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All Journal IQRO: Journal of Islamic Education Pedagogik Journal of Islamic Elementary School Tribakti: jurnal pemikiran keIslaman Nizham Journal of Islamic Studies Al-Mudarris : Jurnal Ilmiah Pendidikan Islam JURNAL ILMIAH EDUKATIF Al Ashriyyah Keraton: Journal of History Education and Culture Al-Hasanah : Jurnal Pendidikan Agama Islam Jurnal ABDI PAUD Dawuh Guru: Jurnal Pendidikan MI/SD Al-Ubudiyah: Jurnal Pendidikan dan Studi Islam Khazanah: Jurnal Sejarah dan Kebudayaan Islam Merdeka Indonesia Jurnal International Arfannur: Journal of Islamic Education Fikrah: Jurnal Ilmu Aqidah dan Studi Keagamaan Solidaritas: Jurnal Pengabdian Journal of Innovation Research and Knowledge Tanzhimuna : Jurnal Manajemen Pendidikan Islam At-Tarbawi: Jurnal Kajian Kependidikan Islam Jurnal Pendidikan Islam Jurnal Nusantara Raya Jurnal Penelitian dan Pengabdian Masyarakat Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Paramaedutama EDUJAVARE: International Journal of Educational Research Kasyafa: Jurnal Pendidikan Agama Islam Jurnal Grafis Jurnal Tarbiyatuna Zad Al-Ummah: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Islam Al Ikhlas PAEDAGOGIE Edumaspul: Jurnal Pendidikan Tasfiyah: Jurnal Pemikiran Islam
Fahri Hidayat
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Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Integrating Adab and Prophetic Paradigms: Reconstructing Islamic Education through Al-Attas and Kuntowijoyo Fahri Hidayat
Al-Mudarris Vol 7 No 1 (2024): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v7i1.11758

Abstract

Contemporary developments in the philosophy of Islamic education reveal an ongoing debate between the paradigm of the Islamization of Knowledge, which emphasizes the formation of Islamic identity, and the need to transform Islamic values into the plural public sphere. Syed Muhammad Naquib al-Attas's paradigm of the Islamization of Knowledge has successfully established the metaphysical and epistemological foundations of Islamic education through the concept of ta'dib. However, it still faces challenges in explaining how revelatory values can be translated into diverse fields of knowledge and universally applicable social realities. In contrast, Kuntowijoyo's paradigm of objectification provides a mechanism for transforming Islamic values into inclusive scientific and social categories. This study aims to reconstruct the philosophy of Islamic education through a critical dialogue between Al-Attas's concept of ta'dib and Kuntowijoyo's paradigm of objectification. Employing a qualitative library research design with a comparative-critical philosophical approach, the study analyzes the primary works of both scholars alongside relevant contemporary academic literature through qualitative content analysis and conceptual synthesis. The findings demonstrate that the integration of these two paradigms produces a model termed Prophetic-Adabic Islamic Education, which integrates the cultivation of adab, the objectification of Qur'anic values, and the development of knowledge. The proposed model provides a philosophical foundation for strengthening character education and developing an integrated curriculum that bridges Islamic and modern sciences, enabling Islamic education to produce graduates who possess moral integrity, intellectual excellence, and the capacity to advance knowledge for the promotion of public benefit (maṣlaḥah).
Rahmah El Yunusiyah's Concept of Women's Education and the Formation of an Islamic Model of Emancipation in Minangkabau Society Fahri Hidayat
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i2.1324

