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All Journal Hayula: Indonesian Journal of Multidisciplinary Islamic Studies DIMAR: Jurnal Pendidikan Islam Journal of Nahdlatul Ulama and Contemporary Islamic Studies
Husain Azhari
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Religion Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Bibliometric Analysis of Nahdlatul Ulama’s Role in Promoting Moderate and Inclusive Islamic Education Syafii, Hisyam; Husain Azhari; Alaldaya, Rudyn
NAHNU: Journal of Nahdlatul Ulama and Contemporary Islamic Studies Vol. 3 No. 1 (2025): NAHNU
Publisher : LAKPESDAM MWCNU Palengaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63875/nahnu.v3i1.88

Abstract

This study investigates the intellectual contribution of Nahdlatul Ulama to the development of moderate Islamic educational epistemology during the period 1990-2024 using a comprehensive bibliometric approach. The results show a paradigmatic shift from the classical knowledge transmission approach to an inclusive epistemological framework that combines revealed knowledge, rational reasoning, and the wisdom of the masters. Between 2010 and 2015, the concept of neo-ijtihad as a reconstructive methodology emerged. The intellectual structure shows that figures from the National University have built a broad academic collaboration network, strengthening their epistemological position in global discourse. According to the study, NU has succeeded in developing an epistemology of Islamic education that overcomes the dichotomy between tradition and modernity by using contextual hermeneutics.   Studi ini menyelidiki kontribusi intelektual Nahdlatul Ulama terhadap perkembangan epistemologi pendidikan Islam moderat selama periode 1990-2024 dengan menggunakan pendekatan bibliometrik komprehensif.  Hasilnya menunjukkan pergeseran paradigmatis dari pendekatan transmisi pengetahuan klasik menuju kerangka epistemologi inklusif yang menggabungkan pengetahuan wahyu, penalaran rasional, dan kebijaksanaan.  Struktur intelektual menunjukkan bahwa tokoh-tokoh dari Universitas Nasional telah membangun jaringan kerja sama akademik yang luas, yang memperkuat posisi epistemologi mereka dalam diskursus global.  NU berhasil mengembangkan epistemologi pendidikan Islam yang mengatasi dikotomi antara tradisi dan modernitas dengan menggunakan hermeneutika kontekstual. Ini menawarkan opsi untuk mengatasi polarisasi dalam pendidikan agama dan memberikan kontribusi signifikan untuk pengembangan pendidikan Islam inklusif di era modern.
Research Collaboration Patterns and Knowledge Structure in Asian Islamic Educational Psychology A Bibliometric Assessment Syafii, Hisyam; Rahmatullah, Azam Syukur; Husain Azhari; Alaldaya, Rudyn
DIMAR: Jurnal Pendidikan Islam Vol. 7 No. 1 (2025): Dimar: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v7i1.526

Abstract

This study offers a bibliometric evaluation of the development trends, collaborative networks, and knowledge framework in Asian Islamic Educational Psychology from 2010 to 2024. Data were obtained from the Scopus and Web of Science databases, resulting in 1,247 papers that satisfied the inclusion criteria. Analytical instruments including VOSviewer and Bibliometrix R were utilized to delineate co-authorship networks, co-citation trends, keyword co-occurrence, and theme progression. The findings indicate Indonesia's pivotal position as the hub of research, bolstered by its numerous Islamic higher education institutions and international partnerships with Malaysia, Brunei, Pakistan, Turkey, Saudi Arabia, and Western nations such the United States and the United Kingdom. Thematic mapping reveals three primary orientations: (1) development of conceptual and theoretical models, (2) psychological techniques in socio-religious contexts, and (3) developing current challenges such as gender, artificial intelligence, leadership, and multiculturalism. The historical progression indicates a transition from conventional themes, including higher education and pedagogy (2018–2020), to multidisciplinary subjects such as psychology, gender, and knowledge (2020–2022), culminating in a focus on balanced leadership, systematic reviews, and evidence-based methodologies (2022–2024). This study confirms that Islamic teaching Psychology in Asia is progressing beyond mere identity reinforcement to actively participating in global scientific discourse, merging traditional Islamic epistemology with contemporary psychological frameworks and technology-enhanced teaching methodologies.
a Hubungan Identitas Budaya dan Motivasi Akademik: Studi pada Mahasiswa Multietnis Indonesia dan Mesir Syafii, Hisyam; Azam Syukur Rahmatullah; Husain Azhari; alaldaya, Rudyn
Hayula: Jurnal Indonesia Studi Islam Multi-disiplin Vol 10 No 1 (2026): Hayula: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/hayula.010.01.05

Abstract

This study investigates the relationship between cultural identity, cultural practices, cultural adaptation, and academic motivation among multiethnic students in Indonesia and Egypt, with a particular focus on the Indonesian context. Considering the unique academic challenges faced by students from diverse cultural and religious backgrounds, the study explores how cultural and Islamic values influence motivation and engagement. A cross-sectional quantitative design was employed, collecting data from 110 students aged 18–25 (55 from each country) using validated instruments, including the Multigroup Ethnic Identity Measure-Revised (MEIM-R), Cultural Practices Scale, and Academic Motivation Scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that cultural identity has the strongest positive effect on intrinsic academic motivation (β = 0.412, p < 0.001), followed by cultural practices (β = 0.218, p < 0.05), whereas cultural adaptation did not show a significant direct effect (β = 0.156, p = 0.059). Multi-group analysis revealed stronger relationships among Indonesian students (β = 0.521) than among Egyptian students (β = 0.298). These findings support Social Identity and Self-Determination theories and suggest that fostering positive cultural and Islamic values effectively enhances academic engagement. Practically, higher education institutions in Indonesia are encouraged to implement programs that integrate Islamic values, cultural awareness, and inclusive practices to strengthen students’ motivation, character, and academic success in multicultural learning environments.
Co-Authors alaldaya, Rudyn Azam Syukur Rahmatullah Azam Syukur Rahmatullah, Azam Syukur Rudyn Aladaya syafii, Hisyam