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All Journal JOURNAL OF QUR'AN AND HADITH STUDIES Jurnal Intelektualita: Keislaman, Sosial, dan Sains Pendas : Jurnah Ilmiah Pendidikan Dasar Kasyafa: Jurnal Pendidikan Agama Islam
Muhammad Misbah
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Religion Arts Humanities Education Social Sciences Other

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Spiritual Healing with Aswaja Ruqyah: A Quranic-Based Non-Medical Approach Nabilla Azzahra; Althaf Husein Muzakky; Muhammad Misbah
JOURNAL OF QUR'AN AND HADITH STUDIES Vol. 14 No. 2 (2025)
Publisher : UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/quhas.v14i2.46544

Abstract

This study aims to explore the effectiveness of Aswaja ruqyah therapy in addressing non-medical disorders, particularly those related to psychological issues such as stress, anxiety, and emotional disturbances. The method used is a qualitative approach involving in-depth interviews with patients undergoing ruqyah therapy, as well as observations of the therapeutic practices. The results of the study indicate that Aswaja ruqyah therapy has a positive impact on mental and emotional well-being, with many patients reporting feelings of greater calmness and a reduction in anxiety symptoms. This study recommends the implementation of ruqyah therapy as an alternative in non-medical treatment to support community mental health. In conclusion, Aswaja Ruqyah is effective as a spiritual therapy that can aid emotional and psychological recovery and is acceptable within a more holistic treatment context. 
Internalisasi Karakter Religius melalui Program Raih Pahala di Era Digital Kholiyah; Adie Setiawan; Muhammad Misbah
Intelektualita Vol 14 No 2 (2025): Jurnal Intelektualita: Keislaman, Sosial, dan Sains
Publisher : Wakil Rektor III Bidang Kemahasiswaan dan Kerjasama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/intelektualita.v14i2.31959

Abstract

Penelitian ini bertujuan mendeskripsikan proses internalisasi nilai-nilai religius dalam pembelajaran karakter di era digital melalui program “Raih Pahala” di SD Negeri Badakarya Banjarnegara serta menganalisis dampaknya terhadap pembentukan karakter peserta didik. Penelitian menggunakan metode kualitatif dengan pendekatan deskriptif. Data dikumpulkan melalui observasi terhadap aktivitas religius siswa, wawancara dengan guru serta peserta didik, dan dokumentasi berbagai kegiatan yang mendukung implementasi program. Analisis data dilakukan melalui proses reduksi data, penyajian data, dan penarikan kesimpulan untuk memperoleh gambaran yang komprehensif mengenai pelaksanaan internalisasi nilai religius di sekolah. Hasil penelitian menunjukkan bahwa proses internalisasi nilai berlangsung melalui tiga tahap utama. Tahap transformasi nilai dilakukan dengan menyampaikan makna, tujuan, dan pentingnya ibadah kepada siswa. Tahap transaksi nilai terlihat melalui keterlibatan aktif peserta didik dalam kegiatan religius secara terpandu. Sementara itu, tahap transinternalisasi nilai muncul dalam bentuk pembiasaan perilaku religius yang tercermin dalam tindakan sehari-hari. Program “Raih Pahala”, yang meliputi shalat dhuha, tadarus bersama, serta hafalan Asmaul Husna dan Juz ‘Amma, terbukti efektif menumbuhkan disiplin, tanggung jawab, empati, dan kesadaran spiritual siswa. Selain itu, program ini turut memperkuat hubungan sosial serta mendorong penggunaan teknologi secara bijak. Dengan demikian, program “Raih Pahala” menjadi model pendidikan karakter religius yang relevan di era digital.
A Conceptual Model of Integrating Deliberative Transformative and Authentic Learning in Multicultural Religious Education Irfan Musonif; Muhammad Misbah
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.164