Abstract

Women's education constitutes one of the important issues in the history of Islamic education in Indonesia. Amid the limited access to education for women, Rahmah El Yunusiyah developed an Islamic educational model through Diniyyah Puteri that aimed to cultivate knowledgeable, morally upright, and empowered women. This study aims to analyze the philosophical foundations of women's education in the thought of Rahmah El Yunusiyah, reconstruct the concept of the Islamic Model of Women's Emancipation that she developed, and explain its contribution to the social transformation of Minangkabau women. The study employs the history of ideas method, consisting of the stages of heuristics, source criticism, interpretation, and historiography. The data sources consist of historical documents of Diniyyah Puteri, archival records, and various relevant literature. The findings reveal that women's education according to Rahmah is founded upon tawhid, the integration of knowledge, adab, self-reliance, and social responsibility. Through Diniyyah Puteri, women were prepared to become agents of change capable of integrating Islamic identity, Minangkabau tradition, and the demands of modernity. This concept represents a model of Islamic emancipation that differs from both patriarchal paradigms and secular feminism. The study concludes that Rahmah El Yunusiyah's thought offers a paradigm of Islamic education that positions education as an instrument of empowerment, character formation, and the social transformation of women within Muslim society.
Transformasi Paradigma Kurikulum Nasional di Indonesia (1947-2022) : Perspektif Moderasi Beragama dan SDGs Fahri Hidayat; Maghfira Febriana
TANZHIMUNA : Jurnal Manajemen Pendidikan Islam Vol. 6 No. 1 (2026): Manajemen Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/tanzhimuna.v6i1.882

Abstract

Penelitian ini bertujuan untuk merekonstruksi paradigma kurikulum kurikulum pendidikan Nasional  di Indonesia periode 1947-2022 dalam perspektif moderasi beragama dan Sustainable Development Goals (SDGs). Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research) serta pendekatan analisis-kritis. Sumber data diperoleh dari dokumen kurikulum nasional, regulasi pendidikan, dokumen UNESCO dan SDGs, serta berbagai literatur ilmiah yang relevan. Teknik pengumpulan data dilakukan melalui studi dokumentasi dan dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perkembangan kurikulum pendidikan nasional mengalami transformasi dari paradigma administratif menuju paradigma humanistik, partisipatif, dan berbasis kompetensi. Nilai moderasi beragama semakin terintegrasi melalui penguatan pendidikan karakter, toleransi, dan profil pelajar Pancasila, terutama pada Kurikulum 2013 dan Kurikulum Merdeka. Selain itu, kurikulum pendidikan Nasional juga semakin relevan dengan SDG 4 melalui penguatan pendidikan inklusif, literasi global, pembelajaran sepanjang hayat, dan pengembangan kompetensi abad ke-21. Artikel ini menawarkan pembacaan historis-kritis terhadap transformasi kurikulum nasional Indonesia dengan menunjukkan bagaimana perubahan kurikulum dari 1947 hingga 2022 mengarah kepada transformasi paradigma yang berkelanjutan dari pembentukan identitas nasional menuju pendidikan berkelanjutan berbasis moderasi beragama dan kewargaan global.
Politik Pendidikan dan Ekspansi Sekolah Dasar Muhammadiyah pada Masa Hindia Belanda, 1912-1942 Fahri Hidayat
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 1 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i1.11342

Abstract

Abad ke-20 ditandai dengan munculnya politik pendidikan kolonial Hindia Belanda yang bertujuan untuk mempertahankan struktur sosial melalui sistem persekolahan yang bersifat dualistik. Penelitian ini bertujuan menganalisis hubungan antara politik pendidikan Hindia Belanda dan transformasi serta ekspansi sekolah dasar Muhammadiyah pada periode 1911-1942. Penelitian ini merupakan penelitian sejarah dengan pendekatan sejarah intelektual. Data diperoleh melalui studi dokumentasi terhadap sumber primer berupa arsip Soeara Moehammadijah, dokumen pendidikan kolonial (Verslag), dan berbagai publikasi sezaman, serta sumber sekunder berupa buku, artikel jurnal, dan karya historiografi yang relevan. Analisis dilakukan menggunakan metode sejarah yang meliputi heuristik, kritik sumber, interpretasi, dan historiografi. Hasil penelitian menunjukkan bahwa sistem pendidikan kolonial menciptakan stratifikasi sosial melalui diferensiasi akses pendidikan. Dalam konteks tersebut, Muhammadiyah merespons dengan mengembangkan model pendidikan dasar modern yang berakar pada Madrasah Ibtidaiyah Diniyah Islamiyah (MIDI) yang didirikan KH Ahmad Dahlan pada tahun 1911. MIDI kemudian menjadi fondasi filosofis dan kelembagaan bagi perkembangan Standard School Muhammadiyah, HIS Muhammadiyah, dan Schakelschool Muhammadiyah yang mengintegrasikan pendidikan agama dengan ilmu pengetahuan modern. Penelitian ini juga menemukan bahwa ekspansi sekolah dasar Muhammadiyah merupakan strategi sosial untuk memperluas akses pendidikan pribumi dan mempertahankan otonomi pendidikan Islam di tengah intervensi regulatif pemerintah kolonial.
Rekonstruksi Pendidikan Antikorupsi dalam Perspektif Islam: Kajian Normatif terhadap Nilai dan Sistem Integritas Fahri Hidayat
Al-Ubudiyah: Jurnal Pendidikan dan Studi Islam Vol 7 No 1 (2026): Education and Islamic Studies
Publisher : STAI DDI Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55623/au.v7i1.650

