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Internalisasi Kitab Kuning Nadham Alala dan Aqidatul Awwam di MI al-Maarif 02 Singosari Rosyidah, Amiliya Nur; Ulum, Achmad Miftachul; Azzahra, Fatimah
ISLAMIKA Vol 6 No 4 (2024): OKTOBER
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v6i4.5436

This study aims to explore and analyze the process of internalizing the classics, especially Nadham Alala and Aqidatul Awwam, in the learning process at MI Al-Maarif 02 Singosari. This research is motivated by the challenges faced by the younger generation today, including moral degradation and religious identity crisis caused by the influence of globalization and modernization. The method used in this research is a qualitative approach with phenomenological techniques, which allows researchers to dive deeply into students' experiences through interviews, observations, and document analysis. The results showed that the classic book internalization program not only succeeded in introducing religious values to students, but also contributed significantly in shaping their noble character and morals. In addition, the study revealed that learning the Islamic classic book provides students with a better understanding of Islamic teachings, as well as increasing their enthusiasm for learning and ability to memorize. From the results of the study, it can be concluded that the internalization of the Islamic classic book is a strategic step in creating a young generation that not only excels in the academic field, but also has spiritual depth and personality in accordance with the guidance of Islamic teachings. This research is expected to contribute to the development of religious education in madrasah and become a reference for other Islamic educational institutions in implementing a curriculum based on the Islamic classic books.

PERAN PESANTREN DARUL QU’RAN WA TAHFIDZ (DAQIZH) DALAM PENGEMBANGAN TAHFIDZUL QUR’AN MAHASISWA UIN MALANG: The Role Of The Darul Qu’ran Wa Tahfidz (Daqizh) Boarding School In The Development Of Qur’an Memory Of Uin Malang Students Sahrul Maulana; Rosyidah, Amiliya Nur; Syihabuddin, M Hisyam; Ulil Fauziyah
Piwulang: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2024): edisi SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/c0e7nm44

ABSTRAK This Article's Objective is to see the role of Daqizh Islamic boarding schools which have flexible methods as a solution for memorizing the Qur'an who are also students. This research uses a qualitative approach with field research methods, and data is collected through participant observation, interviews, and documentation. The research results show that Daqizh Islamic boarding schools have an important role as a forum for developing tahfidz Al-Qur'an, especially for someone who is also a student. With its characteristic of being flexible and adapting to lecture activities, however, for students who are determined to maintain their memorization, the Daqizh Islamic boarding school is very wide open to be able to facilitate them. Tujuannya ditulis artikel untuk melihat peran pesantren Daqish yang mempunyai metode fleksibel sebagau solusi para penghafal Qur'an yang sekaligus menyandang sebagai mahasiswa. Penelitian ini menggunakan pendekatan kualitatif dengan metodefield research, dan data dikumpulkan melalui observasi partisipatif, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pesantren daqizh mempunyai peran penting sebagai wadah pengembangan tahfidz Al-Qur'an khususnya bagi seseorang yang sekaligus menyandang sebagai mahasiwa. Dengan ciri khasnya yakni fleksibel dan menyesuaikan dengan kegiatan perkuliahan, namun tetap bagi para mahasiswa yang memang sudah bertekad untuk menjaga hafalannya, maka pesantren daqizh sangat membuka lebar untuk bisa mengfasilitasi mereka Keywords: Development, Islamic Boarding School, Tahfidz, Al-Qur'an.

MENGATASI TANTANGAN INTOLERANSI DENGAN PENDIDIKAN MULTIKULTURAL DI ERA DIGITALISASI Azzahra, Fatimah; Rosyidah, Amiliya Nur
Muta'allim: Jurnal Pendidikan Agama Islam Vol 3 No 4 (2024): Muta'allim: Jurnal Pendidikan Agama Islam
Publisher : Muta'allim: Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mjpai.v3i4.13185

