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Diskursus Modernisme dalam Pendidikan Islam Perspektif Filsafat Nilai Mahyudin, Edy; Abdurrahmansyah, Abdurrahmansyah; Sirozi, M.; Hasan, Muflikhul
Indo-MathEdu Intellectuals Journal Vol. 6 No. 6 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i6.4365

This study aims to analyze the Discourse of Modernism in Islamic Education from the Perspective of the Philosophy of Values. The type of research used is library research, which involves analyzing various conceptual information and data, both qualitative and quantitative, derived from previous scholarly articles. The data analysis techniques in this library research include data reduction, categorization, thematic synthesis, interpretation, and theoretical conclusion drawing. Based on the findings and discussion, the discourse of modernism in Islamic education from the perspective of the philosophy of values emphasizes the importance of harmonizing Islamic teachings with the development of modern science and technology in a selective manner. Modernism is not understood as blind acceptance of new ideas, but as a filtering process to ensure alignment with Islamic principles. Islamic education is required to integrate religious and general knowledge in order to produce a generation that is both Islamic in character and globally competitive. Value-related challenges arise from spiritual crises, materialism, and the negative impacts of technology. Therefore, the philosophy of values serves as a reconstructive approach to balance knowledge, faith, morality, and social responsibility in order to form insan kamil with an authentic Islamic identity.

Konsep Ilmu dan Akhlak dalam Pemikiran Ibnu Sina dan Ibnu Khaldun: Kontribusi bagi Pendidikan Islam Hasan, Muflikhul; Abdurrahmansyah, Abdurrahmansyah; Sirozi, M.; Mahyudin, Edy
Indo-MathEdu Intellectuals Journal Vol. 6 No. 6 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i6.4382

This study aims to analyze the concepts of knowledge (‘ilm) and morality (akhlaq) in the thoughts of Ibn Sina and Ibn Khaldun, viewed from the aspect of their contribution to Islamic education. This research is a literature review, analyzing various conceptual information and both qualitative and quantitative data obtained from previous scholarly articles. The databases used to collect articles for this literature study include Google Scholar, DOAJ, ResearchGate, and ScienceDirect, which provide reliable and up-to-date academic sources. The data were analyzed using content analysis, by examining themes, concepts, and theoretical relevance to produce a comprehensive synthesis in accordance with the research focus. The findings and discussion reveal that the concepts of knowledge, ethics, and methods of contemporary Islamic education are greatly influenced by the works of Ibn Khaldun and Ibn Sina. Both rejected the notion of knowledge as merely technical, emphasizing instead its role in guiding humans toward truth, happiness, and morality. Ibn Khaldun highlighted knowledge as a cultural product and a tool for building civilization, with ethics rooted in social interaction. Conversely, Ibn Sina stressed the integration of reason and faith, gradual education, and the teacher as a moral role model. Their ideas are significant as they contribute to shaping the insan kamil a complete human being capable of competing globally while addressing the challenges of globalization through the integration of knowledge, faith, and ethics

Sekolah dan Madrasah sebagai Organisasi Pendidikan: Sistem Sosial, Dinamika Sosial dan Budaya Organisasi Hasan, Muflikhul; Idi, Abdullah; Karoma, Karoma; Mahyudin, Edy
Indo-MathEdu Intellectuals Journal Vol. 6 No. 7 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i7.4421

This study aims to analyze schools and madrasahs as educational organizations from the perspectives of social systems, social dynamics, and organizational culture. This research is a literature review or library study. The data sources consist of books, scientific journals, research reports, and official documents related to schools and madrasahs as educational organizations. Data collection was carried out through document analysis, while the data were analyzed using content analysis techniques in a systematic and critical manner. Based on the results and discussion, it can be concluded that schools and madrasahs play a strategic role as social organizations that not only perform educational functions but also serve as platforms for the socialization of societal values, norms, and culture. A well-structured social system, harmonious relationships, and effective communication within the educational environment significantly contribute to shaping students’ character and social identity. As agents of cultural transmission and social solidarity, schools and madrasahs strengthen community integration through the internalization of universal and religious values. In facing modernization and technological advancement, these educational institutions are required to be adaptive by fostering a positive, inclusive, and innovative organizational culture. The exemplary behavior of teachers becomes a key factor in instilling moral values, shaping character, and creating a conducive and competitive learning environment.

Transpormasi Madrasah dan Pesantren dalam Mengahadapi Perubahan Sosial di Era Digital Mahyudin, Edy; Idi, Abdullah; Karoma, Karoma; Hasan, Muflikhul
Indo-MathEdu Intellectuals Journal Vol. 6 No. 7 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i7.4527

This study aims to analyze the forms of transformation undertaken by madrasahs and pesantren in responding to social changes in the digital era. The research employs a library research method, examining ideas, theories, and previous research findings without conducting field data collection. Data sources are derived from academic books, journal articles, research reports, and policy documents related to Islamic education and digitalization. The research process involves identifying key issues, selecting relevant literature, and conducting content analysis to discover patterns and key findings. The data analysis technique in this literature review research uses content analysis by examining, interpreting, and synthesizing various written sources systematically to understand the transformation of madrasahs and pesantren in the digital era. The results indicate that madrasahs and pesantren play a fundamental role in instilling moral, ethical, and spiritual values through their distinctive Islamic educational traditions. However, in a modern context, pesantren have also evolved into agents of community empowerment through curriculum innovation, entrepreneurship training, and the strengthening of digital literacy to prepare adaptive generations. Although globalization presents challenges such as digital inequality and resistance to change, pesantren have managed to adapt by integrating technology into learning while maintaining their Islamic identity. Thus, madrasahs and pesantren are proven to be dynamic institutions that preserve tradition while being able to transform in accordance with the demands of the times.

Madrasah pada Masa Keemasan Islam: Studi Perbandingan dengan Madrasah Saat Ini Mahyudin, Edy; Rusli, Risan; Sukardi, Ismail; Hasan, Muflikhul
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.4572

This study aims to analyze the characteristics of madrasas during the Golden Age of Islam and compare them with the condition of contemporary madrasas. The research method used is library research with a descriptive qualitative approach. Data were obtained from books on the history of Islamic education, scientific journal articles, research reports, and official documents on modern madrasas. Content analysis was employed to examine the characteristics of classical madrasas, while comparative analysis was used to compare them with present-day madrasas. The results show that madrasas in the Islamic Golden Age flourished due to the integration of religious and rational sciences, strong support through waqf, the presence of scholar-scientists as educators, and an academic culture open to dialogue and research. Meanwhile, modern madrasas have experienced significant progress in curriculum development and scientific integration, but still face challenges such as limited facilities, teacher competency gaps, and learning methods that are not yet fully innovative. The discussion emphasizes the importance of revitalizing the values of classical madrasas through strengthening research, integrating knowledge, and modernizing pedagogy so that madrasas can compete globally without losing their Islamic identity

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