Abstract

Penelitian ini bertujuan merekonstruksi konsep pendidikan antikorupsi dalam perspektif Islam berdasarkan sumber-sumber normatif. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan dan pendekatan normatif-konseptual. Data dikumpulkan melalui studi dokumentasi terhadap Al-Qur'an, hadis, literatur klasik dan kontemporer, kemudian dianalisis menggunakan analisis isi dan interpretasi konseptual. Hasil penelitian menunjukkan bahwa Islam memandang korupsi sebagai bentuk pengkhianatan terhadap amanah yang termanifestasi dalam konsep risywah, ghulūl, khiyānah, dan akhdzu al-māl bi al-bāṭil. Berdasarkan landasan tersebut, penelitian merekonstruksi pendidikan antikorupsi melalui dua dimensi utama. Dimensi pertama berupa pembentukan karakter yang mencakup integritas, disiplin, pengendalian diri, kemandirian yang berorientasi pada kepedulian sosial, dan kesederhanaan. Dimensi kedua berupa penguatan tata kelola kelembagaan melalui prinsip akuntabilitas dan transparansi. Kebaruan penelitian ini terletak pada penyusunan model konseptual pendidikan antikorupsi berbasis nilai-nilai Islam yang mengintegrasikan pembentukan karakter dan tata kelola kelembagaan sebagai fondasi pembangunan budaya integritas dalam pendidikan Islam.
Studi Analisis Pemikiran Muhammad Abduh tentang Modernitas Beragama dan Pembaharuan Pendidikan Islam Zahra Mevia Aimerly; Asri; Marwah Novi Dwiyanti; Mayrani Putri Altaf; Suci Nur Awalin; Fahri Hidayat
Keraton: Journal of History Education and Culture Vol 7 No 2 (2025): Desember
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/keraton.v7i2.7717

Abstract

This research seeks to examine Muhammad Abduh’s perspectives on religiousmodernity and the renewal of Islamic education as an effort to overcome theintellectual and social stagnation faced by Muslims from the 19th century up tothe present time. The study adopts a qualitative descriptive method using alibrary research approach, drawing on primary references from Abduh’s ownwritings such as Risalah al-Tauhid and Tafsir al-Manar, alongside secondarysources from scholarly books and academic journals. The results indicate thatAbduh prioritized the role of rational thinking, the revitalization of ijtihad, theharmonization of religious sciences with modern knowledge, and the structuralreform of educational institutions. For Abduh, modernity does not involvecopying Western civilization blindly, but rather harmonizing Islamic teachingswith contemporary realities through reasoned and contextual interpretation. Hisreformist ideas continue to hold strong relevance today, especially in curriculumdevelopment, pedagogical innovation, educational governance, and thecultivation of learners’ moral character in the era of globalization. Consequently,Abduh’s intellectual legacy serves as a pivotal framework for shaping an Islamiceducation model that is dynamic, balanced, and forward-looking.
Rekonstruksi Pendidikan Multikultural melalui Peristiwa Rengasdengklok: Pelajaran Sejarah bagi Moderasi Beragama di Indonesia Fahri Hidayat
Al-Ubudiyah: Jurnal Pendidikan dan Studi Islam Vol 5 No 2 (2024): Education and Islamic Studies (Juni-Desember)
Publisher : STAI DDI Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55623/au.v5i2.661