Intolerance is one of the main challenges in the digitalization era, where unfiltered information flows often trigger social conflict and polarization. This article aims to explore the role of multicultural education as a solution in overcoming the challenges of intolerance amid the development of digital technology. Using a qualitative approach based on literature review, this research analyzes the concept of multicultural education, the challenges of intolerance in the digital era, and relevant implementation strategies. The results show that multicultural education has great potential in shaping attitudes of tolerance, appreciating diversity, and developing cross-cultural understanding. However, its success requires the integration of digital technology, active involvement of educators, and strong policy support. This article recommends the development of a digital-based inclusive curriculum and the improvement of digital literacy as strategic steps to realize a harmonious and tolerant society. Abstrak Intoleransi menjadi salah satu tantangan utama di era digitalisasi, di mana arus informasi yang tidak terfilter seringkali memicu konflik sosial dan polarisasi. Artikel ini bertujuan untuk mengeksplorasi peran pendidikan multikultural sebagai solusi dalam mengatasi tantangan intoleransi di tengah perkembangan teknologi digital. Dengan pendekatan kualitatif berbasis kajian pustaka, penelitian ini menganalisis konsep pendidikan multikultural, tantangan intoleransi di era digital, serta strategi implementasi yang relevan. Hasil kajian menunjukkan bahwa pendidikan multikultural memiliki potensi besar dalam membentuk sikap toleransi, menghargai keberagaman, dan mengembangkan pemahaman lintas budaya. Namun, keberhasilannya memerlukan integrasi teknologi digital, keterlibatan aktif para pendidik, serta dukungan kebijakan yang kuat. Artikel ini merekomendasikan pengembangan kurikulum inklusif berbasis digital dan peningkatan literasi digital sebagai langkah strategis untuk mewujudkan masyarakat yang harmonis dan toleran.

Strategic Adaptation and Resilience: Islamic Education's Response to Colonialism in Indonesia Azzahra, Fatimah; Rosyidah, Amiliya Nur; Firmansyah, Rizky; Supriyatno, Triyo
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-06

This study examines the strategic responses of Islamic educational institutions—particularly pesantren and madrasah—to the socio-political structures imposed by Dutch colonial rule in Indonesia. Employing a qualitative historical-analytical methodology, the research draws on primary archival sources and secondary historiographical literature to explore how Islamic education functioned as a site of resistance and adaptation. The findings reveal four dominant themes: first, the modernization of Islamic education as a form of intellectual resistance, wherein reformist organizations like Muhammadiyah integrated secular subjects and structured pedagogies to cultivate an intellectually competitive Muslim generation; second, the consolidation of traditional institutions as cultural fortresses, as seen in Nahdlatul Ulama’s efforts to strengthen pesantren and preserve religious orthodoxy; third, the mobilization of women through education, particularly through the efforts of ‘Aisyiyah, as a strategy for moral reform and national identity formation; and fourth, the internalization of nationalist values through character education, positioning pesantren and madrasah as crucibles of civic responsibility and anti-colonial consciousness. These findings underscore that Islamic education during the colonial period was not merely a religious endeavor but a multidimensional force for cultural resilience and political mobilization. Theoretically, the study contributes to the discourse on education as a nonviolent strategy of resistance under colonialism, while practically offering insights for contemporary education policy in Indonesia. However, the study is limited by its reliance on secondary sources, which may overlook local variations and grassroots dynamics. Further research incorporating oral histories and archival case studies is recommended to enrich our understanding of the lived experiences and post-colonial legacies of these institutions.

Strategic Adaptation and Resilience: Islamic Education's Response to Colonialism in Indonesia Azzahra, Fatimah; Rosyidah, Amiliya Nur; Firmansyah, Rizky; Supriyatno, Triyo
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-06

