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All Journal ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Al-Khidmah : Jurnal Pengabdian Kepada Masyarakat Demagogi: Journal of Social Sciences, Economics and Education Maklumat: Journal of Da'wah and Islamic Studies INTERDISIPLIN: Journal of Qualitative and Quantitative Research Masagi: Jurnal Pendidikan Karakter Kasyafa: Jurnal Pendidikan Agama Islam Classroom: Journal of Islamic Education Public Service: Jurnal Ilmu Sosial dan Pendidikan Tilawah: Journal of Al-Qur'an Studies Al-Iffah: Journal of Islamic Sciences Research Responsive: Jurnal Manajemen Pendidikan Islam Al-Abqori: Journal of Islamic Thought Studies
Maspuroh
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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The Meaning of Islamic Educational Institutions Maspuroh; Tita Sumiati; Mohammad Nabiel Hadie Alfan; Nuri Handayani; Sahrul Ramadhan
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i1.16

Abstract

Islamic educational institutions have an important role in shaping the character and morals of the younger generation. Islamic education, known as tarbiyah, focuses on the development of individual potential both intellectually and spiritually. This aims to create a society that is not only academically intelligent but also has high morals. Islamic education has a deep philosophical foundation, covering aspects of ontology, epistemology and axiology. In this context, education is not only seen as a process of transferring knowledge, but also as an effort to instill moral and ethical values ​​in accordance with Islamic teachings. The history of Islamic education began from the time of the Prophet Muhammad to the present, with significant developments in methods, materials, and places of education. In the modern period, Islamic education began to integrate general knowledge with religious teachings to prepare the younger generation to face global challenges. In facing the challenges of modernization and globalization, Islamic education must be able to adapt without losing its identity. The integration of religious values ​​and knowledge is the key to creating a strong and characterful generation.
The Nature of Educators from the Perspective of Islamic Educational Philosophy Maspuroh; Silvi Sofiatul Alawiyah; Siti Rubaiah; Muhammad Imam Akhfas; Siti Alsa’adah
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v1i2.18

Abstract

Educators are people who are entrusted and have responsibility in the afterlife in educating, guiding, directing and delivering students to happiness in the afterlife. An educator not only provides knowledge to his students but also provides knowledge on how to educate his students to become good people. Therefore, to become a quality educator, one must have the same criteria as Muslim educators. The aim of this journal is to understand the essence of the role of educators from the perspective of the philosophy of Islamic religious education. This journal explores the meaning of educator in the context of Islamic education, using several terms in Arabic such as mu'allim, mu'addib, and murabbi.
The Meaning of Evaluation of Islamic Religious Education Maspuroh; Husnul Khotimah; Irma Yuliana Nurhikmah; Salsabila Mutmainnah; Wisnu Mubarok
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v1i2.26

Abstract

Evaluation in Islamic education serves several key purposes, primarily to ensure the effectiveness and quality of the educational process in institutions that focus on imparting Islamic values. The evaluation process in Islamic education is crucial for confirming that educational activities align with Islamic teachings and principles. This involves structured assessments aimed at tracking progress, identifying gaps, and fostering continuous improvement across all areas of the educational experience. The evaluation encompasses students’ cognitive, affective, and psychomotor domains. The evaluation system must be comprehensive and ongoing.
The Nature of Science and Its Role in the Formation of the Modern Knowledge Paradigm Maspuroh; Ali Malkan Amin; Ajeng Purnama Dewi; Euis Siti Solihah; Nabila Aulia Putri; Salsa Larasati; Siti Maulidah
INTERDISIPLIN: Journal of Qualitative and Quantitative Research Vol. 1 No. 6 (2024)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/interdisiplin.v1i6.85