Abstract

Penelitian ini bertujuan merekonstruksi nilai-nilai pendidikan multikultural yang terkandung dalam Peristiwa Rengasdengklok serta menjelaskan relevansinya bagi penguatan moderasi beragama di Indonesia. Penelitian menggunakan pendekatan kualitatif dengan metode sejarah melalui tahapan heuristik, kritik sumber, interpretasi, dan historiografi. Data diperoleh dari observasi di Rumah Sejarah Rengasdengklok, dokumentasi, wawancara dengan keturunan Djiauw Kie Siong, serta kajian berbagai sumber historis dan literatur ilmiah. Hasil penelitian menunjukkan bahwa keterlibatan Djiauw Kie Siong sebagai warga keturunan Tionghoa penganut agama Khonghucu merepresentasikan praktik solidaritas lintas etnis yang berkontribusi terhadap perjuangan kemerdekaan Indonesia. Dari peristiwa tersebut direkonstruksi lima nilai utama pendidikan multikultural, yaitu solidaritas kemanusiaan, penghormatan terhadap keberagaman, kepercayaan sosial, gotong royong, dan kesetaraan warga negara. Nilai-nilai tersebut memiliki relevansi yang kuat bagi penguatan moderasi beragama melalui pendekatan historis yang memberikan legitimasi berdasarkan pengalaman kebangsaan Indonesia. Penelitian ini menegaskan bahwa sejarah nasional dapat direkonstruksi sebagai sumber pembelajaran yang membentuk karakter inklusif, memperkuat kohesi sosial, serta mengintegrasikan nilai-nilai multikultural dalam pendidikan sejarah, Pendidikan Agama Islam, dan Pendidikan Pancasila.
Diplomasi Akademik Pendidikan Islam di Asia Tenggara Melalui Forum Seminar Internasional di Fatoni University Thailand Fahri Hidayat; M. Slamet Yahya; Muhamatsakree Manyunu; Jayanti Syahfitri; Nurhawatee Sulongsen
Zad Al-Ummah: Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2026): Zad Al-Ummah: Jurnal Pengabdian Masyarakat
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIQ ZAD Cianjur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55759/zau.v4i1.85

Abstract

This community service program (PkM) aims to strengthen academic capacity and build international networks in the development of Islamic education in Southeast Asia, particularly between Indonesia and Southern Thailand. The target participants are the academic community at Fatoni University, engaged through an international seminar as a medium for knowledge dissemination and the exchange of best practices. The method employed is a participatory, collaborative, and educational approach, implemented through academic lectures, interactive discussions, and question-and-answer sessions. The results indicate an increased understanding among participants of the dynamics of Islamic education, particularly in integrating tradition and modernity. In addition, the program has generated academic collaboration, marked by the signing of a memorandum of understanding (MoU), opportunities for joint research, and the strengthening of regional intellectual networks. This PkM contributes to reinforcing academic diplomacy as a strategic approach to the development of cross-border Islamic education.
Pendidikan Digital dalam Perspektif Luciano Floridi: Telaah Naskah Akademik Kemendikdasmen Tentang Pembelajaran Koding dan Kecerdasan Artifisial Hidayat, Fahri; Suryo Nugroho, Ischak
Paedagogie Vol 21 No 3 (2026): In Progress
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17125

