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All Journal SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Rusydiah: Jurnal Pemikiran Islam Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION)
Abrahem Masuwd, Mowafg
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Reform of Islamic Theology in India: Sheikh Waliullah Ad-Dahlawi and Syed Ahmad Khan Mujibuddin , M; Abrahem Masuwd, Mowafg; Irfan Achfandhy, Mochammad
RUSYDIAH: Jurnal Pemikiran Islam Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/rsd.v5i2.1708

Abstract

The decline of the Muslim community in India during the 18th and 19th centuries was attributed to both internal and external factors. Internally, it was driven by the collapse of the Mughal dynasty, particularly after the death of Emperor Aurangzeb. This internal decline was also exacerbated by stagnation within the Indian Muslim community. Externally, the influence of modern Western knowledge introduced by the British played a significant role. These two factors prompted theological movements initiated by Syaikh Waliyullah ad-Dahlawi and Seyyed Ahmad Khan, both of whom aspired to uplift the Indian Muslim community from its backwardness. The efforts of these two scholars were focused on reconstructing the theological framework that had long been established among Indian Muslims. Syaikh Waliyullah ad-Dahlawi aimed to free the Muslim community from religious orthodoxy. Meanwhile, Seyyed Ahmad Khan, in addition to advancing ad-Dahlawi’s efforts, introduced fresh ideas regarding Islamic education. Seyyed Ahmad Khan successfully integrated Islam as a religion with modern education, culminating in the establishment of the Mohammedan Anglo-Oriental College (M.O.A.C.), later known as Aligarh Muslim University. At the time, this institution became one of the largest centers of Islamic learning in Asia. Kemunduran umat Muslim di India pada abad 18-19 disebabkan oleh dua faktor, yaitu faktor eksternal dan internal. Faktor internal disebabkan karena adanya kehancuran dinasti Mughal, terutama setelah kematian raja Aurangzeb. Di sisi lain, faktor internal ini juga disebabkan adanya kejumudan dalam umat muslim India. Sedangkan faktor eksternal disebabkan adanya ilmu pengetahuan modern Barat yang dibawa oleh Inggris. Kedua faktor tersebut yang mempengaruhi adanya gerakan teologi yang diprakarsai oleh Syaikh Waliyullah Ad-Dahlawi dan Seyyed Ahmad Khan. Kedua ulama tersebut sama-sama menginginkan agar uma muslim India bisa bangkit dari keterbelakangannya. Upaya yang dilakukan oleh kedua orang tersebut adalah dengan merekonstruksi teologi yang selama ini sudah mapan di muslim India. Syaikh Waliyullah ad-Dahlawi menginginkan agar umat Islam terbebas dari ortodoksi agama. Sedangkan Seyyed Ahmad Khan, di samping menyempurnakan usaha ad-Dahlawi, Seyyed Ahmad Khan juga memberikan pemikiran segar tentang pendidikan Islam. Seyyed Ahmad Khan berhasil memadukan antara Islam sebagai agama dan pendidikan modern. Hasilnya berupa berdirinya sekolah Mohammaden Anglo Oriental Collage (M.O.A.C.) atau dikenal dengan Universitas Islam Aligarh yang pada saat itu menjadi salah satu universitas Islam besar di Asia.
IMPLEMENTATION OF TAHFIDZ PROGRAM USING BAGHDADIYAH METHOD IN FORMING STUDENTS CHARACTER Susetiyo, Ari; Abrahem Masuwd, Mowafg; Husna, Ismatul
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 10 No 1 (2025): Maret
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v10i1.4060

Abstract

This study discusses the method of Bagdadiyah in tahfidz program at SDIT Al-Azhar. Today's students mostly just memorize it because of the demands of the school in fact the lack of formation of the character of responsibility in children. Based on the description above, the purpose of this study is to determine the initial preparation of tahfidz program baghdadiyah method, second to determine the implementation of tahfidz program baghdadiyah method in shaping the character of bilingual students responsibility SDIT Al-Azhar kediri, this study uses a qualitative approach type. Data sources in this study using primary data and secondary data. This study uses data analysis techniques such as data reduction, data presentation and Conclusion. The results of this study is to conclude that the tahfidz program baghdadiyah method in forming the character of responsibility has been formed through routine habits that are carried out every day such as deresan, murojaah.
Fostering Character and Digital Literacy via Student-Led Video Production in Child Islamic Boarding Schools Taufikin, Taufikin; Badawi, Habib; Adeoye, Moses Adeleke; Abrahem Masuwd, Mowafg
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11242

Abstract

Digital transformation in Islamic education necessitates innovative pedagogical strategies that honor religious values while equipping students with 21st-century skills. Within this context, pesantren—Islamic boarding schools rooted in Qur’anic memorization and character formation—face the challenge of integrating modern tools without compromising their core traditions. This study aims to explore how student-led video content creation fosters character development and digital literacy among elementary-aged students at Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF), Central Java, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis. Thematic analysis revealed that video production activities actively fostered values aligned with Islamic ethics, including discipline, responsibility, collaboration, and creativity. Students engaged not only with digital tools but also internalized moral lessons through scripting, directing, and reflecting on religious themes, such as honesty, patience, and communal accountability. While the initiative enhanced student engagement and self-confidence, it also encountered pesantren-specific challenges, such as time constraints due to tahfidz schedules, limited equipment, and the need for teacher training in media literacy. These findings highlight that integrating digital storytelling within pesantren pedagogy can serve as a transformative method for nurturing akhlāq al-karīmah (noble character) in line with Islamic educational ideals. This model offers new pathways for reimagining pesantren as centers of both religious integrity and technological adaptability.
Fostering Character and Digital Literacy via Student-Led Video Production in Child Islamic Boarding Schools Taufikin, Taufikin; Badawi, Habib; Adeoye, Moses Adeleke; Abrahem Masuwd, Mowafg
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11242

Abstract

Digital transformation in Islamic education necessitates innovative pedagogical strategies that honor religious values while equipping students with 21st-century skills. Within this context, pesantren—Islamic boarding schools rooted in Qur’anic memorization and character formation—face the challenge of integrating modern tools without compromising their core traditions. This study aims to explore how student-led video content creation fosters character development and digital literacy among elementary-aged students at Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF), Central Java, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis. Thematic analysis revealed that video production activities actively fostered values aligned with Islamic ethics, including discipline, responsibility, collaboration, and creativity. Students engaged not only with digital tools but also internalized moral lessons through scripting, directing, and reflecting on religious themes, such as honesty, patience, and communal accountability. While the initiative enhanced student engagement and self-confidence, it also encountered pesantren-specific challenges, such as time constraints due to tahfidz schedules, limited equipment, and the need for teacher training in media literacy. These findings highlight that integrating digital storytelling within pesantren pedagogy can serve as a transformative method for nurturing akhlāq al-karīmah (noble character) in line with Islamic educational ideals. This model offers new pathways for reimagining pesantren as centers of both religious integrity and technological adaptability.
Co-Authors Achfandhy, Mochammad Irfan Adeoye, Moses Adeleke Badawi, Habib Husna, Ismatul Mujibuddin , M Susetiyo, Ari taufikin, taufikin