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MENGUNGKAP WAWASAN DIMENSI ETIS-TEOLOGIS DAN ETIS-ANTROPOLOGIS DALAM PENGEMBANGAN PONDOK PESANTREN marfu'ah, siti; Sassi, Komarudin
JURNAL LENTERA [PENDIDIKAN PUSAT PENELITIAN LPPM UM METRO] Vol 10, No 2 (2025): Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro
Publisher : LPPM UM Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jlpp.v10i2.4785

This study aims to reveal the ethical-theological and ethical-anthropological dimensions in the development of Islamic boarding schools (pondok pesantren) as Islamic educational institutions that play a strategic role in shaping studentsâ€™ character and promoting social transformation. Using a qualitative-descriptive approach and an interpretive paradigm, this research examines how theological and humanistic values are integrated into the educational system of pondok pesantren and the life of the Muslim community. The findings indicate that the ethical-theological dimension is rooted in the principle of tawhid as the spiritual and moral foundation of all educational activities within the pesantren. Meanwhile, the ethical-anthropological dimension is manifested through social and cultural practices that emphasize respect for humanity, daâ€™wah lil-ummah (preaching for the community), solidarity, and the responsibility of civilizational development. Both dimensions form a model of theocentric-anthropocentric humanism, representing a balanced integration between spirituality and humanity. The pesantren thus functions not only as an institution for transmitting religious knowledge but also as an agent of moral and social transformation relevant to the challenges of modernity. The integration of ilahiyyah values as the ethical-theological dimension and insaniyyah values as the ethical-anthropological dimension positions the pesantren as a model of holistic Islamic education aimed at nurturing God-conscious, knowledgeable, and civilized human beings.

Integrating Educational Philosophy into the Development of Islamic Education Practices in the Modern Era Aini, Nurul; Sassi, Komarudin
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.934

This study aims to examine the integration of educational philosophy in the development of Islamic education practices in the modern era, characterized by social, cultural, and technological changes. Islamic education is not only focused on knowledge transfer but also on the cultivation of moral character and holistic personality development. However, global dynamics require a new paradigm that can uphold core Islamic values while remaining adaptive to contemporary generational needs. This study employs a qualitative descriptive-analytical approach through literature review and contextual analysis. Data were collected from educational philosophy literature—including Perennialism, Essentialism, Progressivism, Existentialism, Reconstructionism, Pragmatism, Constructivism, Idealism, and Realism—as well as the thoughts of prominent Islamic education scholars. Analysis was conducted by relating philosophical ideas to Islamic educational principles emphasizing the integration of faith, knowledge, and practice. The results indicate that Islamic education should combine timeless values aligned with Perennialism and Idealism with adaptive approaches offered by Progressivism, Constructivism, and Reconstructionism. This integration strengthens spiritual, intellectual, and life skills while fostering critical, creative, and collaborative thinking. Thus, Islamic education functions not only as a preserver of scholarly tradition but also as a transformative, solution-oriented, and globally competitive force

Konsep Ikhlas dalam Al-Qur’an: Analisis Tematik-Komparatif QS. Az-Zumar ayat3 dan QS. Al-Ikhlas ayat 4 dalam Perspektif Tafsir Klasik Sholikhah, Virdatus; Sassi, Komarudin; ., .
Tatar Pasundan: Jurnal Diklat Keagamaan Vol 19, No 2 (2025): Tatar Pasundan: Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38075/tp.v19i2.585

This article examines the concept of ikhlas (sincerity) in the Qur’an through a thematic-comparative analysis of QS. Az-Zumar (39):3 and QS. Al-Ikhlas (112):4, drawing on classical Qur’anic exegesis, particularly that of Ibn Kathir, with supporting references to Ath-?abari and Al-Qur?ubi. The study aims to analyze ikhlas as a fundamental principle of tauhid that encompasses both the practical dimension of religious action (fi‘liyyah) and the doctrinal dimension of belief (i‘tiq?diyyah), and to clarify their integrative relationship within Islamic spirituality. Employing a qualitative library-based research design, this study applies thematic and comparative tafsir analysis to explore the theological meanings of the selected verses. The findings indicate that QS. Az-Zumar (39):3 emphasizes ikhlas as the purification of worship from intermediaries and non-divine orientations, while QS. Al-Ikhlas (112):4 affirms the absolute oneness and incomparability of God as the theological foundation of sincere faith. Together, these verses construct a comprehensive understanding of ikhlas that remains relevant for addressing contemporary religious challenges, including digital ostentation, the cult of religious figures, and the transactionalization of worship. This study concludes that ikhlas is not merely an inner disposition of intention, but a direct manifestation of pure monotheism in both belief and religious practice. Keywords: Ikhlas; Tauhid; Thematic Tafsir; QS. Az-Zumar (39):3; QS. Al-Ikhlas (112):4

Ontological Analysis of the Essence of Education: The Relationship between God, Man and Nature Kusairi, Komarudin; sassi, Komarudin
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1837

This paper examines the essence of education from an ontological perspective by analyzing the fundamental relationship between God, human beings, and nature. Using an ontological-philosophical approach and library research, this study draws on classical and contemporary literature in philosophy of education, metaphysics, and epistemology. The analysis shows that education is not merely a process of knowledge transmission, but a humanizing and transcendental endeavor that integrates divine values, human potential, and the natural order. Ontology-based education positions humans as rational and spiritual beings with ethical and ecological responsibility as part of divine purpose. The study concludes that education should be reformulated toward an integrative and holistic paradigm that unites spiritual, intellectual, and ecological dimensions.

