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Peran pesantren dalam menjaga etika Nusantara Moh. Affan; Firdausi, Himami; Babun Suharto
BAHTSUNA: Jurnal Penelitian Pendidikan Islam Vol. 7 No. 2 (2025): Vol. 7 No. 2 (2025): September 2025
Publisher : LP3M UNZAH GENGGONG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/bahtsuna.v7i2.593

The erosion of moral values and local wisdom in the era of pluralism and rapid modernization has raised concerns about the sustainability of ethical foundations in Indonesian society. This study aims to examine how Islamic boarding schools (pesantren) preserve and reinforce Nusantara ethics amid these contemporary challenges. Employing a qualitative approach with a library research design, data were collected from books, peer-reviewed journal articles, and relevant research reports. The findings indicate that pesantren maintain ethical continuity through the integration of Nusantara ethics into their curriculum, adaptive responses toward modernity, and the exemplary moral leadership of kyai supported by a disciplined santri culture. The discussion highlights enabling factors such as charismatic leadership, adab-centered educational practices, community involvement, and technological literacy, while also identifying challenges that include global cultural pressures, resource limitations, and shifting digital morals. In conclusion, pesantren continue to function as ethical and cultural strongholds that safeguard Indonesia’s moral identity in the modern era.

PENDEKATAN MA‘ĀNĪ AL-ḤADĪṠ TENTANG PERMINTAAN HIDUP MISKIN Moh. Affan; Ahmad Syauqi Alaika Rohman
IMTIYAZ: Jurnal Ilmu Keislaman Vol. 9 No. 4 (2025): Desember
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/imtiyaz.v9i4.3015

This article examines the hadith concerning the request to live in poverty through the Ma‘ānī al-Ḥadīth approach, a method of hadith understanding that emphasizes the analysis of the meanings of lafaz, the historical context, and the moral objectives contained in the text. A hadith that literally appears as an encouragement to ask for a life of poverty is often misunderstood and creates debate among Muslim communities. This study employs a qualitative method with a library-research design, drawing sources from the Qur’an, primary hadith collections, classical commentaries such as those of al-Nawawī and Ibn Ḥajar, as well as contemporary literature including the works of Yūsuf al-Qaraḍāwī and various academic studies. The analysis shows that the request to live in poverty is not a normative command of the Prophet, but an expression of humility, simplicity, and inner freedom from dependence on worldly matters. A proper understanding of the hadith requires integrating linguistic analysis, comprehension of the socio-historical context, and the relevance of its values in modern life. This study affirms that Islam does not promote extreme asceticism or the romanticization of poverty; rather, it encourages a balance between spiritual piety and economic independence. The Ma‘ānī al-Ḥadīth approach proves effective in presenting a more proportional interpretation aligned with the guidance of maqāṣid al-sharī‘ah, enabling this research to contribute to scholarly discourse on hadith understanding and socio-economic ethics in Islam.

Epistemologi Pesantren sebagai Tradisi Pengetahuan Praksis: Otoritas, Habitus, dan Produksi Ilmu Helmi; Moh. Affan; Abd. Somad; Ahmad Basuni; Ahmad Sahidah
Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 01 (2026)
Publisher : Konsorsium Dosen Sekolah Tinggi Agama Islam (STAI) Al-Yasini Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55102/alyasini.v11i01.7219

Artikel ini mengkaji epistemologi pesantren sebagai sistem produksi, legitimasi, dan transmisi pengetahuan Islam yang memiliki otonomi intelektual dan berbeda secara fundamental dari epistemologi pendidikan modern. Penelitian ini menggunakan pendekatan filosofis-epistemologis untuk menganalisis struktur epistemik pesantren yang terbentuk melalui interaksi kompleks antara kitab kuning sebagai medium epistemik, otoritas kiai sebagai subjek epistemik, dan tradisi sanad keilmuan sebagai mekanisme validasi pengetahuan. Temuan penelitian menunjukkan bahwa epistemologi pesantren mengintegrasikan tiga pilar pengetahuan Islam—Bayani (tekstual-normatif), Burhani (rasional-empiris), dan 'Irfani (intuitif-spiritual)—yang bekerja secara simultan tanpa dikotomi. Wahyu, akal, tradisi, dan sanad membentuk struktur epistemologis yang integratif dan holistik, di mana wahyu menjadi fondasi normatif, akal sebagai instrumen analisis, tradisi menjaga kesinambungan intelektual, dan sanad memastikan otoritas serta validitas ilmu. Artikel ini juga menganalisis habitus kepesantrenan seperti ta'dzim, tirakat, khidmah, dan adab sebagai mekanisme epistemologis yang membentuk subjek pengetahuan, bukan sekadar etika moral. Pesantren dipahami sebagai epistemologi praksis yang menolak pemisahan dikotomis antara knowing (mengetahui), being (menjadi), dan doing (bertindak). Secara filosofis, epistemologi pesantren menawarkan kritik fundamental terhadap epistemologi Barat-modern yang positivistik, ahistoris, dan individualistik. Penelitian ini menegaskan relevansi epistemologi pesantren bagi pengembangan filsafat ilmu Islam kontemporer dan kontribusinya dalam wacana dekolonisasi pengetahuan berbasis tradisi intelektual lokal Indonesia yang hidup dan produktif.

