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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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Ibn Thufail's Philosophical Thoughts Maryana Sepiana; Maspuroh; Julpiah Apipah; Fikri Algipar
Al-Iffah: Journal of Islamic Sciences Research Vol. 1 No. 3 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/iffah.v1i3.13

Abstract

Ibn Thufail, a 12th-century Islamic philosopher and intellectual, made significant contributions to the tradition of philosophical thought, especially in relation to rationalism, metaphysics, and the relationship between religion and philosophy. His greatest work, Hayy bin Yaqzan, describes the intellectual journey of a man who finds knowledge and understanding of God through rational observation and reflection, without the aid of revelation or external authority. Ibn Thufail's thought reflects an attempt to bridge the world of Greek philosophy with the tradition of Islamic thought, as well as providing insight into the relationship between reason and revelation. This article analyzes the main ideas in Ibn Thufail's thought, including the concept of creation, human existence, and the search for ultimate truth. Through a critical examination of Hayy bin Yaqzan, this paper aims to explore the relevance of Ibn Thufail's thought in the context of contemporary philosophical thought and its contribution to the development of Islamic philosophy.
A Rational Solutions to the Crisis of Religious Understanding According to Ibn Rushd's Thought Herliyanto; Maspuroh; Dela Amalliyah
Al-Iffah: Journal of Islamic Sciences Research Vol. 1 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/iffah.v1i4.19

Abstract

This article discusses the philosophical thought of Ibn Rushd, a prominent Islamic philosopher of the 12th century. The discussion begins with his biography, detailing his intellectual journey and contributions to various fields, including philosophy, theology, and medicine. Ibn Rushd is best known for his commentaries on Aristotle, which significantly influenced both Islamic and Western philosophical traditions. His major works, such as Tahafut al-Tahafut (The Incoherence of the Incoherence) and Fasl al-Maqal, demonstrate his commitment to rationalism and the reconciliation of reason with faith. This article aims to explore the depth of Ibn Rushd’s philosophy, his impact on the Islamic world, and his lasting influence on European thought.
The Meaning and Essence of the Islamic Education Curriculum Fadia Zahra Yuliannisa; Intan Robiatu Solihah; Nursiida Rahmatillah; Deden Abdurahman; Maspuroh
Classroom: Journal of Islamic Education Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i2.8

Abstract

This journal examines the meaning and essence of Islamic education curriculum, tracing its underlying concepts and principles. Islamic education curriculum is a planned system aimed at shaping Muslim individuals with noble character, knowledge, and righteous deeds. The journal discusses the definition, principles, components, and content of Islamic education curriculum, as well as integrating theological, anthropological, and ecological values in education. It is expected to serve as a guide for educators in designing effective and meaningful learning processes.
The Meaning of Evaluation in Islamic Education Dea Fitriyani; Lukmanul Hakim; Mitha Pebria Haerunnisa; Muhamad Rifaldi; Nenden Hayati; Maspuroh
Classroom: Journal of Islamic Education Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i2.10

Abstract

Evaluation of education in Islam holds profound and complex significance, encompassing spiritual, moral, and intellectual dimensions. This study aims to examine the principles of educational evaluation from an Islamic perspective and its impact on character development and student knowledge. In this context, evaluation is viewed not merely as a tool for measuring academic achievement but also as a process for shaping the ethical and spiritual dimensions of individuals. Through a qualitative approach, this research explores classical and contemporary texts on Islamic education, as well as the evaluative practices implemented in educational institutions. The findings indicate that evaluation grounded in Islamic values can enhance students' spiritual awareness, strengthen moral integrity, and promote holistic learning. Consequently, educational evaluation in Islam serves not only to assess learning outcomes but also to guide individuals toward higher life goals in accordance with religious teachings.
The Nature of Humanity in the Perspective of Islamic Educational Philosophy Romi Maulana; Maspuroh; Aliman Al Falah; Siti Khoerunnisa; Syifa Nuriah
Classroom: Journal of Islamic Education Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i2.13

Abstract

Humans are creatures created by Allah SWT. eho are equipped with reason, thoughts, feelings and beliefs to improve the quality of their life in the world so that they can be differentiated from other creatures (animals). Humans also have the highest rank among his other creations. Islamic education is a process related to the activities of preparing and developing all human potential and developing all human potential optimally. The islamic view of humans can be seen in four aspects, namely humans as noble creatures, humans as caliphs of Allah SWT. on this earth, humans are responsible creatures and humans are educated and educated creatures.
The Meaning of Learning Methods and Strategies in Islamic Education Harlyan Nurpatimah; Abdul Latif; Maspuroh; Erga Tenang Lambang; Silviyawati
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v1i2.7

