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All Journal Fitrah: Journal of Islamic Education Multicultural Islamic Education Review
Taqiyyuddin, Yusuf Mukhtar
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Religion Humanities Education Social Sciences Other

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Research Trends on Islamic Education Learning Intensity and Students’ Religiosity : Implications of Democracy in Education Naqiba, Muhammad Izzan; Taqiyyuddin, Yusuf Mukhtar
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12485

Abstract

This study aims to analyze research trends and knowledge mapping on Islamic Education, Learning Intensity, and Students’ Religiosity during 2000–2025, with a particular emphasis on their implications for democracy in education. Using a bibliometric approach with data sourced from Scopus, 115 journal articles were analyzed through Biblioshiny for R to identify annual scientific production, leading authors, influential journals, collaboration networks, and thematic developments. The findings reveal a significant increase in publications after 2019, with dominant contributions from social sciences and humanities, and highlight interconnected themes such as religiosity, spirituality, ethics, and global issues like digital transformation and moral crises. The novelty of this study lies in integrating bibliometric mapping with democratic values in education, showing that Islamic education not only strengthens students’ religiosity but also promotes civic values such as tolerance, justice, and inclusivity. These insights provide both theoretical and practical contributions for policymakers, educators, and curriculum developers in shaping effective Islamic education that is relevant to global challenges and supportive of democratic principles in education
Religious Moderation Between Tradition and Modernity: Mohammed Abed al-Jabri’s Critique of Arab Reason and its Implications for Islamic Education Jinan, Mutohharun; Al Hadi, Abil Fida Muhammad Qois; Fahmi Ulum Al Mubarok; Istanto, Istanto; Taqiyyuddin, Yusuf Mukhtar
Fitrah: Journal of Islamic Education Vol. 7 No. 1 (2026): Juni (2026)
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v7i1.1567

Abstract

Religious moderation in Indonesia has been institutionally strengthened through national policy frameworks; however, persistent intolerance among students indicates a deeper epistemological problem within religious reasoning. Existing studies generally approach moderation as a normative or socio-political agenda while neglecting the structures of reasoning that shape exclusive or moderate religious orientations. This article examines religious moderation within the dialectic of tradition and modernity through Mohammed Abed al-Jabiri’s critique of Arab reason and its implications for Islamic education. This study employs a qualitative-conceptual design using a philosophical-epistemological approach. Primary sources include al-Jabiri’s Naqd al-‘Aql al-‘Arabi and related works on bayānī, ‘irfānī, and burhānī epistemologies, supported by relevant literature on religious moderation and Islamic education. The findings reveal that sustainable religious moderation requires the reconstruction of religious reasoning through burhānī rationality, which emphasizes critical, contextual, and dialogical thinking. Consequently, Islamic education must transform its curriculum and pedagogy to cultivate critical-moderate reasoning grounded in ethical and intellectual responsibility.
Co-Authors Al Hadi, Abil Fida Muhammad Qois Fahmi Ulum Al Mubarok Istanto Istanto Mutohharun Jinan Naqiba, Muhammad Izzan