Abstract

This study aims to analyze philosophically the Academic Manuscript on Coding and Artificial Intelligence Learning for Primary and Secondary Education (Naskah Akademik Pembelajaran Koding dan Kecerdasan Artifisial pada Pendidikan Dasar dan Menengah) in order to reconstruct the educational paradigm that underpins it. The research employs a qualitative library research approach using document analysis and philosophical hermeneutics. The primary data consist of the academic manuscript published by the Agency for Standards, Curriculum, and Educational Assessment. The analysis is conducted through three dimensions of educational philosophy: ontology, epistemology, and axiology. The findings reveal that, ontologically, the academic manuscript constructs human beings as adaptive, creative, collaborative, and responsible subjects within the digital civilization. Epistemologically, coding and artificial intelligence learning are grounded in a constructivist paradigm that integrates computational thinking, problem-solving, data literacy, and artificial intelligence literacy as the foundation of digital knowledge. Axiologically, the development of digital competencies is directed toward fostering digital ethics, character formation, and social responsibility. This study reconstructs the concept of Education for Digital Civilization as a philosophy of education paradigm that positions human beings as the center of digital transformation through a human-centered digital civilization
Epistemic Contestation in Malay Sufism: Hamzah Fansuri, Nuruddin al-Raniri and the Reconstruction of Islamic Educational Thought Fahri Hidayat; Arif Rahman
Tasfiyah: Jurnal Pemikiran Islam Vol. 10 No. 2 (2026): Tasfiyah: Jurnal Pemikiran Islam
Publisher : University of Darussalam Gontor, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tasfiyah.v10i2.54

Abstract

This article examines the intellectual debate between Hamzah Fansuri and Nuruddin al-Raniri as a form of epistemological contestation within the Malay Sufi tradition. The study aims to explain how these two figures represented different models of Islamic knowledge validation and how their ideas remain relevant to reconstructing contemporary Islamic education. Hamzah Fansuri, in particular, represents an ontological-transformative epistemology. In contrast, Nuruddin al-Raniri represents a normative-theological epistemology. This study employs a qualitative library research approach using intellectual history and epistemological analysis of Hamzah Fansuri’s works, al-Raniri’s polemics, and contemporary Islamic educational thought. The findings reveal that the debate between Hamzah and al-Raniri constituted a struggle over epistemic authority concerning the sources and validity of Islamic knowledge in the Malay world. Furthermore, the article finds that the crisis of modern Islamic education is characterized by the fragmentation between spirituality, ethics, and intellectuality. Therefore, this article proposes the concept of an integrative Islamic epistemology of education as a synthesis of spiritual, ethical, and rational dimensions in the formation of the ideal human being grounded in adab, revelation, and spiritual transformation.
Co-Authors A.Jauhar Fuad Aditya Suryani, Dian Agustin, Aulia Ahmad Daniel Irsyad AHMADI Alda Dwi Agustiana Ali Ma’sum, Ahmad Anis Amanulloh Annisa Urrobingah Apri Akmal Muzaky Arif Fani, Mauliya Nandra Arif Rahman Asri Atiya Bahzatul Maulida Aulia Sabrina, Wilda Binti Khairuddin, Haniza Choirunisa, Arifah Ead, Hamed A. Elis Ijayati Farah Zakia Badriati Febriana, Maghfira Fian, Khafifatul Fuad Tamami Hidayah, Hawa Ilham Karuniawan, Iing M Slamet Yahya M. Slamet Yahya Maghfira Febriana Marwah Novi Dwiyanti Mayrani Putri Altaf Mei Fajri Rahayu Moch Jaka Lelana Muh. Hanif Muhamatsakree Manyunu Mujibur Rohman Nur Rohmah Nurhawatee Sulongsen Nurur Ramadani, Zahrotun Pratiwi, Risa Rizma, Rahma Sivatur Siswadi Sivatur Rizma, Rahma Suci Nur Atikah Suci Nur Awalin Sumarto Sumarto Suryo Nugroho, Ischak Syafryadin, Syafryadin Syahfitri, Jayanti Syarifah, Sabilatus Uswatun Hasanah Wisnu Saputra, Fajar Zahra Mevia Aimerly