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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL TARBIYATUNA: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Lembaga Pendidikan Islam SITASI: Journal of Islamic Studies and Inclusive Education
Ishomuddin
Universitas Muhammadiyah Malang
Education Social Sciences Other

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MODEL OF MUALLAF DEVELOPMENT BASED ON LOCAL WISDOM IN MUSLIM MINORITY VILLAGES: A CASE STUDY OF NGADAS VILLAGE, EAST JAVA Jefri Mardiansyah A; Ishomuddin; Romelah; Muh. Zakki Amrulloh
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6903

Abstract

This research examines a model of muallaf development based on local wisdom within a Muslim minority community, with a case study in Ngadas Village, Poncokusumo District, Malang Regency. This village has a unique socio-religious character, where Muslims are a minority group, mostly increasing through conversion due to marriage and social interaction. This condition necessitates a development pattern that is not only doctrinal but also adaptive to local culture and interreligious relations. This research uses a qualitative approach with a case study design. Data was collected through participant observation, in-depth interviews, and documentation, and analyzed interactively through condensation, presentation, and conclusion drawing with data triangulation. The results show that muallaf development is carried out through a non-directive community-based model that integrates local wisdom into socio-religious traditions, such as tahlilan, Friday prayers, and daily interactions. This model contributes to strengthening the Islamic identity of muallaf and maintaining social harmony, although it still faces limitations in resources and development planning.
THE CONSTRUCTIVIST APPROACH IN ISLAMIC RELIGIOUS EDUCATION: A THEORETICAL ANALYSIS AND PEDAGOGICAL IMPLICATIONS: Pendekatan Konstruktivisme dalam Pendidikan Agama Islam: Analisis Teoretis dan Implikasi Pedagogis Raysa Rahma; Ishomuddin; Zuliana
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7300

Abstract

The constructivist approach has become a learning paradigm that has received widespread attention in various educational disciplines, including Islamic Religious Education (IRE). Although there have been many empirical studies in general education, theoretical studies that analyze the relationship between constructivism and the epistemology and pedagogy of IRE in depth are still limited. This article aims to theoretically analyze the constructivist approach in the context of Islamic Religious Education and examine its pedagogical implications for the planning, implementation, and evaluation of IRP learning. This study uses the library research method with content analysis and literature synthesis from national and international journal articles published between 2016 and 2025. The results of the study show that constructivism provides a strong conceptual foundation for developing student-centered, dialogical, reflective, and contextual Islamic Religious Education learning. Its pedagogical implications include changing the role of teachers to facilitators, using active learning strategies such as problem-based learning and reflective discussions, and evaluations that assess the cognitive, affective, and reflective aspects of students. This article recommends the integration of constructivism principles into the curriculum and learning practices of Islamic Religious Education at various levels of education as an effort to enrich the integrity of religious learning.
SYED MUHAMMAD NAQUIB AL ATTAS'S PHILOSOPHY OF EDUCATION: A PERENNIALIST CRITICISM OF THE SECULARIZATION OF EDUCATION Anugrah Giffari; Hironimus Dafa; Ishomuddin
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 6 No. 2 (2025): Desember 2025
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v6i2.4489

Abstract

This article investigates the perennialist philosophical critique by Syed Muhammad  Naquib Al-Attas of the secularization of education, which is identified as the source  of the modern educational crisis, a crisis marked by pragmatism and the erosion of  values. This research analyzes Al-Attas's body of work to unveil his critique. The  findings show that Al-Attas perceives secularization not just as a political process,  but rather as a philosophical program that leads to the desacralization of nature  and the despiritualization of man. The most damaging consequence in education is  the "loss of adab," defined as the failure to acknowledge the hierarchy of reality  and knowledge, resulting in epistemological and ethical chaos. To solve this, Al Attas offers the project of the "Islamization of Contemporary Knowledge." Its  objective is to re-embed knowledge within the Islamic worldview (ru’yat al-Isl?m li  al-wuj?d), aspiring to cultivate the "Man of Adab" (al-ins?n al-adab?). The  implication of this study advocates for a fundamental reconstruction of Islamic  educational curricula that prioritizes the inculcation of adab over mere technical  competence, thereby offering a strategic counter-narrative to global pragmatism.  This article concludes that Al-Attas's philosophy offers a strong theoretical  framework to diagnose the crisis in education and to propose a restorative solution  that is rooted in the Islamic intellectual tradition and consistent with the principles  of perennial universalism.
Postmodernisme dan Pendidikan Agama: Membedah Tantangan Post-Truth dalam Kurikulum Pendidikan Islam Taufiq; Ishomuddin; Khozin
SITASI: Journal of Islamic Studies and Inclusive Education Vol. 1 No. 2 (2026): SITASI: Journal of Islamic Studies and Inclusive Education
Publisher : CV. Eureka Artha Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article examines the challenges facing Islamic education in the context of the strengthening philosophical paradigm of postmodernism and the social phenomenon of post-truth, characterized by the relativism of truth, the crisis of scientific authority, and the dominance of digital media. This shift impacts Islamic education, particularly in the aspects of epistemology, curriculum, and institutional roles. This research employs a qualitative-descriptive approach with philosophical and critical analysis of literature related to postmodernism, Islamic epistemology, post-truth, and education in Indonesia. The findings indicate that Islamic education faces a dilemma between maintaining the normative truth of revelation and responding to social-digital relativism. The curriculum, which remains normative-transmissive, is also insufficiently responsive to these changes, resulting in the weak critical thinking skills and epistemic literacy of learners. The novelty of this research lies in the synthesis of bayani, burhani, and irfani epistemologies with the concept of epistemic literacy to respond to post-truth challenges in Islamic education. This framework is directed toward strengthening learners' abilities to verify information, think critically, and remain grounded in the values of revelation as well as moral-spiritual principles. Furthermore, Islamic educational institutions are positioned as institutions that play a role in producing, verifying, and directing Islamic knowledge in the digital space. Thus, the reconstruction of epistemology, curriculum, and institutions is essential so that Islamic education remains relevant in the post-truth era.
Co-Authors Anugrah Giffari Hironimus Dafa Jefri Mardiansyah A Khozin Muh. Zakki Amrulloh Raysa Rahma Romelah Romelah Taufiq Zuliana