Articles
<![CDATA[Konstruksi Sosial dan Politik dalam Perkembangan Pendidikan Islam ]]>
<![CDATA[Nur Lathifah Aini]]>;
<![CDATA[Najuasah Putra]]>;
<![CDATA[Muhtadi Abdul Mun’im]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal (In-Press) ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i3.357
<![CDATA[Social and political life has a significant influence on the development of Islamic education, thus requiring in-depth study to find its development construction in the national education map. For this reason, this article will focus its study on how social and political systems affect the development of Islamic education by examining the construction of social and political systems. This research uses a qualitative approach to library research to explore, examine, and identify study topics in the literature. Both primary and secondary data sources are analyzed using text analysis techniques by reading literature data, identifying, and classifying data according to discussion, then discussing and presenting to obtain conclusions based on the focus of the study. The results oh the study show among others1) the political map of education policy in Indonesia provides direction for the development of Islamic education with the development of curriculum substance; 2) social and political systems have a reciprocal impact on the development of Islamic education. On the one hand, the social and political system has a significant impact on education, on the other hand, education shapes the social and political system; 3) the reorientation of Islamic education can balance the lag by answering the challenges of the times, covering the weaknesses of Islamic education, and returning Islamic education to its functional basis]]>
<![CDATA[Konstruksi Sosial dan Politik dalam Perkembangan Pendidikan Islam ]]>
<![CDATA[Aini, Nur Lathifah]]>;
<![CDATA[Najuasah Putra]]>;
<![CDATA[Muhtadi Abdul Mun’im]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i3.357
<![CDATA[Social and political life has a significant influence on the development of Islamic education, thus requiring in-depth study to find its development construction in the national education map. For this reason, this article will focus its study on how social and political systems affect the development of Islamic education by examining the construction of social and political systems. This research uses a qualitative approach to library research to explore, examine, and identify study topics in the literature. Both primary and secondary data sources are analyzed using text analysis techniques by reading literature data, identifying, and classifying data according to discussion, then discussing and presenting to obtain conclusions based on the focus of the study. The results oh the study show among others1) the political map of education policy in Indonesia provides direction for the development of Islamic education with the development of curriculum substance; 2) social and political systems have a reciprocal impact on the development of Islamic education. On the one hand, the social and political system has a significant impact on education, on the other hand, education shapes the social and political system; 3) the reorientation of Islamic education can balance the lag by answering the challenges of the times, covering the weaknesses of Islamic education, and returning Islamic education to its functional basis]]>
<![CDATA[Continuity of Islamic Educational Institutions ]]>
<![CDATA[Iffatul Aimmah]]>;
<![CDATA[Muhtadi Abdul Mun’im]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 3 No. 2 (2024): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v3i2.86
<![CDATA[Islamic educational institutions have developed from time to time. This is so that Islamic educational institutions can be present to answer the challenges of the times. This research will discuss continuity in Islamic educational institutions. The research method used in this education is qualitative literature study. The results of this study show that continuity in Islamic educational institutions in accordance with their main objectives can be done by developing curriculum, improving the quality of teaching staff, utilization with technology and holding cooperation with other institutions.]]>
<![CDATA[The Role of Islamic Education In Indonesia's Socio-Politics in The Digital Era ]]>
<![CDATA[Hamdi Hidayat]]>;
<![CDATA[Muhtadi Abdul Mun’im]]>
<![CDATA[ Kasyafa: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024) ]]>
Publisher : <![CDATA[Penerbit Hellow Pustaka ]]>
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DOI: 10.61166/kasyafa.v1i2.24
