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All Journal NUKHBATUL 'ULUM : Jurnal Bidang Kajian Islam Al I'tibar Jurnal Pendidikan Islam
Jeny Rheka
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Religion Education Social Sciences Other

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Konsep Penetapan Had dan Kafarat dengan Kias (Studi Komparasi Pendapat Imam Syāfiʻī dan Imam Abū Ḥanīfah): The Concepts of Determining Had and Kafarat with Qiyas (Comparation Study of the Opinion of Imam Syāfiʻī and Imam Abū Ḥanīfah) Rosmita, Rosmita; Rahmayani Lancang; Jeny Rheka; Nasaruddin, Nasaruddin
NUKHBATUL 'ULUM: Jurnal Bidang Kajian Islam Vol. 9 No. 2 (2023): NUKHBATUL 'ULUM: Jurnal Bidang Kajian Islam
Publisher : Pusat Penelitian dan Pengabdian Masyarakat (P3M) Sekolah Tinggi Ilmu Islam dan Bahasa Arab (STIBA) Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36701/nukhbah.v9i2.1129

Abstract

This research aims to find out the opinions of Imam Syāfi'i and Imam Abū Ḥanīfah regarding the determination of had and kafarat with the problem that the researcher raises in this research, namely; first, what do Imam Syāfiʻī and Imam Abū Ḥanīfah think about determining had and kafarat with kias; and second, what is the comparative analysis of the opinions of Imam Syāfiʻī and Imam Abū Ḥanīfah regarding the determination of had and kafarat with kias. This research includes library research using a normative approach and a comparative approach. The research results show that; Firstly, Imam Syāfiʻī allows the use of kias in determining had and kafarat with the terms of rukun and kias conditions being in the determination of kias. Meanwhile, Imam Abū Ḥanīfah rejects the idea of ​​determining had and kafarat because had was established to prevent people from being afraid of committing immoral acts and kafarat was established to abort sins. The level of punishment is only Allah SWT. who knows, no allusions are allowed. Second, the similarity of opinion between Imam Syāfiʻī and Imam Abū Ḥanīfah is the use of figures of speech as legal istinbat. The difference is that Imam Abū Ḥanīfah does not use kias in matters of had and kafarat except for the crime of takzir, while Imam Syāfiʻī considers it valid to use kias in the aspect of jinayat. After reading and studying several propositions and opinions of Imam Syāfiʻī and Imam Abū Ḥanīfah, the researcher is more inclined to strengthen Imam Syāfiʻī's opinion because some of the arguments which say that the use of kias in determining had and kafarat are not permissible are weak. Meanwhile, Imam Syāfiʻī's opinion which allows kias in the determination of had and kafarat is strengthened by the argument of the words of the Prophet Muhammad. when sending Mu'āż bin Jabal to Yemen.
Model Pengembangan Pembelajaran Pendidikan Agama Islam Kontekstual Melalui Pendekatan  Contextuall Teaching Learning Untuk Meningkatkan Literasi Spiritual Siswa Nur Aliah; Andi Fitriani Djollong; Sudirmanto, Sudirmanto; Nurul Ilmi Adyana; Jeny Rheka
JURNAL PENDIDIKAN ISLAM AL I’TIBAR Vol 13 No 1 (2026): Al I'tibar: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/mv0bh489

Abstract

Pembelajaran Pendidikan Agama Islam (PAI) di sekolah masih cenderung normatif dan berorientasi kognitif sehingga belum optimal dalam meningkatkan literasi spiritual siswa dalam kehidupan nyata. Kondisi ini menunjukkan perlunya pengembangan pembelajaran PAI yang lebih kontekstual dan bermakna. Penelitian ini bertujuan merumuskan model pengembangan pembelajaran PAI kontekstual berbasis Contextual Teaching and Learning (CTL) yang berorientasi pada peningkatan literasi spiritual siswa. Penelitian menggunakan metode kajian konseptual melalui analisis literatur terhadap teori pembelajaran kontekstual, karakteristik pembelajaran PAI, serta konsep literasi spiritual. Hasil kajian menunjukkan bahwa integrasi prinsip CTL dengan pembelajaran PAI menghasilkan model yang menekankan keterkaitan materi dengan pengalaman nyata, refleksi spiritual, pembelajaran kolaboratif, dan penilaian autentik. Model ini mendorong internalisasi nilai-nilai Islam secara reflektif dan aplikatif sehingga berpotensi meningkatkan literasi spiritual siswa. Dengan demikian, pendekatan CTL dapat menjadi landasan sistematis dalam pengembangan pembelajaran PAI yang lebih relevan dengan realitas kehidupan peserta didik.
Co-Authors Andi Fitriani Djollong Nasaruddin Nasaruddin Nur Aliah Nurul Ilmi Adyana Rahmayani Lancang Rosmita Rosmita, Rosmita Sudirmanto, Sudirmanto