This study examines the strategic responses of Islamic educational institutions—particularly pesantren and madrasah—to the socio-political structures imposed by Dutch colonial rule in Indonesia. Employing a qualitative historical-analytical methodology, the research draws on primary archival sources and secondary historiographical literature to explore how Islamic education functioned as a site of resistance and adaptation. The findings reveal four dominant themes: first, the modernization of Islamic education as a form of intellectual resistance, wherein reformist organizations like Muhammadiyah integrated secular subjects and structured pedagogies to cultivate an intellectually competitive Muslim generation; second, the consolidation of traditional institutions as cultural fortresses, as seen in Nahdlatul Ulama’s efforts to strengthen pesantren and preserve religious orthodoxy; third, the mobilization of women through education, particularly through the efforts of ‘Aisyiyah, as a strategy for moral reform and national identity formation; and fourth, the internalization of nationalist values through character education, positioning pesantren and madrasah as crucibles of civic responsibility and anti-colonial consciousness. These findings underscore that Islamic education during the colonial period was not merely a religious endeavor but a multidimensional force for cultural resilience and political mobilization. Theoretically, the study contributes to the discourse on education as a nonviolent strategy of resistance under colonialism, while practically offering insights for contemporary education policy in Indonesia. However, the study is limited by its reliance on secondary sources, which may overlook local variations and grassroots dynamics. Further research incorporating oral histories and archival case studies is recommended to enrich our understanding of the lived experiences and post-colonial legacies of these institutions.

Happiness in Al-Farabi’s Thought: Implications for Islamic Educational Philosophy Azzahra, Fatimah; Barizi, Ahmad; Rosyidah, Amiliya Nur; Fahmi Fadilah; Zuhro, Fa'izah Darotul
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-10

Abstract: This study examines Al-Farabi’s concept of happiness (al-sa‘adah) and analyzes its relevance within the framework of Islamic educational philosophy. The research employs a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and transparent synthesis. From an initial pool of 1,750 records identified across academic databases such as Google Scholar and ResearchGate, 30 high-quality peer-reviewed studies published between 2000 and 2025 were selected based on strict inclusion criteria. Data were analyzed using manual thematic analysis following the six-stage Braun and Clarke model, with inter-rater reliability validated by two reviewers (Cohen's Kappa > 0.75). The findings indicate that Al-Farabi views happiness as the ultimate aim of human existence, attainable through the perfection of intellect, ethics, and spirituality. True happiness is described not as material prosperity but as a stable inner state achieved through the union of the human intellect with the active intellect (‘aql al-fa‘al). From an educational perspective, this concept underscores the need for a holistic Islamic education model that integrates intellectual development with moral and spiritual cultivation. The study also highlights the implications of Al-Farabi’s Madinah al-Faḍilah, which illustrates that individual happiness is inseparable from a just, ethical, and well-governed society. Nevertheless, this study is limited by its reliance on textual interpretation and the absence of empirical analysis. Future research is recommended to explore the practical application of Al-Farabi’s ideas in contemporary Islamic educational institutions and to examine their impact through empirical or mixed-method approaches.

Rekonstruksi Pendidikan Islam Berbasis Tasawuf Azzahra, Fatimah; Hasan, Gus Nafi Unnur; Mustafa, Labib; Ghifari, Reza Iqbal; Alfaraby, Figo Zulfan; Rosyidah, Amiliya Nur
Journal of Islamic Education Vol 4, No 1 (2022): Edisi Januari-Juni
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jie.v4i1.38138

This study aims to reconstruct an Islamic education paradigm grounded in Sufism as a response to the spiritual and moral crisis affecting contemporary education. In current practice, the spiritual dimension is often neglected due to the dominance of cognitive and materialistic approaches. This research uses a qualitative method through a literature study and applies Hans-Georg Gadamer’s hermeneutic analysis. The reviewed literature includes classical and contemporary works on Sufism, Islamic educational philosophy, and spiritual pedagogy. The findings reveal that core Sufi values such as repentance (taubah), patience (sabr), asceticism (zuhud), trust in God (tawakkul), and divine knowledge (ma’rifah) have significant potential in shaping spiritually grounded and ethically sound students. Integrating these values into the Islamic education curriculum can be achieved through thematic approaches, experiential learning, and reflective worship practices. Moreover, teachers are positioned not merely as instructors but as murabbi—spiritual guides who embody and model Sufi principles in daily life. This study recommends designing an Islamic education curriculum that is not only informative but also transformative, focusing on the inner development of holistic human beings (insan kamil).

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