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Tantangan Pluralisme Agama Terhadap Tujuan Pendidikan Agama Islam pada Sekolah Menengah Atas di Indonesia Gunadi, Fahrul; Sassi, Komarudin
Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman Vol. 12 No. 2 (2024): Desember
Publisher : INSTITUT AGAMA ISLAM BANI FATTAH (IAIBAFA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/tafaqquh.v12i2.3154

Penelitian ini mengkaji tantangan pluralisme agama terhadap pendidikan agama Islam di sekolah menengah tingkat atas di Indonesia. Dengan menggunakan pendekatan kualitatif dan desain studi kasus, penelitian ini melibatkan siswa, guru, dan orang tua dari berbagai latar belakang agama. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen. Hasil penelitian menunjukkan bahwa tantangan utama yang dihadapi termasuk radikalisasi pemahaman agama, kurikulum yang kaku, dan sikap intoleran di kalangan siswa. Untuk mengatasi tantangan tersebut, diperlukan pendekatan pengajaran yang inklusif, penyediaan sumber belajar yang variatif, dan pelatihan untuk guru. Penelitian ini diharapkan dapat memberikan kontribusi terhadap pengembangan kurikulum pendidikan agama yang lebih relevan dengan kebutuhan masyarakat yang plural. Kata kunci: Pluralisme Agama Pendidikan Agama Islam Sekolah Menengah Toleransi Inklusivitas Abstract:This study examines the challenges of religious pluralism on Islamic education in senior high schools in Indonesia. Using a qualitative approach and case study design, the research involves students, teachers, and parents from various religious backgrounds. Data were collected through in-depth interviews, participatory observations, and document analysis. The findings indicate that the main challenges include the radicalization of religious understanding, rigid curricula, and intolerant attitudes among students. To address these challenges, an inclusive teaching approach, diverse learning resources, and teacher training are essential. This research is expected to contribute to the development of a curriculum that is more relevant to the needs of a pluralistic society. Keywords: Religious Pluralism Islamic Education Senior High School Tolerance Inclusivity

Relevansi Surah An-Nur Ayat 31 Terhadap Konsep Modest Fashion: Persfektif Tafsir Maudu’i Masnila, Masnila; Sassi, Komarudin
Hamalatul Qur'an : Jurnal Ilmu Ilmu Alqur'an Vol. 6 No. 2 (2025): December 2025
Publisher : Pondok Pesantren Hamalatul Qur'an Jogoroto Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/hq.v6i2.568

The modest fashion phenomenon continues to experience significant development among Muslim women. This topic remains relevant because it touches on issues of identity, religious values, and the influence of contemporary lifestyles. This study aims to explore the relevance of Surah An-Nur verse 31 to the modest fashion trend using the maudhū‘i (thematic) interpretation approach. The verse is used as a basis for understanding the concept of aurat, modesty, and the construction of Muslim women’s identity in a modern social context. This study uses a qualitative method with a library research approach, which involves text analysis of the verses of the Qur’an, linguistic study of key words in Surah An-Nur verse 31, and a review of the interpretations of classical and contemporary mufassirs such as Al-Qurṭubī, Ibn Katsīr, and M. Quraish Shihab. The data is studied descriptively-analystically to reveal the normative and ethical values contained in the verse. The results of the study show that Surah An-Nur verse 31 not only contains legal provisions regarding the limits of aurat, but also contains deep moral and spiritual messages. This verse provides a normative and aesthetic basis for forming an authentic Islamic clothing identity. In the context of modest fashion, these values can be used as a reference to create a balanced fashion style between religiosity and aesthetics. However, challenges arise from the commercial side that have the potential to obscure the spiritual meaning of the concept of Islamic clothing. Therefore, the values of the Qur'an need to be used as the main foundation in the practice and production of modern Muslim clothing.

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

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

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

Rekonstruksi Kontekstual Poligami Era Kontemporer: (Studi Tematik QS. An-Nisa ayat 3) Megasari, Septi; Sassi, Komarudin
BASHA'IR: JURNAL STUDI AL-QUR'AN DAN TAFSIR Vol 5 No 2 (2025): Basha'ir: Jurnal Studi Al-Quran dan Tafsir
Publisher : Prodi Ilmu Al-Qur'an dan Tafsir

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/bashair.v5i2.5671

Polygamy constitutes one of the most critical issues in the discourse of Islamic family law and continues to generate debate, particularly with regard to the principles of justice and the protection of women. Qur’an Surah An-Nisa (4):3 is often understood textually as providing absolute legitimacy for the practice of polygamy. Such an understanding, however, frequently neglects the historical and social context as well as the moral message of the Qur’an, which emphasizes justice and rahmah (compassion). In contemporary realities, the practice of polygamy not infrequently results in injustice and increased vulnerability for women and children. This study employs a qualitative method using thematic (maudhu‘i) and contextual approaches to Qur’anic interpretation. The analysis focuses on Surah An-Nisa (4):3 by situating it within the framework of maqāṣid al-sharī‘ah, particularly the protection of life, human dignity, and social justice. The findings indicate that polygamy in the Qur’an is not a normative command but rather a conditional social solution that emerged from a context aimed at protecting vulnerable groups, such as orphans and women. The requirement of justice constitutes a fundamental prerequisite, which the Qur’an itself acknowledges as difficult to realize perfectly. Therefore, the practice of polygamy devoid of justice and rahmah stands in contradiction to the core values of Islam. This study underscores the importance of a critical and humanistic reinterpretation to ensure that Qur’anic teachings remain relevant and just within contemporary society.

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.

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