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Tatbiq Toriqotil Ta’lim Al Qoim ala Masyarik fii Ta’liim al Lughah al Arobiyah fi Manhaj Merdeka lil Fasli al ‘syir bi Al Madrasah Tsanawiyah Al Islamiyah Al hukumiyah Al ulaa Banyumas Fatur Fahrezi; Enjang Burhanudin Yusuf
Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab Vol 7 No 2 (2023): December 2023
Publisher : Pusat Studi Kependidikan (PSKp) Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/liar.v7i2.5866

طريقة التعلم القائم على المشاريع في المنهج مرديكا هي إحدى طريقة التعلم التي تشرك الطلاب بشكل مباشر في العملية التعلمية من خلال الأنشطة البحثية للعمل على مشروع تعليمي معين وإكماله. الغرض من تعلم اللغة العربية باستخدام طريقة التعلم القائم على المشاريع في المنهج مرديكا هو جعل كل مشروع تقوم به الطلاب في تعلم اللغة العربية يشمل ويشمل المشروع بين مشروع تعزيز ملف الشباب في المبادِئ الأساسِيّة الخَمسَة (P5) وملف الطالب رحمة للعالمين(P2RA). صياغة مشكلة هذا البحث هي كيف تطبيق طريقة التعليم القائم على المشاريع في تعليم اللغة العربية في منهج مرديكا للفصل العاشر بالمدرسة الثانوية الإسلامية الحكومية الأولى بانيومس وما هي أنواع المشاريع المنتجة. الغرض من هذا البحث هو تحليل ووصف تطبيق طريقة التعلم القائم على المشاريع في تعلم اللغة العربية في منهج مرديكا للفصل العاشر بالمدرسة الثانوية الإسلامية الحكومية الأولى بانيومس وإيجاد ووصف أنواع المشاريع المنتجة. في هذا البحث، استخدم الباحث نهجا نوعيا عن طريق البحث الميداني. أظهر النتائج هذا البحث تطبيق طريقة التعليم القائم على المشاريع في تعلم اللغة العربية في المنهج مرديكا في الفصل العاشر بالمدرسة الثانوية الإسلامية الحكومية 1 بانيوماس بالجيد وكان بثلاثة مراحل وهي مرحلة التخطيط ومرحلة التنفيذ ومرحلة التقييم. بالنسبة لتطبيق طريقة التعليم القائم على المشاريع في تعلم اللغة العربية، فهناك ستة خطوات يتم تناولها في الأنشطة الثلاثة، بما في ذلك تحديد الأسئلة الأساسية، وتصميم تصميمات المشاريع، وإعداد الجداول الزمنية لتنفيذ المشاريع، ومراقبة المشاريع، واختبار النتائج، وآخرها تقييم الخبرة بعد العمل على المشاريع وجمع المشاريع. وأماجميع أنواع المشاريع التي تم تنفيذها على تعلم اللغة العربية تستخدم الوسائط الورقية ولها تأثير إيجابي على زيادة فهم الطلاب.

EVALUASI MANAJEMEN STRATEGIK SMK NEGERI 1 PURWOJATI DALAM MENGHADAPI PROGRAM SEKOLAH GRATIS Rahmad Rismawan; Enjang Burhanudin Yusuf
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.28727

This study aims to evaluate the strategic management of SMK Negeri 1 Purwojati in implementing the free school program. This research uses a qualitative approach with data collection through interviews and observations with school management, teachers, and students. The results show that SMK Negeri 1 Purwojati has effectively implemented strategic management in facing the free school program. The school has employed various strategies, including planning, pattern, position, perspective, and tactics, to achieve the program's objectives. The findings also indicate that the school has successfully increased access to education for underprivileged communities and improved the quality of educational services. This study provides several recommendations to enhance the quality of education and access to education for underprivileged communities.

Profetik Leadership Perspektif Imam As-Suyuti Dalam Tafsir Al-durru Al-mantsur Fi Al-tafsiri Bi Al-Ma’sur Irkham Auladi; Enjang Burhanudin Yusuf
Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 10 No 6 (2025)
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.v10i6.7004

Humans are God's most perfect creation, endowed with reason. Therefore, humans bear the burden of being khalifah fil ardh (vicegerent) on earth. Humans have a role as a leader on earth. To be a good leader, humans must have attitudes as exemplified by the Prophet Muhammad in his personality, known as prophetic leadership. Prophetic attitudes are explained in many verses of the Quran to serve as role models for humans in living their lives. Prophetic leadership is a guide for leaders in government, education, and families. At least four attitudes must be possessed: trustworthiness, sidiq (trustworthiness), tabligh (prophetic conduct), and fathonah (faithfulness). All of these are contained in the Quran. To understand the verses of the Quran, interpretation is necessary. One interesting book of interpretation to discuss is Tafsir Ad-durr Al-mantsur fi al-atfsiri bi Al-Ma'sur, written by Imam Jalaluddin As-Suuyuti. This interpretation interprets verses based on hadith narrations.