Abstract

This study aims to develop an integrative conceptual framework for religious education that addresses the challenges of multicultural societies by synthesizing deliberative learning, transformative learning, and authentic learning. Employing a qualitative library research approach, this study utilizes interpretive thematic synthesis to analyze relevant scholarly literature. The findings reveal that these three approaches form interconnected epistemological relationships while also containing inherent conceptual tensions, particularly between rational dialogue, critical reflection, and real-life contextual experience. The synthesis results in the formulation of the Integrative Deliberative–Transformative–Authentic Religious Learning Model (IDTARL), a cyclical framework in which deliberative dialogue triggers cognitive dissonance, critical reflection facilitates meaning transformation, and authentic experience serves as a space for validation and reconstruction of understanding. The study demonstrates that effective religious learning in multicultural contexts is not determined by a single pedagogical approach but by a balanced integration of dialogic, reflective, and contextual dimensions. Theoretically, this research contributes to reconstructing the epistemology of religious education from a transmission-oriented paradigm toward a dialogic–reflective–contextual paradigm that is more responsive to multicultural realities.
MODEL 4I DALAM PEMBELAJARAN AL-QUR'AN HADIS: KERANGKA INTEGRATIF-INKLUSIF UNTUK PENDIDIKAN ISLAM KONTEMPORER Mukaromah, Nisfil; Muhammad Misbah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55925

Abstract

The learning of Al-Qur'an and Hadith in Islamic educational institutions continues to face challenges in responding to the demands of contemporary education, particularly in integrating Islamic values with real-life contexts and accommodating learner diversity. Existing learning practices remain predominantly teacher-centered and oriented toward textual understanding, limiting the development of critical, reflective, and inclusive attitudes among students. This study aims to formulate the 4I Model (Integration, Inclusion, Interaction, and Internalization) as an integrative-inclusive framework for Al-Qur'an and Hadith learning within contemporary Islamic education. This research employs a qualitative approach through library research by analyzing various scholarly sources, including books, journal articles, and relevant academic literature on Islamic education, inclusive education, and integrative learning. The findings reveal that the 4I Model provides a comprehensive framework for designing meaningful and student-centered learning experiences. The Integration dimension emphasizes the connection between Qur'anic and Hadith teachings and contemporary social realities; Inclusion promotes equal learning opportunities and respect for diversity; Interaction encourages collaborative, dialogical, and participatory learning processes; while Internalization focuses on embedding Islamic values into students’ attitudes and daily behaviors. The implementation of the 4I Model contributes to strengthening religious literacy, critical thinking, social empathy, tolerance, and the internalization of Islamic values. Therefore, the 4I Model offers a relevant conceptual framework for transforming Al-Qur'an and Hadith learning toward a more humanistic, contextual, and inclusive approach in contemporary Islamic education.
MODEL ACTIVE LEARNING DALAM PENDIDIKAN AGAMA ISLAM DAN STRATEGI INTEGRASI NILAI MODERASI BERAGAMA Ahmad Ulil Albab; Muhammad Misbah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59425

Abstract

The implementation of Islamic Religious Education (PAI) in various educational institutions is still largely characterized by the use of methods that prioritize the teacher’s dominant role, resulting in students’ participation in the learning process not yet reaching its full potential. This situation leads to limited development of critical thinking skills, an underdeveloped culture of dialogue, and a lack of optimal internalization of religious values in social life. At the same time, the emergence of various phenomena such as intolerance, extremism, and the polarization of religious understanding further underscores the urgency of strengthening religious moderation in PAI instruction. This study focuses on analyzing the concepts and implementation of active learning models in Islamic Religious Education, as well as identifying strategies for integrating the value of religious moderation into the learning process. The method used is library research with a qualitative-descriptive approach, involving the review and analysis of various scientific literature, academic journals, and classical and contemporary sources related to the research topic. The study shows that the application of active learning models including Discovery Learning, Problem-Based Learning, Project-Based Learning, Cooperative Learning, and Contextual Teaching and Learning makes a significant contribution to Islamic Religious Education (IRE) learning because these models encourage student engagement, develop critical thinking skills, strengthen cooperation, and improve problem-solving skills. The integration of religious moderation can be achieved through four main aspects: learning materials, the learning process, classroom climate, and the assessment system. Through this approach, the values of tawassuth, tasamuh, tawazun, and i’tidal can be more easily internalized in students’ learning experiences, so that PAI instruction not only strengthens religious understanding but also supports the development of a moderate, tolerant, and inclusive character.
Co-Authors Adie Setiawan Ahmad Ulil Albab Althaf Husein Muzakky Irfan Musonif Kholiyah Mukaromah, Nisfil Nabilla Azzahra