PENDEKATAN MA‘ĀNĪ AL-ḤADĪṠ TENTANG PERMINTAAN HIDUP MISKIN Moh. Affan; Ahmad Syauqi Alaika Rohman
IMTIYAZ: Jurnal Ilmu Keislaman Vol. 9 No. 4 (2025): Desember
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/imtiyaz.v9i4.3015

This article examines the hadith concerning the request to live in poverty through the Ma‘ānī al-Ḥadīth approach, a method of hadith understanding that emphasizes the analysis of the meanings of lafaz, the historical context, and the moral objectives contained in the text. A hadith that literally appears as an encouragement to ask for a life of poverty is often misunderstood and creates debate among Muslim communities. This study employs a qualitative method with a library-research design, drawing sources from the Qur’an, primary hadith collections, classical commentaries such as those of al-Nawawī and Ibn Ḥajar, as well as contemporary literature including the works of Yūsuf al-Qaraḍāwī and various academic studies. The analysis shows that the request to live in poverty is not a normative command of the Prophet, but an expression of humility, simplicity, and inner freedom from dependence on worldly matters. A proper understanding of the hadith requires integrating linguistic analysis, comprehension of the socio-historical context, and the relevance of its values in modern life. This study affirms that Islam does not promote extreme asceticism or the romanticization of poverty; rather, it encourages a balance between spiritual piety and economic independence. The Ma‘ānī al-Ḥadīth approach proves effective in presenting a more proportional interpretation aligned with the guidance of maqāṣid al-sharī‘ah, enabling this research to contribute to scholarly discourse on hadith understanding and socio-economic ethics in Islam.

Prophetic Transformational Leadership in Islamic Education: Building Human Resource Development in the 21st Century Moh. Affan
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 1 No. 01 (2025): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

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Leadership in Islamic education must unite moral values with modern management. The 21st century demands leaders who are competent, ethical, and spiritually grounded. Prophetic transformational leadership, based on the Prophet’s example, emphasizes uswah hasanah, amanah, tabligh, and fathanah. These dimensions strengthen human resource development by fostering competence, motivation, and commitment. This study uses a quantitative approach to test the influence of prophetic leadership on HRD. The results are expected to enrich theory and offer practical guidance for advancing Islamic education today. Recommendation: Keep this version for abstracts or journal submissionsrequiring brevity. Next step: Integrate with keywords and problem statement for coherence.

Digital literacy and religious moderation Moh. Affan; Muhammad Eko Arief Wijaksono; Zarkoni; Achmad Jasuli Afandi; Ahmad Syauqi Alaikar Rohman; Hasbullah; Madlubur Rhisky
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

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This study aims to analyze students' digital literacy practices, the role of teachers in integrating digital literacy into learning, and the pedagogical construction of a synthesis between digital literacy and religious moderation values in madrasas. This study uses a qualitative approach with a case study design conducted at SMAN 01 Tiris Probolinggo. Data collection techniques were carried out through in-depth interviews, participant observation, and documentation. Data analysis used an interactive model that includes data condensation, data reduction, data display, and conclusion drawing, with validity tests through triangulation of sources, techniques, and member checking. The results of the study show three main findings. First, students' digital literacy practices contribute to shaping their understanding of religious moderation through the ability to access, select, and critically evaluate religious information. Second, teachers have a strategic role as facilitators and epistemological filters in integrating digital literacy into learning. Third, the synthesis between digital literacy and religious moderation values can be constructed pedagogically through the stages of digital information exploration, critical reflection, and internalization of values. This research confirms that digital literacy is not neutral, but rather requires values-based pedagogical interventions to foster moderate, inclusive, and contextual religious understanding. Theoretically, this research contributes to the development of an integrative model based on thesis-antithesis-synthesis dialectics in Islamic education. Practically, this research has implications for educational institutions to strengthen teacher capacity, develop digital literacy policies, and create a learning ecosystem that supports religious moderation in the digital era.

