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All Journal Medina-Te : Jurnal Studi Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab Al-Bayan: Jurnal Ilmu al-Qur'an dan Hadist Journal of Community Development Jurnal Kajian Islam dan Sosial Keagamaan
Enjang Burhanudin Yusuf
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Religion Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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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

Abstract

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

Abstract

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.
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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Abstract

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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Abstract

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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Abstract

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

Abstract

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

Abstract

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.  
Pendekatan Dialogis Pada Pendidikan Islam dalam Surat Luqman Perspektif Tafsir Al-Maraghi Dinda Ayu Riskiana Riskiana; Enjang Burhanudin Yusuf; Helmi Salma Labibah; Siti Muzayinah
Al-Bayan: Jurnal Ilmu al-Qur'an dan Hadist Vol 9 No 1 (2026): Januari
Publisher : LPPM Sekolah Tinggi Ilmu Al-Qur'an Wali Songo Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35132/albayan.v9i1.1825

Abstract

The negative impacts of the Industrial Revolution 4.0 include a crisis in human morality. This condition can lead to problems related to technology and knowledge, making it a significant challenge for educators. In fact, Islam has already provided guidance on how to educate children; however, rapid technological development has caused educators to pay less attention to children's education, particularly in aspects of aqidah (faith), akhlaq (morality), and muamalah (social conduct). The concept of child education recommended in Islam is found in the Qur'an, specifically in Surah Luqman verses 13–19, which describe how Luqman al-Hakim sets an example for his children in instilling moral values through a dialogical approach. This study aims to examine the moral messages of Luqman al-Hakim contained in Surah Luqman and to explore Islamic education from a moral perspective. The results of the study show that there are four moral messages in Surah Luqman in accordance with Islamic education: instilling aqidah in children, teaching gratitude, encouraging devotion to Allah and respect for parents, habituating righteous deeds, and teaching noble character and proper ethics in social interactions.
Integrasi Platform Morfologi Komputasional sarf.one dalam Pembelajaran Sharf: Analisis Capaian Kognitif dan Dinamika Motivasi Mahasiswa Muhammad Rasyid Ridha; Banna Irfan Ibadillah; Hana Ayu Amalia; Khoirin Nikmah; Enjang Burhanudin Yusuf; Ahmad Mudzakkir Hamzah
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6535

Abstract

Arabic morphology (Sharf) is highly complex and opaque, frequently overloading the cognitive capacity of non-native learners. Instruction dominated by conventional rote learning methods is highly susceptible to triggering academic burnout and demotivation. This study employed a mixed-methods, quasi-experimental design to evaluate the effectiveness of the sarf.One computational morphology platform on students' cognitive achievement, learning motivation, and practical experiences. Participants consisted of 32 students from Universitas Muhammadiyah Purwokerto, divided into an experimental group (n=16) and a control group (n=16). Data were analyzed using ANCOVA for cognitive test scores, non-parametric tests for the Self-Determination Theory (SDT)-based motivation questionnaire, and thematic analysis for interview data. The results demonstrated that sarf.One significantly improved students' cognitive achievement (p < 0,001;  = 0,321) by functioning as a visual scaffold that offloads low-level computational burdens. In the affective domain, the intervention yielded a moderate effect size (Hedges' g = 0.534), effectively reducing anxiety and fostering learning autonomy, although statistical significance was hindered by a ceiling effect. In practice, the platform had a positive impact on students' word search speed and accuracy. However, the research implementation also revealed several challenges, such as students' initial cognitive disorientation during interface adaptation. Furthermore, the application's shortcomings, including the lack of contextual meaning features and the discrepancy between its conjugation order and local methods, caused temporary confusion. Qualitative analysis found that students positioned the platform as a complementary assistant, with the ultimate epistemic verification authority (tahqīq) remaining with the lecturer. This study concludes that sarf.one is a transformative pedagogical instrument that urgently requires future improvements, including the addition of translation features and alignment of its interface with the Nusantara tashrīf tradition.
Co-Authors Ahmad Mudzakkir Hamzah Banna Irfan Ibadillah Dinda Ayu Riskiana Riskiana Fatur Fahrezi Fatwai Nasikhah Hana Ayu Amalia Helmi Salma Labibah Irkham Auladi Khoirin Nikmah M. Slamet Yahya Marfiyah, Marfiyah Muhammad Rasyid Ridha Rahmad Rismawan Ratna Sundari Puspitosari Sarah Nur’aeni Khoiriyah Siti Muzayinah Tri Wahyuni