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All Journal Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan IJED Jurnal Manajemen dan Pendidikan Agama Islam Harmoni Pendidikan: Jurnal Ilmu Pendidikan Hikmah: Jurnal Studi Pendidikan Agama Islam
Asdianur Hadi
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Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Politics of Islamic Education and the Independent Curriculum as an Effort to Integrate Islamic Values in the National Education System Asdianur Hadi; Syarif Hidayat
Islamic Journal of Education Vol. 3 No. 2 (2024): IJED: Islamic Journal of Education in proses
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/wjdnk268

Abstract

Islamic education in Indonesia has always been in the vortex of continuously evolving policy dynamics. One of the latest policies affecting Islamic education is the Merdeka Curriculum, which offers flexibility for schools and teachers in designing more contextualized learning experiences. However, within this increasingly open system, a significant challenge arises in ensuring that Islamic values remain an inseparable part of the national education system. This study employs a qualitative method with a literature review and policy analysis approach to understand the dynamics of Islamic education politics within the context of the Merdeka Curriculum. Data were obtained from journals, academic books, government policy documents, and related research reports, which were analyzed using descriptive-qualitative analysis and political analysis to assess the extent to which Islamic education has been accommodated in the Merdeka Curriculum. The findings indicate that the Merdeka Curriculum provides a significant opportunity for Islamic education to remain relevant in contemporary times, but challenges persist, such as the lack of explicit regulations on integrating Islamic values, limited resources, and teachers' readiness to implement these concepts. Therefore, synergy between the government, educators, and Islamic educational institutions is essential to ensure that Islamic education retains a strong position within the national education system
Digitalizing Islamic Education Management in the Industry 5.0 Era: From Digital Administration to Value-Based Governance Asdianur Hadi; Ahmad Sukandar
Jurnal Manajemen dan Pendidikan Agama Islam Vol. 4 No. 1 (2026): Januari: Jurnal Manajemen dan Pendidikan Agama Islam
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jmpai.v4i1.1808

Abstract

This article examines the digitalization of Islamic education management in the Industry 5.0 era by emphasizing a shift from mere “digital administration” to value-based governance. The focus goes beyond adopting applications; it highlights a deeper transformation in how institutions manage processes, data, services, and decision-making to enhance effectiveness, accountability, and alignment with the broader purposes of Islamic education. The article synthesizes key pillars of transformation, including system integration across academic, financial, and learning services, strengthened data governance, capacity building for human resources, and cultural change management. While digitalization may improve efficiency and transparency, the article also discusses recurring risks such as digital divides, organizational resistance, vendor dependency, and ethical/privacy concerns, along with practical mitigation strategies. The main contribution is a conceptual governance framework that connects service performance indicators with institutional values, enabling digital transformation to remain meaningful, trustworthy, and sustainable rather than purely technical or procedural.
Wasathiyah sebagai Jembatan Timur–Barat: Kerangka Maqasid untuk Dialog Peradaban Asdianur Hadi; Endi Suhendi
Harmoni Pendidikan : Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2026): Harmoni Pendidikan : Jurnal Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/hardik.v3i1.2870

Abstract

This article proposes wasathiyah—a balanced Islamic ethic grounded in the maqasid al-shari‘ah—as a practical framework for East–West civilizational dialogue. It critiques “clash of civilizations” narratives for reducing cross-cultural relations to identity antagonism, while historical experience points to more complex patterns of exchange, negotiation, and mutual correction. By using maqasid as a normative compass, dialogue is oriented toward publicly verifiable aims: safeguarding human dignity, advancing justice, protecting reason and knowledge, strengthening social cohesion, and promoting sustainable governance. The discussion draws on Nahdlatul Ulama’s tradition of Aswaja An-Nahdliyah and contemporary discourse on fiqh al-hadlarah (civilizational jurisprudence) to formulate an indicator matrix across key domains—education, law and human rights, economy, media, and emerging technologies (including AI)—along with a 3–5 year implementation roadmap and risk-mitigation strategies. The article concludes by highlighting implications for Islamic education, particularly academic integrity, digital-ethical literacy, and interdisciplinary projects oriented to the public good (maslahah).
Strategi Pendidikan dalam Al-Qur’an: Kajian Tafsir Tarbawi tentang Keteladanan, Nasihat, Dialog, dan Kisah Endi Suhendi; Badruzzaman M. Yunus; Asdianur Hadi; A. Baijuri
CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Vol. 6 No. 2 (2026): Mei: CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/cendekia.v6i2.8948