Epistemology of Contemporary Islamic Education Achmad Jasuli Afandi; Moh. Affan; Hasbullah; Madlubur Rhisky; Muhamad Zaenal Abidin; Rahmat Zubandi Thahir; Abd. Somad
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

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This study aims to analyze the epistemological crisis in contemporary Islamic education, characterized by the dichotomy between religious knowledge (naqliyah) and general knowledge (aqliyah), and to formulate an integrative epistemological reconstruction model. The study uses a qualitative approach based on a systematic literature review by analyzing various relevant academic sources. The results of the study indicate that the epistemological dichotomy has led to the disintegration of science and the weakening of the orientation of Islamic education. A comparison of the thoughts of Ismail Raji al-Faruqi and M. Amin Abdullah reveals that the Islamization of science emphasizes the normative foundation of monotheism, while integration-interconnection emphasizes a dialogical and multidisciplinary approach. The synthesis of the two is strengthened through the integration of bayani, burhani, and irfani epistemologies that can build a holistic and anti-dichotomous scientific paradigm. However, the implementation of this paradigm still faces obstacles in the methodological and practical aspects of education. Therefore, the reconstruction of the epistemology of Islamic education needs to be directed at strengthening the integrative curriculum, transforming the role of educators, and responding to global issues. This research contributes to offering an integrative epistemological framework that is not only theoretical, but also transformative in responding to the challenges of modernity.

Digital Ethics and Spirituality in Islam Kholil Syamsul; Moh. Affan; Muhammad Eko Arief Wijaksono; Zarkoni; Achmad Jasuli Afandi; Ahmad Syauqi Alaikar Rohman; Hasbullah
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

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The rapid development of digital technology has significantly transformed social interaction patterns and religious practices among Muslims; however, these changes are not always accompanied by adequate ethical and spiritual awareness. This study aims to comprehensively analyze the integration of digital ethics and spirituality from an Islamic perspective, identify moral and spiritual challenges in digital spaces, and examine the role of Islamic education in fostering spiritually grounded digital ethical awareness. This research employs a qualitative approach based on a systematic literature review, utilizing data sources such as scholarly journal articles, academic books, conference proceedings, and relevant research reports published within the last five years. Data were analyzed through stages of literature reduction, thematic categorization, conceptual synthesis, and theoretical interpretation. The findings indicate that digital ethics in Islam is rooted in moral values such as ṣidq (truthfulness), amanah (trustworthiness), and ihsan (excellence), which must be integrated with spirituality as an internal mechanism for shaping moral consciousness. Major challenges in digital spaces include ethical degradation, spiritual distraction, and the influence of algorithms that shape religious practices in a non-reflective manner. Additionally, a gap exists between normative understanding and actual digital behavior. In this context, Islamic education plays a strategic role as a transformative agent through the internalization of moral values and the strengthening of spiritual dimensions. In conclusion, the integration of digital ethics and Islamic spirituality represents a holistic approach essential for building a digital society that is ethical, civilized, and oriented toward transcendental values.

Inner Development as a Transformative Paradigm for Educational Development: A Qualitative Literature Study on Consciousness and Character Formation Habsi, Malikul; Moh. Affan; Naufal Rifqi Nasution
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3123

The transformation of educational paradigms has increasingly emphasized the importance of inner development as a fundamental component of meaningful learning. This study aims to analyze how inner development contributes to the transformation of educational practices and institutional culture. The research employs a qualitative approach using library research by analyzing various academic sources, including scholarly journals, academic books, and research reports related to transformative education and inner development. The findings indicate that contemporary education is shifting from a traditional knowledge-transmission model toward a transformative and reflective learning paradigm. This shift highlights the importance of developing inner capacities such as self-awareness, empathy, ethical responsibility, and reflective thinking. These capacities play a crucial role in enabling learners to understand themselves, interact constructively with others, and respond to complex social and environmental challenges. The study also identifies several pedagogical approaches that support inner development, including transformative learning, experiential learning, and reflective dialogue. In addition, the findings reveal that interdisciplinary integration involving educational psychology, leadership studies, and sustainability education contributes significantly to the development of holistic educational practices. Based on these findings, this study proposes a conceptual framework called the Inner Development–Transformative Education Model, which integrates inner capacities development, transformative learning processes, and institutional integration. This model highlights the importance of combining personal growth with institutional innovation to support holistic and sustainable educational transformation.

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