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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Assyfa Journal of Islamic Studies Jurnal Pustaka Indonesia Assyfa Journal of Multidisciplinary Education
Fachrul Ghazi
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Religion Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Arabic Problem-Based Learning for Religious Moderation: ‎Classroom Action Research in Islamic Education Erlina Erlina; Umi Hijriyah; Fachrul Ghazi; Sulthan Syahril; Muhammad Sufian
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.1806

Abstract

This study aimed to evaluate the effectiveness of integrating religious moderation values into Arabic language instruction through a Problem-Based Learning (PBL) model refined by Classroom Action Research (CAR). The objective was to enhance students’ linguistic competence while fostering moderate dispositions such as tolerance, balance, and non-violence. The study applied a two-cycle CAR design (planning–action–observation–reflection) involving one undergraduate class of Islamic Religious Education. Learning materials and PBL cases were developed around themes of tawassuṭ (moderation), justice, and equity, and implemented through case analysis, group discussion, and role-play. Data were gathered from performance assessments, observation checklists, field notes, and attitude questionnaires, analyzed using descriptive statistics and thematic reduction across cycles. Findings indicated consistent improvements from Cycle 1 to Cycle 2 in student engagement, reading comprehension, translation accuracy, and the demonstration of balanced reasoning and respectful disagreement in Arabic discourse. These gains were supported by iterative refinements in task design, scaffolded questioning, and structured peer feedback. Conclusion: The study concludes that moderation-oriented PBL, developed through iterative CAR cycles, provides a practical and replicable approach to simultaneously strengthening Arabic language proficiency and internalizing moderation values within Islamic higher education.
The Caliphate as a Foundation for Socio-Political Stability: A Theoretical Reconstruction of Authority and Governance In Islamic Administration Safitri Agustina; Erlian Eka Damayanti; Muhammad Akmansyah; Zulhanan Zulhanan; Fachrul Ghazi
Assyfa Journal of Multidisciplinary Education Vol. 4 No. 1 (2026): Assyfa Journal of Multidisciplinary Education (March)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v4i1.1250

Abstract

This study aims to reconstruct the concept of caliphate as a normative governance paradigm that functions as the foundation of socio-political stability within the framework of Islamic political thought. This study also examines the epistemological interaction between the concept of caliphate and modern state theories. Methods: This study employed a qualitative-interpretative approach based on doctrinal analysis. Primary data were obtained from normative Islamic political texts, while secondary data were derived from classical and contemporary literature related to Islamic governance, maqāṣid al-sharī'ah, political legitimacy, and modern governance theories. The analysis was conducted through conceptual classification, maqāṣid synthesis, and comparative epistemological dialogue. Results: The study found that the caliphate is conceptually positioned as a normative authority that maintains legal unity, multidimensional stability, and moral legitimacy. Stability within the caliphate framework is not limited to political order but includes spiritual, social, economic, and legal stability. Furthermore, political authority in Islam is fundamentally based on the concept of amanah (trusteeship), rather than absolute sovereignty. This study offers a reconstruction of the caliphate as a moral governance paradigm grounded in maqāṣid al-sharī'ah and provides a dialogical framework between Islamic political theory and modern governance discourse.
Principal Strategies for Enhancing Teacher Professional Competence: A Systematic Literature Review on Instructional Leadership, Academic Supervision, and Continuous Professional Development Nurani Nurani; Trian Hermawan; Muhammad Akmansyah; Zulhanan Zulhanan; Fachrul Ghazi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1062

Abstract

Teacher professional competence is a prerequisite for instructional quality, as it relates to mastery of subject matter, the ability to develop knowledge, the use of technology, professional reflection, and the capacity to translate curriculum goals into meaningful learning experiences. This article aims to synthesize principal strategies for enhancing teacher professional competence through a Systematic Literature Review (SLR). The review adapts the PRISMA 2020 guidelines and searches literature across SINTA/Garuda, Google Scholar, DOAJ, ERIC, ScienceDirect, SAGE, Emerald, SpringerOpen, and reputable international journal platforms. Inclusion criteria cover articles published between 2016 and 2026 that focus on principal leadership, teacher professional competence, academic supervision, professional learning communities, and continuous professional development. Exclusion criteria include articles without adequate bibliographic access, those irrelevant to school-level contexts, and those lacking strategic implications for teacher competence improvement. The synthesis identifies six clusters of principal strategies: vision-based instructional leadership; clinical-collaborative academic supervision; needs-based continuous professional development; teacher learning communities; data-driven and digital technology utilization; and the internalization of Islamic values such as amanah (trustworthiness), ihsan (excellence), itqan (precision), syura (consultation), and taawun (mutual cooperation). This article offers the DASA-PKB strategic cycle model comprising competence diagnosis, learning vision, supervision and coaching, learning community action, digital resource strengthening, quality control, and sustainable professional culture. The article’s contribution lies in integrating SINTA 1-3 and Scopus Q1-Q3 literature with Islamic normative foundations, thereby serving as a conceptual basis for school policy development and further research.
Co-Authors Erlian Eka Damayanti Erlina Erlina Muhammad Akmansyah Muhammad Sufian Nurani Nurani Safitri Agustina Sulthan Syahril Trian Hermawan Umi Hijriyah Zulhanan Zulhanan