Historitas Dualisme Peran Lembaga Negara dan Agama dalam Sistem Pendidikan di Jerman Adytiya, Adytiya; Sassi, Komarudin
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 6: Oktober 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i6.5514

Penelitian ini menelusuri historitas dualisme peran lembaga negara dan agama dalam sistem pendidikan di Jerman. Melalui analisis historis, penelitian ini mengungkap bagaimana kedua lembaga ini telah saling berinteraksi, berkolaborasi, dan bahkan berkonflik dalam membentuk sistem pendidikan Jerman sejak masa kekaisaran hingga era modern. Dengan latar belakang yang komplek, dimana gereja dan Negara sama-sama memainkan peran penting dalam pendidikan. Penelitianm ini mengkaji bagaimana hubungan keduanya berubah seiring waktu. Fokus utama adalah pada perkembangan pasca perang dunia II, dimana prinsip-prinsip demokratisasi dan sekularisasi membentuk lanskap pendidikan baru. Selain itu dalam penelitian ini juga membahas tentang kontemporer yang dihadapi oleh system pendidikan Jerman. Seperti multikultralisme dan globalisasi, serta bagaimana hal ini mempengaruhi peran Negara dan agama dalam pendidikan.

Studi Komparasi Dimensi-Dimensi Kesabaran Profetik QS. Al-Qalam: 48 Berdasarkan Perspektif Mufassir Al-Tabari dan Quraish Shihab Yulianti, Nonik; Sassi, Komarudin
Indo-MathEdu Intellectuals Journal Vol. 7 No. 3 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i3.5446

Penelitian ini bertujuan untuk menganalisis dan membandingkan dimensi kesabaran profetik dalam QS. Al-Qalam ayat 48 berdasarkan perspektif tafsir klasik dan kontemporer. Pendekatan yang digunakan adalah kualitatif dengan jenis penelitian kepustakaan (library research) serta metode tafsir muqaran (komparatif). Sumber data primer berupa tafsir Jāmi‘ al-Bayān karya Al-Tabari dan Tafsir Al-Misbah karya M. Quraish Shihab, sedangkan data sekunder berasal dari literatur ilmiah mutakhir. Hasil penelitian menunjukkan bahwa kesabaran dalam QS. Al-Qalam ayat 48 merupakan konsep multidimensional yang mencakup aspek teologis, psikologis, dan sosial. Dalam perspektif Al-Tabari, kesabaran dimaknai sebagai kepatuhan total terhadap ketetapan Allah yang berfungsi sebagai stabilisasi iman dan ketahanan spiritual. Sementara itu, Quraish Shihab memaknai kesabaran secara kontekstual sebagai kemampuan pengendalian diri, adaptasi psikologis, serta strategi menghadapi dinamika sosial modern. Analisis komparatif menunjukkan adanya pergeseran epistemologis dari pendekatan normatif-teologis menuju kontekstual-transformatif. Namun demikian, kedua perspektif bersifat komplementer dan dapat disintesiskan menjadi model kesabaran profetik yang integratif. Penelitian ini menegaskan bahwa kesabaran Qur’ani memiliki relevansi signifikan dalam membangun resiliensi individu dan harmoni sosial di tengah krisis modern

Eksplorasi Nilai-Nilai Pendidikan dalam Huruf Muqaṫṫa‘Ah Surat Yasin (يس) dan Implikasinya terhadap Kurikulum Pembelajaran PAI Damayanti, Dina; Sassi, Komarudin
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.37594

Huruf muqaṪṪa‘ah yang membuka Surat Yasin (QS. 36: 1), yaitu Yā Sīn (يس), merupakan fenomena linguistik Al-Qur’an yang selama ini lebih banyak dikaji dari sudut pandang tafsir dan linguistik semata, namun belum banyak ditelaah dalam perspektif pendidikan Islam, khususnya sebagai sumber nilai-nilai yang relevan bagi kurikulum Pendidikan Agama Islam (PAI). Artikel ini bertujuan untuk: (1) menganalisis penafsiran mufassir klasik dan kontemporer terhadap huruf muqaṪṪa‘ah dalam Surat Yasin melalui pendekatan tafsir ijmali; (2) menggali nilai-nilai pendidikan yang terkandung di dalamnya; dan (3) mengimplikasikannya dalam pengembangan kurikulum dan pembelajaran PAI, khususnya bagi guru PAI. Metode yang digunakan adalah kajian pustaka dengan pendekatan tafsir ijmali (tafsīr ijmālī) yang diintegrasikan dengan teori kurikulum pendidikan Islam. Hasil kajian menemukan tiga nilai pendidikan utama yang terkandung dalam huruf muqaṪṪa‘ah Surat Yasin, yaitu: nilai tawadhu’ intelektual (intellectual humility), nilai perhatian penuh (mindful learning), dan nilai i‘jāz sebagai stimulus rasa ingin tahu peserta didik. Ketiga nilai ini memiliki relevansi tinggi untuk diintegrasikan ke dalam desain kurikulum PAI dan kompetensi pedagogis guru PAI dalam membangun suasana pembelajaran yang reflektif dan bermakna.