Relevansi Nilai Sosial Al-Qur’an Terhadap Pembinaan Pergaulan Remaja: Studi Tafsir Al-Munir Marfiyah, Marfiyah; Enjang Burhanudin Yusuf
Jurnal Kajian Islam dan Sosial Keagamaan Vol. 3 No. 2 (2025): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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This article aims to analyze the relevance of social values in the Qur'an to fostering adolescent social relationships through a study of Wahbah az-Zuhaili's Tafsir Al-Munir. Adolescence is a critical phase in personality development, where environmental and social influences strongly shape thought patterns, behavior, and morality. Quranic social values such as honesty, responsibility, politeness, justice, and self-care (iḥṣān) play a crucial role as guidelines in developing the character of Muslim adolescents. Using library research, this study examines Quranic verses related to social ethics and then analyzes Wahbah az-Zuhaili's interpretation of the Tafsir Al-Munir to identify a concept for fostering social relationships appropriate to the current context. The results of the study indicate that the Quranic social values in the Tafsir Al-Munir are highly relevant for fostering healthy adolescent interactions, avoiding deviant behavior, and building social relationships based on noble morals. This research also confirms that internalizing the social values of the Quran in education, particularly Islamic Religious Education (PAI), can be an effective strategy in shaping the character of civilized, responsible, and morally conscious adolescents. Thus, Tafsir Al-Munir makes a significant contribution as a normative reference for fostering adolescent social life in the modern era.

Peran Pendidikan Agama Islam Dalam Pembentukan Etika Sosial Peserta Didik Perspektif Tafsir Al-Bayan Tri Wahyuni; Enjang Burhanudin Yusuf
Jurnal Kajian Islam dan Sosial Keagamaan Vol. 3 No. 2 (2025): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Background: The modern era presents serious challenges to the formation of students’ character and social ethics. The degradation of moral values such as individualism, materialism, and the weakening of social solidarity requires Islamic religious education to play a more strategic role in building the ethical awareness of the younger generation. Research Objectives: This study aims to: (1) analyze the concept of social ethics from the perspective of Tafsir Al-Bayan by Imam Abdul Hamid Hakim, (2) identify the role of Islamic education in shaping students’ social ethics, and (3) formulate pedagogical implications for the development of a social-ethics-based Islamic Education (PAI) curriculum.Methods: This research employs a qualitative approach using library research methods. Primary data were obtained from Tafsir Al-Bayan, while secondary data were sourced from Islamic education literature, academic journals, and books related to social ethics. Data were analyzed using content analysis techniques with a hermeneutic approach to understand the textual and contextual meanings of Qur’anic verses related to social ethics.Main Findings: The results show that Tafsir Al-Bayan emphasizes three dimensions of social ethics: (1) ta'awun (mutual assistance) as the foundation of social solidarity, (2) ihsan (benevolence) as the orientation of interpersonal behavior, and (3) ‘adl (justice) as the principle of distributing rights and responsibilities. Islamic education serves as a medium for internalizing these values through integrative learning that connects sacred texts with contemporary social realities. Implications: These findings contribute to the development of PAI learning models that are not only oriented toward ritual-worship aspects but also toward the formation of students’ ethical and social awareness. PAI teachers need to integrate contextual tafsir approaches into the learning process to bridge Qur’anic values with present-daysocialissues.