<![CDATA[This research discusses the role of Islamic education in the context of Indonesia's social and political landscape in the digital era, characterized by advancements in information and communication technology. The introduction explains that the digital era has transformed the way social interactions occur and information is disseminated, bringing challenges and opportunities for society, especially the youth. The research methodology employed is a qualitative approach using library research, which includes a literature analysis related to the theme of Islamic education and its impact on social and political morals and ethics. The findings indicate that Islamic education serves as a tool for building the character and morals of students while also providing critical political and social awareness.]]>
<![CDATA[The Main Problems In Islamic Education ]]>
<![CDATA[La Coy]]>;
<![CDATA[Muhtadi Abdul Mun’im]]>
<![CDATA[ Values: Jurnal Kajian Islam Multidisiplin Vol. 1 No. 2 (2024) ]]>
Publisher : <![CDATA[Penerbit Hellow Pustaka ]]>
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DOI: 10.61166/values.v1i2.15
<![CDATA[Islamic education as a process of behavior change that occurs in individuals and society, the issue of Islamic education is a very urgent problem and must receive serious attention. If not, it will have a negative impact on the world of Islamic education. Empirical facts about Islamic education today are very alarming, especially the problem of moral decadence that causes damage to the image of Islamic education. Another problem of education is that there is still a dichotomy of science (between general science and religious science, then the narrowing of understanding of Islamic education which only revolves around aspects of ukhrawi life which is separated from aspects of worldly life, or aspects of spiritual life that are separated from physical life. This research using a qualitative approach with the type of library (library research). Other reference sources that still have relevance with the focus of research are: the main problems in Islamic education.]]>
<![CDATA[Islamic Education Thought According to KH. Hasim Asy'ari and KH. Ahmad Dahlan ]]>
<![CDATA[Siti Wasilah]]>;
<![CDATA[Muhtadi Abdul Mun’im]]>
<![CDATA[ LECTURES: Journal of Islamic and Education Studies Vol. 4 No. 1 (2025): Progressive Islamic and Education Studies ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/lectures.v4i1.129
<![CDATA[This study examines the thought of Islamic education according to KH. Hasyim Asy'ari and KH. Ahmad Dahlan, focusing on the analysis of the similarities and differences in the educational concepts of the two figures and their relevance in the context of contemporary Islamic education. Using qualitative research methods with a content analysis and comparative approach, this study analyzes the primary works of the two figures as well as various relevant contemporary research. The results of the study show that although they have different approaches, the two figures have the same goal in the formation of a complete Muslim personality. KH. Hasyim Asy'ari emphasized strengthening the traditional values of Islamic boarding schools while remaining open to modernity, while KH. Ahmad Dahlan took a more progressive approach by integrating Islamic and modern education. The thinking of the two figures has significant relevance in facing the challenges of contemporary Islamic education, especially in terms of the balance between the.]]>
<![CDATA[Integration of Islamic Education and General Education in Fazlur Rahman's Thoughts ]]>
<![CDATA[Muhtadi Abdul Mun’im]]>;
<![CDATA[Mamluatul Hasanah]]>
<![CDATA[ LECTURES: Journal of Islamic and Education Studies Vol. 4 No. 1 (2025): Progressive Islamic and Education Studies ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/lectures.v4i1.131
<![CDATA[This study examines the thoughts of Islamic education by one of the reformers in the 20th century, namely Fazlur Rahman. This study aims to examine Fazlur Rahman's thoughts on Islamic Education and General Education. The main objective is to understand the concepts proposed by Fazlur Rahman in overcoming the dichotomy between religious knowledge and general knowledge, and how these concepts can inform educational practices in the context of increasingly advanced technology. This study is a library research where the main ideas of Fazlur Rahman's education are studied in this study. The main data sources are written works, articles, and books produced by Fazlur Rahman, as well as literature relevant to the issue of integrating Islamic education and general education. Data are analyzed through text analysis to identify concepts, themes, and ideas that emerge in Fazlur Rahman's thoughts. The results of the study reveal that Fazlur Rahman said that there must be integration between Islamic Education and General Education as a step towards a more comprehensive understanding of reality. Integration of Islamic Education and General Education can help overcome the dichotomy and promote a holistic understanding of the world. This study provides insight into how Fazlur Rahman's thoughts can provide guidance in developing relevant and inclusive education in today's era.]]>
