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All Journal Civilization Research: Journal of Islamic Studies Iqtisad : Journal of Islamic Economic and Civilization Halaqa: Journal of Islamic Education
Supriatin, Iit
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Abu Darda’s Model Of Moral And Spiritual Education: A Qur’anic Perspective For Contemporary Pedagogy Supriatin, Iit; Rustandi, Redi; Alfan, Romady; Suciyati, Yati; Rohman, Dandi Abdul
Civilization Research: Journal of Islamic Studies Vol 4 No 2 (2025): Civilization Research: Journal of Islamic Studies
Publisher : PT. Student Rihlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/crjis.v4i2.112

Abstract

This study addresses the growing need for moral and spiritual educational models in contemporary Islamic education, especially amidst the dominance of formalistic and secular approaches. It aims to explore the Qur’anic-based educational values exemplified by Abu Darda’ raḍiyallāhu ‘anhu, a Companion of the Prophet renowned for his spiritual wisdom and contribution to Islamic learning. Employing a qualitative method with literature-based conceptual and historical analysis, this research finds that Abu Darda’s educational model is integrative—combining moral exemplarity, inner purification (tazkiyah al-nafs), and the lived application of Qur’anic values. The model emphasizes holistic character formation beyond cognitive achievement. This study contributes new insights by positioning Abu Darda’s model as a strategic alternative for Islamic educational transformation. Its implications include curriculum reform, teacher empowerment as spiritual mentors, and a shift toward value-based pedagogy in policy development.
Strategi Pembelajaran Nilai Anti-Riba Melalui PAI Di Era Konsumerisme Digital Supriatin, Iit; Ismail, Dudi; Mubarok, Mickail; Suciyati, Yati; Tresnajaya, Tresnajaya
Iqtisad: Journal of Islamic Economic and Civilization Vol. 1 No. 2 (2025): Iqtisad : Journal of Islamic Economic and Civilization (In Progress)
Publisher : PT. Student Rihlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/ijiec.v1i2.9

Abstract

The phenomenon of digital consumerism among Muslim students has fostered a permissive mindset toward modern forms of riba (usury), such as online loans, digital installments, and concealed interest-based transactions. This study aims to analyze effective and relevant strategies for teaching anti-riba values in the digital era. A descriptive qualitative method was employed, based on a literature review of curriculum documents, textbooks, scholarly articles, and previous research. The findings indicate that although teachers are increasingly aware of the importance of Islamic commercial ethics (muamalah), classroom implementation remains theoretical and lacks contextual relevance. Identified teaching strategies include the integration of digital riba case studies, simulations of sharia-compliant transactions, and thematic approaches based on Qur’anic and Hadith evidences. The novelty of this study lies in the development of a responsive pedagogical model for anti-riba education tailored to students’ digital consumption realities. These findings have policy implications for strengthening the PAI curriculum with practical and applicable Islamic economic content, as well as the need for teacher training to implement contextual, muamalah-based learning in the digital age.
Ayat-Ayat Pendidikan Inklusif: Model Pendidikan PAI Ramah ABK Berdasarkan Perspektif Tematik Qur’ani Supriatin, Iit; Ismail, Dudi; Kania, Dewi; Anshori, Hanafi; Santoso, Muhammad Iqbal
Halaqa: Journal of Islamic Education Vol. 1 No. 2 (2025): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v1i2.27

Abstract

Education for Children with Special Needs (CSN) in Indonesia continues to face various challenges, particularly in accessing inclusive and adaptive Islamic Religious Education (IRE). The integration of Qur’anic values through a thematic exegesis approach has not yet been fully optimized to support CSN learning. This study aims to formulate an inclusive IRE curriculum model based on relevant Qur’anic values. Using a qualitative method and thematic interpretation, the research analyzes selected Qur’anic verses alongside classical and contemporary exegeses. The findings reveal inclusive values—such as compassion, accessibility, respect for human dignity, and adaptability to limitations—reflected in QS ‘Abasa [80], al-Nūr [24], al-Ḥujurāt [49], al-Isrā’ [17], and al-Nisā’ [4]. The study proposes a model for an inclusive IRE curriculum and lesson plans (RPP) that are responsive to the needs of CSN. This research contributes to the academic discourse on inclusive Islamic education and provides practical insights for policy development at madrasahs and general education institutions. This study offers a novel integration of thematic Qur’anic exegesis into Islamic inclusive education design, with strategic implications for curriculum development and policy in religious and public education systems.
Formulasi Etika Kecerdasan Buatan (AI) Dalam Pendidikan Islam: Pendekatan Maqāṣid al-Sharī‘ah dan Tafsir Tematik Al-Qur’an Supriatin, Iit; Syarifah, Siti; Susilawati, Ela; Supriadi, Iki; Apriani, Risa
Halaqa: Journal of Islamic Education Vol. 1 No. 2 (2025): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v1i2.28