Pembelajaran Diferensiasi Dalam Perspektif Al-Qur’an: Telaah Qs. An-Nahl Ayat 125 Berdasarkan Tafsir Fi Zhilalil Qur’an Fatwai Nasikhah; Enjang Burhanudin Yusuf
Jurnal Kajian Islam dan Sosial Keagamaan Vol. 3 No. 2 (2025): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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This article aims to analyze the Islamic educational values embedded in the concept of da'wah bil hikmah wal mau'izhah al-hasanah as explained by Sayyid Qutb in Fi Zhilal al-Qur'an, with a specific focus on QS. An-Nahl:125 and its relevance to differentiated instruction. Using a qualitative-descriptive method with a textual approach, this study examines Qutb's exegetical writings as the primary data source, supported by classical and contemporary Islamic educational literature as secondary sources. The findings indicate that Qutb interprets the three core principles hikmah, mau'izhah al-hasanah, and mujadalah billati hiya ahsan as pedagogical foundations that systematically correspond to dimensions of differentiated instruction. Hikmah serves as the basis for content differentiation, emphasizing material adjustment based on students' readiness and context; mau'izhah al-hasanah represents process differentiation through empathetic communication and varied scaffolding strategies; while mujadalah inspires product differentiation that promotes critical dialogue and higher-order thinking skills. These values generate concrete educational indicators, including adaptive instruction, empathetic communication, moral exemplification, and civilized argumentative dialogue. The study reveals that Qutb's interpretation aligns with major Islamic scholars such as al-Ghazālī, Ibn Khaldūn, and al-Qaradāwī, reinforcing the conceptual-operational relevance of Qur'anic guidance for modern Islamic education. The implications suggest that Islamic educational practices can be strengthened through value-based instructional models that prioritize humanization, justice, empathy, and intellectual refinement, contributing to developing holistic learners capable of navigating contemporary challenges through Qur'anic ethics and pedagogical wisdom.

Nilai Kepemimpinan Edukatif Ki Hajar Dewantara Dalam Perspektif Tafsir Ibn Kathir atas Surat Ali Imran:159 Ratna Sundari Puspitosari; Enjang Burhanudin Yusuf
Journal of Community Development Vol. 6 No. 2 (2025): Desember
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/comdev.v6i2.1827

Ki Hajar Dewantara, as the Father of Indonesian Education, inherited the philosophy of educational leadership known as "Ing Ngarso Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani". In the Qur'an, Surah Ali Imran verse 159, interpreted by Ibn Kathir, a leader must have a gentle attitude, consult, forgive and not be hard-hearted. Educators in this context are teachers, leaders in the learning process in the classroom who will lead their students to achieve the National Education Goals. These two values are interrelated and need to be actualized in education in Indonesia. Using a qualitative research method with a content analysis approach to analyze and interpret texts from two different sources. Previous research only focused on one theme, there has been no research that integrates the 3 pillars of Ki Hajar Dewantara's Education with Ibn Kathir's interpretation of QS. Ali Imran verse 159. The purpose of this study is to synthesize the educational leadership values of Ki Hajar Dewantara in relation to QS. Ali Imran verse 159 using the interpretation of Ibn Kathir. The theoretical and practical benefits of this study are to provide new knowledge for teachers on how to correlate Ki Hajar Dewantara's philosophy with the characteristics contained in QS. Ali Imran verse 159 when becoming a learning leader in the classroom. The synthesis of the two sources is Ing Ngarso Sung Tuladha with a gentle and non-violent attitude, Ing Madya Mangun Karsa with deliberation or discussion, and Tut Wuri Handayani with a forgiving attitude. The Indonesian education system needs to strengthen aspects of character and ethical values in addressing social problems and violence. This is important to support the formation of an empathetic and responsible young generation

Education on Literacy of the Verses of the Qur'an:Mahmud Yunus Perspective on the Book of Tafsir Al-Qur'an Al Karim Sarah Nur’aeni Khoiriyah; M. Slamet Yahya; Enjang Burhanudin Yusuf
Medina-te : Jurnal Studi Islam Vol 22 No 1 (2026): Medina-Te: Jurnal Studi Islam
Publisher : Pascasarjana Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/medinate.v21i3.30482

The Quran has placed great emphasis on educational literacy since the beginning of its revelation, thus establishing Muslims in history as a group that built a great civilisation and played a significant role as a centre of world knowledge. This is evidenced by the emergence of a strong intellectual tradition among Muslims, ranging from mastery of religious knowledge to the development of general knowledge. In this context, literacy is not merely the ability to read and write, but also encompasses the skills to understand, analyse, and critique various issues facing society. This article specifically discusses Quranic literacy education through the perspective of Prof. Mahmud Yunus, a legendary Indonesian exegete who wrote a monumental work entitled Tafsir Al-Qur'an Al Karim. This study employs a literature review approach with a content analysis method to explore the meaning of literacy in the verses of the Qur'an as confirmed by Mahmud Yunus. The results show that many verses of the Qur'an emphasise the importance of literacy, for example through the command to read (iqra'), write with a pen (qalam), and think critically about social reality and natural phenomena. Literacy in this perspective is seen as an important instrument for discovering new knowledge, developing traditional records, and building a culture of reflective thinking in society. Thus, literacy education based on the Qur'an can be the main foundation for Muslims in facing the challenges of the times while maintaining the relevance of Islamic teachings in modern life.

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