Abstract

Science is a conscious effort to research, search, and improve human understanding of various aspects of reality in the human field. These aspects are limited by accurate formulas of words. Science provides confidence, limiting the level of opinion and confidence in science derived from its restrictions. Specific scientific fields. Considered from the point of view of philosophy, science is formed because people try to think that they have knowledge. Science is a product of Istemology. Science is a conscious effort to explore and discover various aspects of the reality of the human world and to improve human understanding. These aspects are limited by accurate formulas of words. Science gives confidence, limits its views, and gains confidence in science from its limitations.
Membangun Generasi Madani: Perspektif Islam tentang Peran dan Tanggung Jawab Masyarakat dalam Pendidikan: Siti Nurhasanah Habibah; Maspuroh; Sinta Nurjanah; Faiz Fahmi
Masagi: Jurnal Pendidikan Karakter Vol 2 No 1 (2025): Masagi: Jurnal Pendidikan Karakter
Publisher : UPT Publikasi Ilmiah UNISBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/masagi.v2i1.5688

Abstract

Pendidikan merupakan pilar utama pembangunan masyarakat berkeadaban. Dalam Islam, pendidikan tidak hanya bertujuan mentransfer ilmu, tetapi juga membentuk karakter dan nilai-nilai keislaman yang kokoh. Penelitian ini mengkaji peran dan tanggung jawab masyarakat dalam pendidikan dari perspektif Islam, dengan fokus pada pembentukan generasi madani, yaitu individu berpengetahuan, berakhlak mulia, dan berkontribusi positif pada masyarakat Islami yang beradab. Penelitian menggunakan pendekatan kualitatif dengan metode kajian literatur dari buku, artikel jurnal, dan laporan penelitian. Teknik analisis meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil analisis menunjukkan bahwa pendidikan merupakan tanggung jawab kolektif yang melibatkan keluarga, sekolah, dan masyarakat. Kolaborasi antar elemen ini penting untuk menciptakan lingkungan pendidikan kondusif. Penelitian ini menegaskan perlunya sinergi berlandaskan nilai Islami, seperti gotong royong, keteladanan, dan tanggung jawab sosial, dalam membangun generasi madani. Rekomendasi penelitian ini mencakup pengembangan program kolaboratif yang melibatkan semua pihak terkait guna mendukung keberhasilan pendidikan yang komprehensif.
Paradigma Islam Sebagai Alat Analisis Konsep-Konsep Pendidikan Islam: Ilmu Pendidikan Islam Nursilah, Nina; Saripudin, Uus; Maspuroh; Noni Salsabila; Fitri Wulandari
Masagi: Jurnal Pendidikan Karakter Vol 2 No 1 (2025): Masagi: Jurnal Pendidikan Karakter
Publisher : UPT Publikasi Ilmiah UNISBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/masagi.v2i1.5794

Abstract

Paradigma Islam sebagai alat analisis konsep-konsep pendidikan Islam menawarkan pendekatan holistik yang mengintegrasikan nilai-nilai spiritual, moral, dan intelektual dalam proses pendidikan. Berakar pada prinsip tauhid dan akhlak, paradigma ini menempatkan pendidikan sebagai sarana untuk membentuk insan kamil, yaitu manusia yang seimbang dalam aspek spiritual, intelektual, dan moral. Tujuan dari penelitian ini adalah untuk mengetahui Paradigma Islam sebagai alat analisis konsep-konsep pendidikan Islam. Penelitian ini menggunakan pendekatan kualitatif, dengan metode studi pustaka yaitu dengan mengkaji dan menganalisis berbagai literatur yang relevan terkait paradigma Islam dan konsep-konsep pendidikan Islam. Sumber data dari dokumentasi yang berasal dari buku dan jurnal-jurnal ilmiah yang berkaitan dengan objek penelitian. Metode dokumentasi pada penelitian ini dengan cara mengumpulkan data, menganalisis data sesuai dengan teori untuk memperoleh kesimpulan.  Hasil penelitian menunjukan bahwa melalui pendekatan pendidikan berbasis keteladanan, dialog sehat, dan penyucian jiwa, paradigma Islam memberikan solusi untuk menciptakan generasi berkarakter dan berakhlak mulia yang mampu bersaing di tingkat global tanpa kehilangan identitas spiritualnya. 
The Concept of Educators in Islam: An Integrative Study of the Quran and Hadith on Ethics and Virtue Yolanda Septiani; Maspuroh; Siti Ajijah; M. Agung Febriansyah; Nessa Sri Neda; M. Syukron
ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 4 No. 2 (2025): Islamic Education and Early Childhood Innovation
Publisher : STIT Attaqwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/attaqwa.v4i2.123

