant orientations in contemporary PAI learning. First, student-centered learning repositions students as active participants while teachers function as facilitators of learning. Second, collaborative and interactive strategies strengthen two-way communication, peer interaction, and active engagement in the learning process. Third, Project-Based Learning provides opportunities for students to connect religious knowledge with authentic problems and meaningful learning experiences. Technology functions as an instructional support rather than the primary objective of pedagogical transformation. In the context of PAI, these learning models and strategies are characterized by a theocentric-humanistic orientation in which innovation, learner autonomy, and critical thinking remain integrated with the values of tauhid, adab, and akhlakul karimah. The study concludes that contemporary PAI learning requires a balanced integration of student-centered models, collaborative instructional strategies, contextual learning activities, and value-based pedagogy.
Co-Authors Aldina Fauziyah Alfin Camelia Hoiri Imro’atun Nafisah al-Camelia Ita Fatmawati M. Faishol Sadli Madinatul Uyun Mohammad Rofiq Novia Andriani