Abstract

A mid the growing complexity of contemporary education, the challenge of integrating intellectual achievement with moral and spiritual development has become increasingly urgent. This study examines educational strategies in the Qur’an through the perspective of tafsir tarbawi, focusing on four core approaches: exemplary conduct, advice, dialogue, and storytelling. The research aims to explore how the Qur’an presents pedagogical methods that not only convey knowledge but also shape character and internalize values in learners. Employing a qualitative library research design with thematic and tafsir tarbawi approaches, this study analyzes relevant Qur’anic verses and supporting scholarly literature. The findings reveal that the Qur’an offers a holistic and dynamic model of education in which exemplary conduct functions as a behavioral model, advice serves as a means of value internalization, dialogue promotes reflective and critical thinking, and storytelling strengthens moral awareness through narrative experience. These strategies are interconnected and operate across cognitive, affective, and behavioral domains. The study concludes that Qur’anic educational strategies remain highly relevant for contemporary Islamic education, particularly in strengthening character formation, reflective learning, and the integration of values in educational practice.
Masjid Kampus sebagai Ruang Pembentukan Karakter Mahasiswa Muslim: Analisis Sosiokultural Mentoring Islam di Telkom University Ahmad Sukandar; Endang Komara; Asdianur Hadi
CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Vol. 6 No. 2 (2026): Mei: CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/cendekia.v6i2.9083

Abstract

Amid the accelerating rhythm of digital culture, academic competition, and the changing patterns of student life in higher education, the formation of Muslim student character has become an increasingly urgent concern. A campus mosque can no longer be viewed merely as a place of worship; it must also be understood as a strategic nonformal Islamic educational space that nurtures spirituality, morality, social awareness, and student identity in a more contextual way. This study aims to analyze the role of the campus mosque as a space for shaping Muslim student character through the Islamic mentoring program at Masjid Syamsul Ulum, Telkom University. This research employs a descriptive qualitative approach based on document study and thematic analysis of scholarly articles, mentoring program documents, and relevant works on campus mosques, religious moderation, and student character education. The findings show that the mentoring program at Masjid Syamsul Ulum is systematically designed through a clear structure, curriculum, methods, evaluation tools, and mentor regeneration, all of which are integrated with the institutional values of Harmony, Excellence, and Integrity. Socioculturally, the program functions not only as a medium for religious instruction but also as a process of value internalization, habituation of religious practice, strengthening of moderation, and construction of Muslim student identity within a technology-oriented university environment. This study proposes a conceptual understanding that the campus mosque can serve as a strategic space for shaping Muslim students who are religious, moderate, collaborative, and adaptive in the digital era.
Rekonstruksi Pemikiran Pendidikan Islam: Integrasi Ilmu Agama dan Sains sebagai Paradigma Keilmuan Asdianur Hadi
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 3 No. 2 (2026): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v3i2.2189

Abstract

The fragmentation between religious knowledge and science remains one of the major challenges in contemporary Islamic education. This condition has weakened the holistic character of education and contributed to the emergence of learners who are intellectually capable but often detached from spiritual and ethical foundations. This article aims to analyze the reconstruction of Islamic educational thought through the integration of religious knowledge and science as a paradigm of knowledge. The study employs a qualitative approach using library research by examining various contemporary scholarly works on dichotomy of knowledge, Islamization of knowledge, integration-interconnection, and integrative Islamic education. The findings show that the integration of religious knowledge and science is not merely a curricular combination, but an epistemological effort to restore the unity of knowledge in Islam. This integration places revelation, reason, and empirical inquiry in a mutually reinforcing relationship. In addition, the integrative paradigm is relevant for strengthening curriculum development, learning processes, character formation, and the institutional transformation of Islamic education in the contemporary era. Thus, the reconstruction of Islamic educational thought requires an integrative, holistic, and contextual framework so that Islamic education can produce generations who are spiritually grounded, intellectually competent, and socially responsible.
Co-Authors A. Baijuri Ahmad Sukandar Badruzzaman M. Yunus Endang Komara Endi Suhendi Syarif Hidayat