Abstract

Islamic educational philosophy is essentially a concept of thinking about education that is sourced from or based on the teachings of Islam. The philosophy of Islamic education is a discussion of the essence of Muslims' ability to be fostered, developed, and guided, so that they become human beings whose whole person is imbued with Islamic teachings. Because the problem of education is so complex and the interpretation of philosophy is so complicated, it is necessary to have learning methods and strategies in Islamic education, as well as the characteristics that need to be understood about modern-contemporary learning strategies.
The Meaning and Essence of the Islamic Education Curriculum Dudus Ruhimat; Maspuroh; Nadila; Siti Holipah; Siti Nurkasyifah
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v1i2.8

Abstract

In the perspective of Islamic educational philosophy, the curriculum is seen as a holistic guide rooted in divine values, with the Qur'an and Hadith as its primary sources. Ontologically, the curriculum includes all educational components aimed at developing human potential in its entirety, encompassing cognitive, affective, psychomotor, and spiritual aspects. Islamic epistemology asserts that Allah is the ultimate educator, while humans are learners who must submit to His teachings. From an axiological perspective, the Islamic curriculum aims not only for academic success but, more importantly, for the development of noble character (akhlaq), with a primary focus on devotion to Allah.
Learning Methods and Strategies in Islamic Education Ajeng Novianti; Maspuroh; M. Fahri Mudzakir; Hesti Nurizkia; Salsabila Maulida
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v1i2.9

Abstract

The task of educator is not only to deliver information to student but also to encourage them to be actively involved, thereby it can build independence and creativity in observing, analyzing and solving problems. In learning Islamic education, educator must strive to create learning environment conditions that can strengthen student learning. There are four elements in the Islamic education strategy, namely the formulation of clear goals, the selection of the right approach in the teaching and learning process, the formulation of learning steps, and benchmarks for learning success. Islamic education learning method can be classified into two kinds. Firstly, conventional method is a teaching method commonly used by educators or often referred to as traditional method. Secondly, the unconventional method, which is a newly developed teaching technique, such as the module teaching method, programmatic teaching, unit teaching, machine program, which was developed and applied in certain schools that have complete equipment and media as well as qualified educator.
The Foundation, Role, Direction of Education in Indonesia, Along with Responsibilities, Authorities and What Educators Must Do Maspuroh; Ramdan Nafilah; M. Azhar Busaeri Putra; Fredy Ismail
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v1i2.21

Abstract

Education in Indonesia plays a crucial role in shaping character and developing human resource potential. Based on Pancasila and the 1945 Constitution, Law Number 20 of 2003 concerning the National Education System establishes the basic principles of education that are just, democratic, inclusive, and non-discriminatory. This legal framework also emphasizes respect for human rights, religious values, and national cultural diversity. Through this approach, education in Indonesia not only aims to educate the nation, but also strengthen the identity and noble values of society in facing global challenges. The national education system is designed to create a holistic learning environment, preparing students to become a competent generation, with noble character, and contributing positively to national development.
Integration of Religion, Science and Islamic Epistemology Nur Itsnaini Yasyifa Nasyrah; Maspuroh; Nia Nuraeni; Nisa Ramadhani; Wildan Muhamad Taqiy
Al-Abqori: Journal of Islamic Thought Studies Vol. 1 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/abqori.v1i2.8

Abstract

The integration of religion and science is an important theme in education and research, which aims to create a holistic understanding of the realities of life. This research aims to describe and analyze the integration paradigm between religion and science, as well as its implications in education. The method used is qualitative research with a literature study approach. This research aims to describe and analyze the integration between religion and science from the perspective of Islamic scientific epistemology. In this context, the author uses a qualitative approach with a literature study method to examine the views of Islamic scholars who focus on the integration of science and religion. This journal discusses the integration of religion, science and Islamic scientific epistemology in a modern context. By putting forward the view that science and religion do not conflict with each other, this article explores how Islamic principles can provide a moral and ethical foundation for the development of science. Through an interdisciplinary approach, this article analyzes several important aspects, including the relationship between revelation and reason, as well as how scientific methods can be enriched with a spiritual perspective. In this context, this research also highlights the role of Islamic epistemology in shaping the perspective of Muslim scientists towards natural phenomena. It is hoped that the results of this study can strengthen dialogue between science and religion, as well as encourage the development of science oriented towards Islamic values.
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 Muhammad Rakha Firjatullah 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 Putri Hafidzah 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