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All Journal Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Journal of Social Studies and Education Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Junaidi Arsyad
Universitas Islam Negeri Sumatera Utara, Indonesia
Religion Humanities Decision Sciences, Operations Research & Management Education Social Sciences

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Pendidikan Akhlak Dalam Kitab Bugyah Al-??lib Karya Syaikh ‘Abdull?h Al-Harar? Khairuddin Khairuddin; Azizah Hanum; Junaidi Arsyad
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 5 No. 5 (2024): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Agustus - September 2024)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v5i5.2600

Abstract

This study aims to analyse the biography of Shaykh 'Abdull?h Al-Harar? and the characteristics of Bugyah Al-??lib, to analyse the concept of Shaykh 'Abdull?h Al-Harar? regarding moral education and its division contained in Bugyah Al-??lib, and analysing the relevance of moral education in the book Bugyah Al-??lib by Shaykh 'Abdull?h Al-Harar? with moral education today. This research uses the library research method. Data analysis in this study was carried out using data analysis techniques with content analysis, namely: studying, examining and analysing the book Bugyah Al-??lib by Shaykh 'Abdull?h Al-Harar? recording the material in the form of a summary, looking for other references and collecting things related to the research, matching with relevant books, analysing the reading sources more deeply and drawing conclusions from the results of the research. The results of this study tell us that there are many moral education materials that must be owned by all humans, especially for a teacher and student of Islamic Education. All of these materials are contained in the book Bugyah Al-??lib by Shaykh 'Abdull?h Al-Harar?. The material consists of praiseworthy morals which are poured in the chapter on the obligations of the heart, disgraceful morals in the chapter on the sins of the heart, and 7 sins of the limbs consisting of the sin of the stomach, the sin of the eyes, the sin of the tongue, the sin of the ears, the sin of the hands, the sin of the farji, the sin of the feet, and the sin of the body. The purpose of Shaykh 'Abdull?h Al-Harar? writing this book is so that all people can easily learn religious knowledge, which is Fardlu 'Ain for every mukallaf. So that Islamic religious knowledge can be distributed easily and accepted by various groups of society, especially Islamic education.
The Concept of Islamization of Knowledge According to Hamid Fahmy Zarkasyi Ismail Ismail; Junaidi Arsyad; Yusnaili Budianti
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 3 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i3.2569

Abstract

This study critically examines the integration of the Islamic worldview into modern educational systems through the Islamization of knowledge framework, focusing on Hamid Fahmy Zarkasyi's epistemological contributions. Employing qualitative library research with a character study approach, this research analyses primary sources, including Zarkasyi's scholarly works, alongside secondary literature from al-Attas and al-Faruqi. Findings reveal that contemporary Islamic education suffers from an epistemological crisis rooted in the uncritical adoption of secular Western paradigms that contradict tawhidic foundations. Zarkasyi proposes a three-stage framework: epistemic identification of secular assumptions, critical deconstruction of contradictory presuppositions, and reconstruction upon tawhid, prophethood, and Islamic ethics. This research demonstrates that Islamization transcends theoretical discourse, offering concrete solutions to the knowledge-value dichotomy plaguing Muslim education. The study concludes that authentic Islamic educational reform requires dismantling and reconstructing knowledge paradigms themselves, not merely administrative or methodological adjustments. Implications include curriculum redesign integrating Islamic worldview, establishment of interdisciplinary research centres, and teacher training in Islamic epistemology to produce graduates with balanced spiritual integrity and intellectual competence
Ethics of Educators and Students According to 'Aidh al-Qarni in the Book Iqra' Bismirobbika Muhammad Ridho; Junaidi Arsyad; Azizah Hanum OK
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 3 : Al Qalam (May 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i3.6578

Abstract

This study aims to examine the concept of educator and student ethics according to 'Aidh Al-Qarni in the book Iqra’ Bismirobbika and its relevance to modern education. The research is motivated by the decline of moral values in education, where the teacher–student relationship has begun to lose its ethical and spiritual meaning. Al-Qarni’s views, which emphasize sincerity, purity of heart, and compassion in the educational process, form the foundation of this study. The research employs a qualitative approach through library research. The primary source is Iqra’ Bismirobbika (2005) along with other works of Al-Qarni, analyzed using content analysis to explore the ethical values contained within. The results show that educator ethics include sincerity, compassion, gentleness, purity of heart, and honesty, while student ethics involve sincere intention for Allah, respect for teachers, avoidance of sin, and the practice of knowledge. These values remain relevant as moral guidelines for Islamic education in the modern era.
Bridging Cognitive-Affective Dissonance in Islamic Religious Education: Strengthening Critical Thinking through the Ulul Albab Framework Hamidah; Junaidi Arsyad
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.3008

Abstract

This study analyzes Islamic Religious Education (IRE) learning strategies, models of cognitive-affective integration, and challenges in developing students’ critical thinking within the ulul albab character framework in the digital era. This study used a descriptive qualitative approach and collected data through classroom observations, in-depth interviews, and document analysis. The findings reveal that IRE learning remains predominantly teacher-centered, particularly through one-way lectures, due to time constraints and a dense curriculum. A significant gap was identified between students’ cognitive achievement and affective internalization, as students tend to engage in short-term rote learning to achieve formal examination scores. Furthermore, the development of critical thinking through provocative and reflective questioning is not yet optimal because students’ understanding of religious arguments remains predominantly textual and literal. These findings imply that conventional IRE learning strategies are insufficient to foster deep religious character and critical reasoning. Therefore, a transformation toward student-centered learning is needed, particularly through the consistent implementation of Problem-Based Learning and the development of structured affective assessment instruments to strengthen the integration of cognitive, affective, and critical-thinking dimensions in accordance with the ulul albab character.
Co-Authors Azizah Hanum Hamidah Hanum OK, Azizah Ismail Ismail Khairuddin Khairuddin Muhammad Ridho Yusnaili Budianti