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All Journal Suluah Pasaman Ri'ayatu Al-Qur'an: Jurnal Pendidikan Islam Nida Al-Qur'an: Jurnal Pengkajian Islam MAUIZHAH JURNAL KAJIAN KEISLAMAN
Rifdah Sabrina
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Education Management in the Quran Hasnah Hasnah; Fatimah Fatimah; Rifdah Sabrina; Emilza Tri Murni
Ri'ayatu Al-Qur'an: Jurnal Pendidikan Islam Vol. 6 No. 1 (2024): January
Publisher : Sekolah Tinggi Agama Islam Pengembangan Ilmu Al-Qur`an Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62990/riqu.v6i1.28

Abstract

Educational management is a structuring of the educational field which is carried out through planning, communicating, motivating, and budgeting, controlling, monitoring and reporting activities systematically to achieve quality educational goals. This study uses a qualitative method with a content analysis approach. In the Quran, there is a word al-mudabbir or event. Event means organizing, managing, leading, planning. This term can be found in QS. Yunus: 3 and 31, QS. Ar-Ra'd: 2. There are five management functions: 1). Planning, QS.al-Hasyr: 18. 2). Organizing QS. Ash-Shaf: 4. 3). Move (actuating), QS. Al-Maidah: 48. 4). Surveillance (controlling), QS. Ali-Imran: 29. 5). Evaluation. QS. Al-A’raf: 168. The Quran further indicates the principles of Islamic education management, including: 1). Sincerity, ihsan and example are found in QS. Al-An'am: 162 and QS. Al-Isra: 7. 2). Honesty, found in QS. Az-Zumar: 33. (3). Trust, found in QS. An-Nisa': 58. 4). Fair, found in QS. Al-Maidah: 8. 5). Responsibility is contained in QS. Al-Baqarah: 286. 6). Dynamic, found in QS. ar-Ra'du: 11. 7). Practically, it is found in QS. Al-Ashr: 1-3. 8). Effective and efficient, found in QS. Al-Kahf: 103-104, al-Isra': 26-27.
Six Values of Muhammad Nur Abdul Hafizh Suwaid's Moral Education for Early Childhood Reno Andika; Rifdah Sabrina; Roni Pasaleron; Dafrizal Dafrizal; Hendra Syafrianto
Nida Al-Qur'an: Jurnal Pengkajian Islam Vol. 4 No. 2 (2023): December
Publisher : Sekolah Tinggi Agama Islam Pengembangan Ilmu Al-Qur`an Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63061/jpi.v4i2.22

Abstract

The application of the basic principles of Islamic teachings from the aqidah aspect of educating early childhood in the household can be applied based on the pillars that have been put forward by Muhammad Nur Abdul Hafizh Suwaid, namely dictating Tawheed sentences to children, instilling children's love for Allah, always asking for help and supervision. only to Allah and believe in the provisions of Allah SWT, instilling children's love for the Prophet Muhammad SAW, teaching the Qur’an to children, and instilling strong beliefs and a willingness to make sacrifices for it. The application of the basic principles of Islamic teachings from the aspect of worship educates young children in the household through from an early age parents have to get used to and teach children to pray, take children to the mosque, fast, teach about what the Hajj is, and zakat. The application of the basic principles of Islamic teachings from the moral aspect of educating young children in the household is based on Muhammad Suwaid's opinion, namely teaching children from an early age about manners, honesty, keeping secrets, being trustworthy, open-minded, and not being envious.
Napoleon Bonaparte's occupation of Egypt Silfia Auziah; Yosi Nova; Rifdah Sabrina; Rosi Guspita
Suluah Pasaman Vol 3 No 2 (2025): October
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v3i2.523

Abstract

The periodization of Islamic history is marked by periods of progress and decline, as well as periods of renewal in the Islamic world, one of which was in Egypt, which began with the arrival of Napoleon Bonaparte. The arrival of Napoleon Bonaparte certainly brought about significant changes for Muslims. The purpose of this journal is to explain that the revival of Muslims was marked by Napoleon Bonaparte's ideas and strategies in reforming Muslims in Egypt. The method used in this article is to collect data from books and journals that support the research. The results of this study show that Napoleon Bonaparte's main objectives in Egypt were to block British access to India, control the Mediterranean Sea, and introduce science to Egypt. The influence of Napoleon's expedition in Egypt brought about changes in various fields, including mental attitudes, values, politics, science and culture, as well as industry and trade. The results of this research can be used as information for students to continue to bring about change for the development of Islam.
Reconstructing Love-Based Curriculum in Islamic Education Rifdah Sabrina; Sri Murhayati
Mau'izhah: Jurnal Kajian Keislaman Vol. 24 No. 1 (2026): Regular Issue
Publisher : Mau'izhah: Jurnal Kajian Keislaman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55936/mauizhah.v24i1.288

Abstract

This article is written to analyze the construction of love values in the Guidelines for Love-Based Curriculum in Madrasah, published by the Directorate General of Islamic Education, Ministry of Religious Affairs of Indonesia in 2025. The purpose of this article is to examine the operationalization of critical curriculum principles and pedagogy of love, and to formulate a reconstructed model of the Love-Based Curriculum in Islamic education. This article is written using a qualitative method with content analysis design based on library research and interpretative-critical approach. The primary data source is the Love-Based Curriculum document, with units of analysis including objectives, curriculum principles, Panca Cinta, learning strategies, activities, reflections, assessments, and evaluations. The analysis applies deductive coding derived from Paulo Freire’s critical curriculum theory and the pedagogy of love inspired by Ibn Arabi, Rumi, and Syed Muhammad Naquib al-Attas, enriched with inductive coding to capture the distinctive features of the document. Analytical findings indicate that the Love-Based Curriculum constructs love as theological, intellectual, personal, social, ecological, and national orientation through Panca Cinta. The document incorporates social awareness, dialogue, reflection, compassionate communication, social projects, and authentic assessment, yet student agency and evaluative rubrics for empathy, critical reflection, and rahmah praxis remain underdeveloped. The reconstructed model emphasizes revelation and adab, dialogical reflection, student agency, compassionate praxis, and authentic assessment. Its implication lies in developing teaching materials and assessments that are more dialogical, participatory, and socially engaged.
Co-Authors Dafrizal Dafrizal Emilza Tri Murni Fajri Sabti Fatimah Fatimah Hasnah Hasnah Hendra Syafrianto Juliantoni, Jepri Khairil Anwar Mohd Hakim Bin Mothar Rijan Nur Asikin Kakoh Reno Andika Risnawati Ahmad, Risnawati Roni Pasaleron Roni Rosi Guspita Silfia Auziah Sri Murhayati Yosi Nova