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Imam Shafi'i's Educational Thought And Its Implications For Contemporary Islamic Education Mukhsin Mukhsin; Ilzam Hubby Dzikrillah Alfani
Oasis : Jurnal Ilmiah Kajian Islam Vol. 9 No. 1 (2024)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v9i1.18405

This study discusses the educational thought of Imam Shafi'i, exploring the fundamental concepts he offered and analyzing their implications for contemporary Islamic education. The research employs a qualitative approach with a literature review method. Imam Shafi'i emphasized the importance of a curriculum that fosters noble character, beneficial knowledge, and the integration of knowledge with faith. He stressed the need for educators to possess total commitment and integrity, for students to respect their teachers, and for a supportive environment for the educational process. He also advocated for a systematic approach to understanding the Qur'an and Hadith, as well as the development of intellectual and ethical capacities. The implications of these thoughts include the importance of a curriculum based on authentic sources that are relevant to the needs of the times and the role of educators as role models in ethics and morality. The relevance of Imam Shafi'i's thought in addressing the challenges of Islamic education in the modern era and globalization lies in his systematic approach, which can be adapted to modern educational technology, as well as his emphasis on the integration of knowledge and religion, character building, and the balance between worldly and spiritual knowledge. This abstract demonstrates that Imam Shafi'i's educational thought remains relevant and provides a strong foundation for the development of Islamic education amidst global dynamics.

Love-Based Curriculum in Indonesian Madrasahs: A Conceptual Analysis Toward Inclusive-Humanistic Islamic Education Mukhsin Mukhsin; Sahudi Sahudi; Yayat Hidayatulloh; Muhammad Nasir; Ilzam Hubby Dzikrillah Alfani
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (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.v13i3.11485

Islamic education in Indonesia faces significant challenges in fostering genuine inclusivity and countering rising intolerance within increasingly pluralistic and globalized societies. In response, the Indonesian Ministry of Religious Affairs has proposed the innovative Love-Based Curriculum (LBC) for madrasahs. This study aims to critically analyze the LBC’s conceptual framework as a model for inclusive-humanistic Islamic education and evaluate its proposed implementation strategies. Employing a qualitative library research design, this study systematically analyzed the primary policy document, Panduan Kurikulum Berbasis Cinta di Madrasah (2025), alongside relevant academic literature on inclusive pedagogy and Islamic curriculum theory. Data were examined through thematic analysis. The findings indicate that the LBC conceptualizes inclusivity through a three-pronged approach: theological deconstruction emphasizing divine attributes of love (Al-Wadud, Ar-Rahman), pedagogical integration via a hybrid ARKA model, and preventive social mechanisms rooted in restorative justice. However, the analysis also reveals conceptual tensions, such as the potential paradox between standardizing 'love' in a curriculum and its inherently subjective nature, alongside practical challenges related to teacher readiness and socio-cultural barriers. This study concludes that while the LBC presents a groundbreaking normative framework, its transformative potential hinges on addressing these contradictions through contextual adaptation, robust teacher training, and further empirical research. The study contributes a critical conceptual evaluation essential for stakeholders implementing value-based educational reforms in Islamic schooling contexts.

Mosque Waqf Land Utilization for Madrasahs and Posyandu Through Islamic and Indonesian Legal Perspectives Muhammad Yusuf Siddik; Asep Riyadi; Kiki Kiki; Mukhsin Mukhsin; Ilzam Hubby Dzikrillah Alfani
Alhurriyah Vol 11 No 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/al-hurriyah.v11i1.10308

This study aims to examine the legality of utilizing mosque waqf land for madrasahs and Posyandu from the perspectives of Islamic law and Indonesian positive law and to formulate an integrative legal framework that balances the sanctity of mosque waqf with contemporary public interests. The issue arises from increasing community demands for educational and primary healthcare facilities while maintaining the original religious function of mosque waqf. This research employs qualitative normative legal research using a library research method. The study applies statutory, conceptual, and comparative approaches by examining Law No. 41 of 2004 on Waqf, the principles of maqāṣid al-sharīʿah, classical fiqh of the four Sunni schools, contemporary Islamic legal scholarship, and relevant Indonesian regulations. Data were collected through documentary studies and analyzed using descriptive, comparative, and synthetic methods. The findings demonstrate that utilizing mosque waqf land for madrasahs and Posyandu is legally permissible provided that the mosque's principal religious function is preserved, the utilization promotes public benefit, complies with national legal requirements, and is approved through collective deliberation. The study develops a four-pillar integrative model consisting of al-taqdīs, al-maṣlaḥah, al-mashrūʿiyyah, and al-shūrā as normative guidelines for mosque waqf governance, thereby contributing to the harmonization of classical Islamic jurisprudence, contemporary legal thought, and Indonesian positive law in strengthening sustainable community welfare.