Abstract

The study of various ways of delivering educational material can be traced back to sources of Islamic law, known as the Al-Quran and Hadist views on the object of education. The urgency of this research is to prove that the Al-Quran dan Hadist provides important insights not only for people who are knowledgeable, but also want to put their knowledge into practice. It is said to be an Overview of the Al-Quran because the study of this method does not necessarily follow the pronunciation of the tariqah in the Al-Quran, but rather verses without the pronunciation of the tariqah but the meaning contains an educational pronunciation. This research uses qualitative research methods with inductive document analysis techniques. The results of this research show that becoming an educator is not easy, there are several characteristics that are requirements for becoming an educator. However, Allah and Rasulullah greatly prioritized an educator. There are many promises from Allah in the Al-Quran and hadist about the glory of an educator, teacher, scholar, and people who want to put their knowledge into practice.
The Nature of Knowledge in the Context of Islamic Educational Philosophy Ahmad Fauzan; Maspuroh; Fahir Ali; Tia Esapitri; Yopa Nurlaela
INTERDISIPLIN: Journal of Qualitative and Quantitative Research Vol. 2 No. 3 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/interdisiplin.v2i3.82

Abstract

This article discusses the nature of science in the context of Islamic educational philosophy using the literature method. Science is not only understood as a collection of facts, but as a process that involves the mind, heart and senses. Through a critical approach, this research identifies sources of knowledge which include insaniyah, qauliyah, and kauniyah verses in achieving the ultimate goal of the search for marifatullah knowledge or knowledge about Allah.
Dimensions of Philosophy of Science and the History of its Development Fajar Solihin; Maspuroh; Maya Mardiana; Siti Fitria Firmansyah
INTERDISIPLIN: Journal of Qualitative and Quantitative Research Vol. 2 No. 3 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/interdisiplin.v2i3.83

Abstract

Philosophy of science is a discipline that studies the foundations of scientific knowledge by considering various important dimensions.The cultural dimension examines how social values and norms influence the development and acceptance of science.The historical dimension examines the evolution of science over time,including changes in scientific paradigms.The humanitarian dimension evaluates the impact of science on people’s lives,including the benefits as well as the ethical dilemmas that arise.The reaction dimension addresses criticism of scientific community’s response to skepticims and epistemological issues.The system and structure of science refers to the methodological and logical framework that underlies the development of scientific theories, and how this framework can promote or hinder the advancement of knowledge.Through these dimensions,philosophy of science evaluates the validity and role of scientific knowledge in human.
Philosophical Thoughts of Muslim Thinker Ibn Rushd Elsa Nurmalasari; Maspuroh; Asep Supriyadi; Maya Mardiana; Muhammad Gani Mulya Perdana
Maklumat: Journal of Da'wah and Islamic Studies Vol. 3 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/maklumat.v3i2.58