Mendeteksi Figur Teladan Ulul Albab Kontemporer dalam Pengembangan Peradaban Islam: Tinjauan QS. Shad Ayat 29 Tasrudin, Tasrudin; Sassi, Komarudin
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.37690

Penelitian ini bertujuan untuk mendeteksi dan mengidentifikasi ciri-ciri figur teladan ulul albab kontemporer dalam konteks pengembangan peradaban Islam berdasarkan tinjauan QS. Shad ayat 29. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan tafsir tematik (maudhu'i) yang berfokus pada kajian mendalam terhadap teks al-Quran, hadis, dan literatur pendidikan Islam kontemporer. Hasil penelitian menunjukkan bahwa ulul albab kontemporer memiliki empat karakteristik utama: (1) kecerdasan intelektual yang dibarengi dengan dzikir dan tafakkur; (2) kemampuan sintesis antara ilmu agama dan ilmu sains-teknologi; (3) komitmen transformatif terhadap peradaban Islam; dan (4) keteladanan akhlak dalam kehidupan sosial. Figur-figur seperti Harun Yahya (Adnan Oktar), Tariq Ramadan, Yusuf al-Qaradawi, Naquib al-Attas, dan Fazlur Rahman menjadi representasi kontemporer dari konsep ulul albab yang dapat dideteksi melalui kontribusi ilmiah, moral, dan peradaban mereka. Penelitian ini menegaskan bahwa pengembangan peradaban Islam membutuhkan figur ulul albab yang tidak hanya cerdas secara kognitif, tetapi juga memiliki integritas spiritual dan visi peradaban yang jelas.

Integrating Educational Philosophy into the Development of Islamic Education Practices in the Modern Era Aini, Nurul; Sassi, Komarudin
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.934

This study aims to examine the integration of educational philosophy in the development of Islamic education practices in the modern era, characterized by social, cultural, and technological changes. Islamic education is not only focused on knowledge transfer but also on the cultivation of moral character and holistic personality development. However, global dynamics require a new paradigm that can uphold core Islamic values while remaining adaptive to contemporary generational needs. This study employs a qualitative descriptive-analytical approach through literature review and contextual analysis. Data were collected from educational philosophy literature—including Perennialism, Essentialism, Progressivism, Existentialism, Reconstructionism, Pragmatism, Constructivism, Idealism, and Realism—as well as the thoughts of prominent Islamic education scholars. Analysis was conducted by relating philosophical ideas to Islamic educational principles emphasizing the integration of faith, knowledge, and practice. The results indicate that Islamic education should combine timeless values aligned with Perennialism and Idealism with adaptive approaches offered by Progressivism, Constructivism, and Reconstructionism. This integration strengthens spiritual, intellectual, and life skills while fostering critical, creative, and collaborative thinking. Thus, Islamic education functions not only as a preserver of scholarly tradition but also as a transformative, solution-oriented, and globally competitive force

Paradigma Reinterpretasi Konsep سِتَّةَ أَيَّامٍ dalam QS. Hud: 7 dan Relevansinya dengan Konsep سَبْعَةُ أَيَّامٍ dalam Budaya Kontemporer Solihin, Solihin; Sassi, Komarudin
Indo-MathEdu Intellectuals Journal Vol. 7 No. 4 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i4.6646

QS. Hud: 7 mentions the phrase سِتَّةَ أَيَّامٍ (six days or six periods) in the context of the creation of the heavens and the earth, which has long been the object of study by commentators, both classical and contemporary. On the other hand, the concept of سَبْعَةُ أَيَّامٍ (seven days) has been deeply rooted in global culture as a week system that regulates the rhythm of modern human life. This study aims to analyze the paradigm of reinterpretation of سِتَّةَ أَيَّامٍ in QS. Hud: 7 and other similar verses, such as QS. al-A‘raf: 54, QS. Yunus: 3, QS. al-Furqan: 59, QS. al-Sajdah: 4, QS. Qaf: 38, and QS. al-Hadid: 4, using the perspective of tafsir mawḍū‘ī, scientific, and contextual, while examining its relevance to the concept of seven days in contemporary culture. This study uses a descriptive qualitative approach through library research based on tafsir mawḍū‘ī, and integrates Nurcholish Madjid's thoughts in his work Islam, Doctrine and Civilization as a theological basis. The results of the analysis show that the term أَيَّام in QS. Hud: 7 does not refer to a twenty-four-hour calendar day, but rather to a cosmological phase or stage that is in accordance with the findings of modern science. In addition, this study found an epistemological bridge between the concept of six periods of creation in the Qur'an and the universal seven-day week system. This integrative reinterpretation provides a more contextual theological foundation for Muslims in understanding the concept of time and the week system used in contemporary life

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