Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal ITQAN: Jurnal Ilmu-ilmu Kependidikan Ameena Journal Jurnal Ilmiah Guru Madrasah (JIGM)
Annur, Ash shifa
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Dimensi-Dimensi Aksiologis dan Implementasinya dalam Pendidikan Islam Annur, Ash shifa; Rijal, Syamsul
Ameena Journal Vol. 3 No. 2 (2025): Ameena Journal
Publisher : Yayasan Madinah Al-Aziziyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63732/aij.v3i2.166

Abstract

Aksiologi merupakan cabang dari filsafat yang secara khusus membahas tentang teori nilai, manfaat, serta segala sesuatu yang dianggap penting dan bernilai dalam kehidupan manusia. Dalam filsafat, aksiologi terbagi menjadi dua bagian utama, yaitu etika dan estetika. Etika sendiri memiliki dua bentuk penting: Etika Deskriptif, yang menggambarkan perilaku moral sebagaimana adanya dalam masyarakat tanpa memberikan penilaian, dan Etika Normatif, yang menetapkan standar mengenai apa yang seharusnya dilakukan secara moral. Sementara itu, estetika juga terbagi dua, yaitu Estetika Deskriptif, yang berfungsi untuk mendeskripsikan pengalaman manusia terhadap keindahan, serta Estetika Normatif, yang menetapkan tolok ukur atau standar tentang keindahan ideal menurut filsafat. Sumber nilai dalam aksiologi terdiri atas dua unsur utama, yaitu nilai Ilahiyah, yang bersumber dari Tuhan atau wahyu, dan nilai Insaniyah, yang berasal dari pengalaman manusia dalam kehidupan sehari-hari. Karakteristik nilai pun dibedakan menjadi dua, yakni nilai objektif, yang bersifat universal dan tidak tergantung pada persepsi individu, serta nilai subjektif, yang sangat dipengaruhi oleh pandangan pribadi dan pengalaman seseorang. Selain itu, nilai juga diklasifikasikan menjadi nilai absolut yang tidak berubah oleh ruang dan waktu, serta nilai relatif yang bisa berubah sesuai dengan konteks budaya, sosial, dan zaman. Dalam hakikat nilai, dikenal berbagai dimensi seperti nilai kehidupan, nilai kenikmatan, nilai kegunaan, nilai intelektual, nilai etika, nilai estetika, dan nilai religius. Seluruh dimensi nilai yang telah dijelaskan, mulai dari nilai kehidupan, kenikmatan, kegunaan, intelektual, etika, estetika, hingga nilai religius, memiliki keterkaitan yang sangat erat dengan tujuan utama pendidikan Islam. Hal ini karena pendidikan Islam tidak hanya berfokus pada aspek kognitif semata, tetapi juga menekankan pembentukan karakter dan kepribadian yang utuh.
Agama Sebagai Konstruksi Sosial dan Wahyu Ilahi: Analisis Komparatif Perspektif Barat dan Islam Annur, Ash Shifa; Jannah, Miftahul
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.77

Abstract

Religion has been extensively examined within Western sociological traditions, predominantly interpreting it as a socio-historical construct. In contrast, Islamic thought conceptualizes religion (ad-dīn) as divinely revealed, governing all human dimensions. Despite abundant literature, comparative studies examining these paradigms through epistemological frameworks remain limited. This study addresses this gap through comparative-critical analysis of Western and Islamic perspectives on religion. Using qualitative library research with thematic analysis, this article examines classical Western thinkers (Comte, Durkheim, Marx, Freud, Weber) alongside Islamic scholars and Qur'anic interpretations. Findings reveal fundamental epistemological divergence: Western perspectives view religion as socio-historical construct subject to change, while Islam positions religion as fixed divine revelation whose development occurs at interpretive, not substantive, levels. Western evolutionary frameworks cannot fully apply to Islamic religious dynamics without epistemological recalibration. This study contributes to comparative religious studies by clarifying conceptual boundaries between sociological and theological approaches, with implications for interfaith dialogue and contemporary Islamic scholarship.
Transformasi Model Pembelajaran Pendidikan Agama Islam Berbasis Literasi Digital: Analisis Konseptual Annur, Ash shifa; Nurbayani, Nurbayani; Mahmud, Salami; Aisyah, Aisyah
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 16 No. 2 (2025): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v16i2.6796

Abstract

This study aims to conceptually analyze the transformation of Islamic Religious Education (PAI) learning models based on digital literacy. A qualitative approach with a library research design was employed to understand, interpret, and synthesize ideas, concepts, and learning models of PAI from theoretical studies and previous research (2018–2024). The data sources included scholarly literature, such as academic books, national and international journal articles, and research reports, which were selected using a qualitative systematic literature review (SLR) approach. Data analysis was conducted through content analysis and qualitative descriptive methods, following the model of Miles, Huberman, and Saldaña, including data reduction, data presentation, and conclusion. The findings indicate that the transformation of PAI learning in the digital era involves: (1) an epistemological shift from a normative-transmissive approach to a constructive-reflective approach, with teachers acting as epistemic facilitators; (2) the integration of digital pedagogy based on critical literacy through the use of TPACK and the SAMR model, enabling students to actively construct meaning and produce digital religious content; and (3) the internalization of spiritual and digital ethical values, emphasizing digital manners, tafakkur (reflection), ijtihād (critical reasoning), and tablīgh (religious dissemination) within the digital learning ecosystem. This transformation supports the development of holistic learners who are intelligent, critical, creative, and virtuous. The study contributes to Islamic education scholarship by highlighting digital literacy as an instrument for cultivating moral character and reinforcing maqāṣid al-tarbiyah values, rather than merely technological skills. Practically, it requires PAI teachers to develop new roles as moral and pedagogical facilitators in digital learning environments.
Co-Authors Aisyah Aisyah Miftahul Jannah Nurbayani Nurbayani Salami Mahmud Syamsul Rijal