Zahara, Alfan Nawaziru
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Sejarah, Transformasi, dan Adaptasi Lembaga Pendidikan Islam di Indonesia Enhas, Muhammad Iqbal Ghifari; Zahara, Alfan Nawaziru; Basri, Basri
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 13 No. 3 (2023): Intelektual: Jurnal Pendidikan dan Studi Keislaman, December 2023
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v13i3.4457

Abstract

This article discusses the existence of Islamic education in Indonesia which was born from the treasures of civilization and the development of Islam in the archipelago. This research uses a descriptive qualitative approach based on library research. The results of analysis show that traditional Islamic educational institutions such as dayah in Aceh, surau in Minangkabau, langgar in Madura, and pesantren throughout the archipelago are an integral part of Islamic education in Indonesia. On the other hand, the influence of modern culture brought by the Dutch colonial government also had a significant impact on the dynamics of the development of Islamic educational institutions. The awareness of the Indonesian Muslim community on the importance of the development of modern education brings transformation and adaptation in Islamic educational institutions. The emergence of elite Islamic schools is part of the dynamic development of contemporary Islamic education in Indonesia. These elite Islamic schools reflect changes in the landscape of Islamic education, where Islamic education previously represented by traditional educational institutions such as surau, madrasah, and pesantren is experiencing modernization implications.
Islamic Tolerance in Qur'an and Hadith: Implications for Educational Institutions Zahara, Alfan Nawaziru; Sumbulah, Umi; Zenrif, Fauzan
Khazanah Pendidikan Islam Vol. 6 No. 3 (2024): Khazanah Pendidikan Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/kpi.v6i3.43181

Abstract

Tolerance is a core value in Islam that is derived from the Qur'an and Hadith, emphasising social harmony and respect for differences. Verses like QS. Al-Baqarah: 256 and QS. Al-Mumtahanah: 8, as well as the hadiths on human relationships, show that diversity is part of the divine will. However, erroneous or limited interpretations can lead to practices that are contrary to these values. Therefore, a contextual approach is important to maintain the relevance of the teachings of tolerance in Islam in the modern era. Islamic educational institutions have a strategic role in instilling the values of tolerance through the curriculum, education, and cultural practices of the school. This study emphasises the importance of reinterpreting religious teachings to answer contemporary socio-cultural challenges, as well as the integration of tolerance values that combine faith, science, and humanity. However, there are significant challenges in interpreting the postulates of tolerance contextually, such as resistance from textualist groups, the dominance of traditionalist perspectives, and ideological pressure. To answer this challenge, a deep interpretive approach from thinkers such as Quraish Shihab and Amin Abdullah is needed for religious texts to make a positive contribution to pluralistic and peaceful societies. This article bridges the gap between textual and contextual studies of tolerance in Islam. By analysing the Qur'an and Hadith, this study enriches the academic discourse on universal values in Islamic teachings and the importance of education as a means of internalising these values. The article also proposes practical strategies, including curriculum reform and teacher training based on Islamic universal values, to build a tolerant and inclusive generation. Empirically based follow-up studies are recommended to evaluate the effectiveness of the implementation of tolerance values in various types of Islamic educational institutions, both madrasas, Islamic boarding schools, and modern Islamic schools.
THE CONTRIBUTION OF ISLAMIC RELIGIOUS EDUCATION IN THE DEVELOPMENT OF CIVILIZATION: KONTRIBUSI PENDIDIKAN AGAMA ISLAM DALAM PENGEMBANGAN PERADABAN Zahara, Alfan Nawaziru; Supriyatno, Triyo; Susilawati, Samsul
SOSIOEDUKASI Vol 14 No 1 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i1.5595

Abstract

The study of Islamic Education in the development of civilization is very important to be studied more deeply because it continues to be a lively study among scholars and has relevance in facing global challenges. This article aims to explain three main aspects: (1) The form and paradigm of Islamic Education in building civilization, (2) Internal and external factors that affect the implementation of Islamic Education, and (3) The implications of Islamic Education on the development of civilization, both positively and negatively. This research uses a library research method with a historical-sociological approach and is based on Islamic education theory and civilization. Data collection was carried out through literature studies, then analyzed using qualitative-descriptive analysis. The results of the study show that: (1) The form of Islamic education in building civilization consists of three main paradigms: traditional, modern, and integrative, (2) Influential internal factors include religious values, local culture, and educational policies, while external factors include globalization, technology, and political dynamics, (3) The implications of Islamic Education on civilization include positive impacts in the form of increasing morality, intellectuality, and social solidarity,  as well as negative impacts such as resistance to modernization, exclusivism, and limited adaptation to global changes. In conclusion, Islamic education has a significant role in building a dynamic civilization based on Islamic values, but it needs adaptation to remain relevant in the context of globalization.
Rethinking Political Moderation in Indonesia: A Critique from Chantal Mouffe’s Agonistic-Pluralism Perspective Musthafa, Adib Khairil; Rofiq, Muhammad Ainun; Zahara, Alfan Nawaziru
An-Nida' Vol 49, No 1 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyrakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/an-nida.v49i1.32668