Abstract

Ibn Rushd's philosophical thought is referred to by some Islamic thinkers as the last product of Islamic intellectual property with original, creative and innovative philosophical patterns because subsequently there were no significant developments but only theoretical explanations and deepening of studies. It is undeniable that the intellectual treasures left by Ibn Rushd are so large. Broadly speaking, it can be concluded that the philosophical school of Ibn Rushd is rational. It upholds reason and plays a major role in interpreting the realm of existence. It is as if Ibn Rushd's rational thought pattern represents the rational style of Western Islam (Morocco), which then clashes with the theological mindset and Eastern mysticism, represented by al-Ghozali. Experts say that the rationalism that became the style of Ibn Rushd’s thought was inseparable from the influence of Aristotle's philosophy, where Ibn Rushd was considered successful in teaching Aristotle's philosophy and was able to show the weaknesses of other Muslim theologians and philosophers. So according to Atef Iraqi, to fully understand Ibn Rusd's philosophy, one must also study Aristotle's philosophy. Ibn Rushd is considered by many scholars to be a true aristocrat. However, according to Mahmud Qasim, Ibn Rushd has distinctive originality of philosophical thought, unlike Renan's accusation. To see how far the originality of Ibn Rushd's philosophical thought is, this paper will attempt to review Ibn Rushd's philosophical thoughts which are mapped into the problems of cosmocentrism, ethnocentrism, and anthropocentrism.
Co-Authors Abdul Latif Aghna Rahmat Ahmad Fauzan Ainur Awaliah Ajeng Novianti Ajeng Purnama Dewi Ali Malkan Amin Alifya Nur Hafshah Aliman Al Falah An An Siti Nurhasanah Asep Supriyadi Aulia, Mita Dea Fitriyani Deden Abdurahman Dela Amalliyah Dudus Ruhimat Elsa Nurmalasari Erga Tenang Lambang Euis Siti Solihah Evi Nur Latipah Fadia Zahra Yuliannisa Fahir Ali Faiz Fahmi Fajar Solihin Fatma Husna Haibah Nurullah Fauzi Rohmat Fikri Abdillah Azam Fikri Algipar Fitri Wulandari Fredy Ismail Harlyan Nurpatimah Hasbi Isnaeni Helmi Muslimah Herliyanto Hesti Nurizkia HUSNUL KHOTIMAH Ingeu Siti Aisyah Intan Robiatu Solihah Irma Yuliana Nurhikmah Julfiah Afifah Julpiah Apipah Kurnia Ripah Lisda Aulia Apriani Lukmanul Hakim M Hamdan Ramadhan M. Agung Febriansyah M. Azhar Busaeri Putra M. Fahri Mudzakir M. Syukron Maryana Sepiana Maya Mardiana Miftahussadah Mitha Pebria Haerunnisa Mohammad Nabiel Hadie Alfan Muhamad Rifaldi Muhammad Adhil Fatih Nasrullah Muhammad Gani Mulya Perdana Muhammad Hamdani Muhammad Imam Akhfas N.Ulfi Alawiah Nabila Aulia Putri Nadia Nur Kamila Nadila Najib Abdul Muta’al Nenden Hayati Nessa Sri Neda Nia Nuraeni Nisa Ramadhani Nisrina Syahla Noni Salsabila Nova Diana Sauqia Nur Itsnaini Yasyifa Nasyrah Nurahda Febriyanti Nuri Handayani Nurmaulidya, Rizka Nursiida Rahmatillah Nursilah, Nina Ramdan Nafilah Rismayanti Rizqi Nazwa Ramdhani Romi Maulana Sahrul Ramadhan Salsa Larasati Salsabila Maulida Salsabila Mutmainnah Santi Rahmawati Santi Susanti Saripudin, Uus Silvi Sofiatul Alawiyah Silviyawati Silvya Syariatul Qodariyah Jamal Sinta Nurjanah Siti Ajijah Siti Alsa’adah Siti Fitria Firmansyah Siti Holipah Siti Khoerunnisa Siti Maelah Hapid Siti Maskupah SITI MAULIDAH Siti Mursalina Siti Nurhasanah Habibah Siti Nurkasyifah Siti Rubaiah Siti Soleha Siti Yani Yuliyani Syifa Azzahra Syifa Nuriah Tia Esapitri Tita Sumiati Vani Zakiyah Wildan Muhamad Taqiy Wildan Solihin Wina Lusina Wisnu Mubarok Yolanda Septiani Yopa Nurlaela