<![CDATA[Al-Ghazali's Educational Thoughts as a Basis for Developing Character Education in Schools ]]>
<![CDATA[Sulistia Ningrum]]>;
<![CDATA[Muhtadi Abdul Mun’im]]>
<![CDATA[ ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 4 No. 2 (2025): Islamic Education and Early Childhood Innovation ]]>
Publisher : <![CDATA[STIT Attaqwa ]]>
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DOI: 10.58355/attaqwa.v4i2.126
<![CDATA[Character education is a very complex discussion in the world of education. Moral formation is a must for every individual. Character education is an important aspect in student development, because it does not only focus on academic achievement but also forms individuals who are moral and have noble character. Character education helps students develop values such as respect, responsibility, honesty, caring, and justice. This research aims to describe Al-Ghazali's thoughts as a basis for developing character education in schools and describe the concept of Al- Ghazali's thoughts on character education. The method used in this research is the library research method, namely a data collection method by understanding several literature related to research. The results of this research show that there is an instillation of moral values in schools which are based on Al-Ghazali's thoughts such as the values of honesty, self-control and simplicity.]]>
<![CDATA[The Main Principles of Ibn Khaldun's Thoughts in the Formation of Islamic Education ]]>
<![CDATA[Muhtadi Abdul Mun’im]]>;
<![CDATA[Uswatun Hasanah]]>
<![CDATA[ Al-Fadlan: Journal of Islamic Education and Teaching Vol. 3 No. 1 (2025): Exploring Trends in Islamic Education ]]>
Publisher : <![CDATA[Penerbit Hellow Pustaka ]]>
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DOI: 10.61166/fadlan.v3i1.81
<![CDATA[This study aims to determine the Principles of Thought of Ibn Khaldun about the conception of Islamic Education. The research method used is a literature study with support from several sources such as journals, books, articles and other research results which are then analyzed to find a conclusion. The results showed that education according to Ibn Khaldun is not just a means to gain knowledge, but education is also an important medium in the formation of students' character, skills, and readiness in the world of work. Ibn Khaldun also divides the objectives of Islamic education into the formation of good thinking and the improvement of a decent life for the community and the growth of faith values. With this approach, education is expected to be able to produce individuals who can make a positive contribution to society and achieve a better quality of life]]>
<![CDATA[Development of Islamic Education Teaching and Learning Methods Throughout History ]]>
<![CDATA[Abdillah]]>;
<![CDATA[Muhtadi Abdul Mun’im]]>
<![CDATA[ Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 3 (2025) ]]>
Publisher : <![CDATA[Penerbit Hellow Pustaka ]]>
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DOI: 10.61166/kasyafa.v2i3.17
<![CDATA[Teaching and learning methods in the context of Islamic education have experienced a significant transformation from the early times to the modern era. This article explores the evolution of these methods, from traditional approaches focused on memorization to modern methods that utilize digital technology. This research applies a historical approach to analyze changes and adjustments in teaching methods that have been made over time. Apart from that, this research also examines the various challenges faced by Islamic educators in trying to maintain a balance between traditional and modern values in the teaching process. In this study, it is shown how educators attempt to integrate modern aspects into Islamic education, without ignoring the basic principles that have existed for a long time. This diverse approach not only enriches the learning experience, but also creates space for students to understand and apply Islamic values in a broader context. With digital technology, for example, learning methods have become more interactive and interesting, allowing students to be actively involved in the educational process. The results of this research indicate that transformation in Islamic education teaching methods has the potential to improve the quality of the curriculum and effectiveness in the teaching and learning process. By utilizing the latest innovations, educators can overcome various challenges that arise, and provide a more relevant and meaningful educational experience for the younger generation. Therefore, it is important for educators to continue to adapt and develop teaching methods that suit the needs of the times, while still maintaining the core values of Islamic education.]]>