Abstract

This article serves as a critical response to the work of Syahrain et al., which advocates for political moderation as the new foundation of Indonesian democracy. Utilizing Chantal Mouffe’s framework of agonistic pluralism, this study challenges the foundational assumptions of consensus-based deliberative democracy, which is thought to restore social cohesion. The article contends that such a model of moderation can reinforce dominant power, obscure significant differences of opinion, and constrict the political participation space for opposition or minority groups. Employing a qualitative-descriptive method, the article examines the literature on democratic theory and reflects on the cases of the 2017 Jakarta regional election (Pilkada DKI) and the 2019 presidential election (Pilpres). Data were collected from academic studies, policy documents, and media reports. The findings indicate that the rhetoric of moderation, which emphasizes harmony and stability, actually diminishes the space for ideological opposition; the delegitimization and dissolution of HTI and FPI affirm this tendency. Such practices not only consolidate the hegemony of dominant power but also exacerbate inequalities in political participation. As an alternative, we propose agonistic democracy: a model that recognizes conflict and difference as prerequisites for a vibrant public sphere. Its implementation includes reforming party systems based on proportional representation, providing legal protections for minority political groups, and designing public policies that accommodate the contestation of ideas. This approach aims to balance stability with political expression, ensuring that critical voices and marginalized alternative identities are not suppressed at the national level. Thus, this article advocates for a new paradigm of Indonesian democracy that is more inclusive, equitable, and resilient to diverse identities and political visions. Abstrak: Artikel ini merupakan respons kritis terhadap tulisan Syahrain et al. yang mengusung moderasi politik sebagai fondasi baru demokrasi Indonesia. Berbekal kerangka pluralisme agonistik Chantal Mouffe, studi ini mempertanyakan asumsi dasar demokrasi deliberatif berbasis konsensus yang diasumsikan mampu memulihkan kohesi sosial. Artikel ini berargumen bahwa model moderasi seperti itu bisa memperkuat kekuasaan yang dominan, menghilangkan perbedaan pandangan yang tajam, dan menyempitkan ruang partisipasi politik bagi kelompok oposisi atau minoritas. Melalui metode kualitatif‑deskriptif, artikel ini menelaah literatur teori demokrasi dan merefleksikannya pada kasus Pilkada DKI 2017 serta Pilpres 2019. Data dihimpun dari kajian akademik, dokumen kebijakan, dan laporan media. Temuan mengindikasikan bahwa retorika moderasi, yang menekankan harmoni dan stabilitas, justru menyusutkan ruang oposisi ideologis; delegitimasi hingga pembubaran HTI dan FPI menegaskan kecenderungan ini. Praktik tersebut tidak hanya meneguhkan hegemoni kekuasaan dominan, tetapi juga menggandakan ketimpangan partisipasi politik. Sebagai alternatif, kami mengusulkan demokrasi agonistik: model yang mengakui konflik dan perbedaan sebagai prasyarat ruang publik. Implementasinya meliputi reformasi sistem kepartaian berbasis representasi proporsional, perlindungan hukum bagi kelompok politik minoritas, dan perancangan kebijakan publik yang membuka lintasan kontestasi ide. Pendekatan ini bertujuan menyeimbangkan stabilitas dan ekspresi politik tanpa menindas suara kritis serta identitas alternatif marginal di level nasional. Dengan demikian, artikel ini mendorong paradigma baru demokrasi Indonesia yang lebih inklusif, setara, dan resilien terhadap pluralitas identitas maupun visi politik.
RETHINKING CURRICULUM REFORM IN MADRASAH AND ‎PESANTREN: HILDA TABA’S MODEL AS A FRAMEWORK FOR ‎INTEGRATING ISLAMIC VALUES Zahara, Alfan Nawaziru; Asrori, Mohammad; Mujab, M.
SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.5857

Abstract

This article aims to analyze the relevance and potential application of Hilda Taba's curriculum development model in the reform of Islamic Religious Education (PAI) in madrasas, particularly through an integrated curriculum approach that emphasizes the linkage between Islamic values and 21st century learning needs. This research uses a qualitative method based on library research, by examining Hilda Taba's main works, national curriculum policy documents, and relevant academic literature in the field of Islamic education and curriculum development theory.The main focus of the study lies in a systematic examination of the core ideas of Taba, including the stages of need diagnosis, goal formulation, selection and organization of content, learning experience, and evaluation, and how these principles can be adapted in the context of madrasas.The results of the analysis show that the Taba model offers a participatory, reflective, and student-based curriculum approach. This approach is very suitable for the context of Islamic education in madrassas which have tended to follow a standard curriculum without adequate innovation space. By utilizing the Taba model, the PAI curriculum can be developed in a more contextual, integrative, and transformative manner that combines Islamic values with an active, collaborative, and character-oriented learning approach. In addition, this article also emphasizes the importance of the role of teachers as the main actors in curriculum development, as well as the need to change the evaluation paradigm in religious education from just cognitive measurement to assessment that includes affection and morality. These findings make a theoretical and practical contribution to the development of a responsive, relevant, and progressive Islamic curriculum, while strengthening the position of madrasas as educational institutions that are adaptive to changing times.