Abstract

This study explores the ethical utilization of Artificial Intelligence (AI) in Islamic education through an integrative approach that combines maqāṣid al-sharī‘ah and thematic Qur’anic exegesis. This research aims to formulate a contextual and applicable Islamic ethical framework for the use of AI in learning processes. Employing a qualitative library research method, data were collected from primary sources (Qur’anic verses and tafsir) and secondary sources (academic journals, books, institutional reports). The findings reveal that AI can support Islamic education when ethically guided—by upholding the protection of religion (ḥifẓ al-dīn), intellect (ḥifẓ al-‘aql), life (ḥifẓ al-nafs), wealth (ḥifẓ al-māl), and lineage (ḥifẓ al-nasl). The study also articulates three core Qur’anic ethical principles—reason as wisdom, knowledge as divine trust, and moral accountability (amānah)—as the basis for AI development. The novelty of this research lies in integrating two classical Islamic methodologies to address contemporary technological challenges. Its implications span educational technology policy design, ethical guidance for Islamic AI developers, and teacher training curriculum for the digital era.
Dari Politik Simbolik ke Politik Substansial dalam Kebijakan Pendidikan Islam Kontemporer Ismail, Dudi; Apriani, Risa; Lestari SM, Nelis; Supriatin, Iit
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.43

Abstract

Islamic education policies in Indonesia over the past two decades have increasingly employed Islamic symbols within regulations and educational programs; however, these symbolic representations are not always accompanied by substantive transformations in epistemological orientation, curriculum design, and educational outcomes. This condition highlights the urgency of examining the relationship between symbolic politics and substantive politics in contemporary Islamic education policy. This study aims to analyze the patterns of symbolic politics in Islamic education policies, assess the degree of policy substantiveness, and propose a transition model toward more substantive policy frameworks. Employing a qualitative approach, this research utilizes library research and document analysis of Islamic education policies issued between 2014 and 2026. The analysis integrates Murray Edelman’s theory of symbolic politics with the maqāṣid al-sharī‘ah framework. The findings reveal that Islamic education policies remain predominantly symbolic, emphasizing normative legitimacy and administrative compliance, while substantively transformative policies remain limited and unevenly implemented. This article contributes a novel integrative analytical framework combining symbolic politics and maqāṣid al-sharī‘ah, along with a substantive policy transformation model. The findings imply that Islamic education policymaking must shift toward substantively oriented strategies that prioritize educational quality, institutional governance, and measurable learning outcomes.
Pesantren di Tengah Arus Modernisasi Pendidikan: Analisis Kritis terhadap Misi Pencetakan Ulama Supriatin, Iit; Rustandi, Redi; Kurniasih, Neneng Nia
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.44

Abstract

This study aims to critically examine how educational modernization affects the sustainability of pesantren’s mission in producing ulama in contemporary Indonesia. Employing a qualitative analytical approach based on library research, the study analyzes educational policy documents, official statistical data from the past five years (2020–2024), and relevant previous studies. Data are examined through critical content analysis and policy discourse analysis to uncover underlying structural and ideological dynamics. The findings reveal that the modernization of pesantren education produces ambivalent consequences. On the one hand, modernization enhances institutional legitimacy, expands access to state funding, and improves graduates’ social mobility. On the other hand, the dominance of the national curriculum and vocational orientation tends to reduce the intensity of classical Islamic learning, thereby weakening pesantren’s traditional function as institutions for the systematic production of ulama grounded in scholarly transmission (sanad). Within this context, the study identifies the emergence of a new typology of “hybrid ulama,” reflecting a negotiated synthesis between pesantren’s classical scholarly tradition and contemporary competency demands. The novelty of this study lies in its application of a critical education policy perspective to reveal power relations among the state, pesantren, and the market in the post–Pesantren Law era. Practically, the findings underscore the need for more affirmative and flexible education policies that recognize the distinctive character of pesantren, ensuring that modernization strengthens rather than dilutes their foundational mission in producing Islamic scholars who remain relevant to contemporary challenges without losing their classical intellectual roots.
Co-Authors Alfan, Romady Anshori, Hanafi Apriani, Risa Dewi Kania, Dewi Ismail, Dudi Kurniasih, Neneng Nia Lestari SM, Nelis Mubarok, Mickail Rohman, Dandi Abdul Rustandi, Redi Santoso, Muhammad Iqbal Siti Syarifah Suciyati, Yati Supriadi, Iki Susilawati, Ela Tresnajaya, Tresnajaya