Love-Based Curriculum in Indonesian Madrasahs: A Conceptual Analysis Toward Inclusive-Humanistic Islamic Education Mukhsin Mukhsin; Sahudi Sahudi; Yayat Hidayatulloh; Muhammad Nasir; Ilzam Hubby Dzikrillah Alfani
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (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.v13i3.11485

Islamic education in Indonesia faces significant challenges in fostering genuine inclusivity and countering rising intolerance within increasingly pluralistic and globalized societies. In response, the Indonesian Ministry of Religious Affairs has proposed the innovative Love-Based Curriculum (LBC) for madrasahs. This study aims to critically analyze the LBC’s conceptual framework as a model for inclusive-humanistic Islamic education and evaluate its proposed implementation strategies. Employing a qualitative library research design, this study systematically analyzed the primary policy document, Panduan Kurikulum Berbasis Cinta di Madrasah (2025), alongside relevant academic literature on inclusive pedagogy and Islamic curriculum theory. Data were examined through thematic analysis. The findings indicate that the LBC conceptualizes inclusivity through a three-pronged approach: theological deconstruction emphasizing divine attributes of love (Al-Wadud, Ar-Rahman), pedagogical integration via a hybrid ARKA model, and preventive social mechanisms rooted in restorative justice. However, the analysis also reveals conceptual tensions, such as the potential paradox between standardizing 'love' in a curriculum and its inherently subjective nature, alongside practical challenges related to teacher readiness and socio-cultural barriers. This study concludes that while the LBC presents a groundbreaking normative framework, its transformative potential hinges on addressing these contradictions through contextual adaptation, robust teacher training, and further empirical research. The study contributes a critical conceptual evaluation essential for stakeholders implementing value-based educational reforms in Islamic schooling contexts.

Pedagogical Reorientation of Islamic Religious Education in the Digital Era: Toward an Ethical Technological Pedagogical Content Knowledge (ETPACK) Framework Lia Nur Sa'adah; Mukhsin Mukhsin
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24710

This study constructs a conceptual framework for the pedagogical reorientation of ICT-based Islamic Religious Education (PAI) in the digital era, addressing the persistent gap between technological adoption and value-based pedagogical transformation that risks ethical disorientation and spiritual detachment among learners. A systematic literature review was conducted across five academic databases (Scopus, Web of Science, ERIC, JSTOR, and Google Scholar) using Boolean search strings combining "Islamic education" OR "PAI" with "technology integration," "digital pedagogy," "TPACK," and "Islamic values." From 187 initial records published between 2005–2026, 64 sources were selected through iterative screening based on: (1) substantive relevance to technology integration in Islamic education, (2) publication in peer-reviewed journals or academic books, and (3) theoretical or empirical contributions to pedagogical frameworks. Data analysis employed inductive content analysis with open, axial, and selective coding using NVivo 14, followed by interpretive synthesis that compared, contrasted, and abstracted findings across sources to identify recurring themes and construct a coherent framework. The synthesis yields three main findings. First, four pedagogical principles for integrating technology and Islamic values are identified tawhid (positioning technology as wasilah not ghayah), akhlaq and adab, worldly-spiritual balance, and tabayyun as digital information filter. Second, the proposed ETPACK (Ethical Technological Pedagogical Content Knowledge) framework extends TPACK by integrating four Islamic ethical principles tabayyun, maṣlaḥah, 'adl, and amānah into each competency domain. Third, this reorientation transforms the teacher's role from knowledge transmitter to muaddib and moral filter, necessitating learning designs that simultaneously integrate cognitive, affective, and spiritual dimensions. The study concludes by advocating a paradigm shift from technology-driven to value-driven approaches, with technology positioned as a means (wasilah) serving Islamic education's ultimate ends (ghayah). This framework offers a novel theoretical contribution for developing contextually adaptive PAI pedagogy and invites empirical validation across diverse educational settings Keywords: Pedagogical Reorientation, Islamic Religious Education, ICT, TPACK, Islamic Values, ETPACK

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