Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal Jurnal Kajian dan Pengembangan Umat El-Rusyd Ahlussunnah: Journal of Islamic Education Krigan: Journal of Management and Sharia Business
Gucandra, Yudi
Unknown Affiliation
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Pedagogical Learning Model Integrative Based on the Quran-Hadith in Contemporary Islamic Education Gucandra, Yudi; Charles, Charles; Nasution, Soibatul Aslamiah; Rahma, Rifka Haida; Pratama, Andy Riski
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.400

Abstract

Contemporary Islamic education faces a serious dichotomy due to the dominance of modern learning models that focus solely on academic intelligence, thereby neglecting spiritual, emotional, and social intelligence. This condition is contrary to the true purpose of Islamic education, which is oriented towards the development of a complete person (Insan Kamil). This study aims to analyze the urgency of integrating modern pedagogy with the fundamental values of the Quran and Hadith in order to formulate a holistic learning approach. Using the library research method with a descriptive qualitative approach, this study conducts a conceptual synthesis and reviews the literature on integrative pedagogy. The analytical framework is reinforced by Amin Abdullah's concept of interconnection integration and Ismail Raji Al Faruqi's idea of Islamization of knowledge, which offer a philosophical basis for eliminating dichotomy. The results of the study show that contextualizing the values of the Quran and Hadith can strengthen the spiritual, moral, emotional, and social intelligence of students by developing the aspects of Ar Ruh, Al Qalb, Al Nafs, and Al Aql. It also improves critical thinking and social awareness. Modern learning models such as Problem Based Learning, Project Based Learning, Flipped Classroom, and Gamification become effective and religiously meaningful through this integration. The main contribution of this research is to offer a comprehensive conceptual framework for the development of an integrative Islam-based model that not only emphasizes cognitive mastery but also fosters a strong religious character. This integration is a strategic path towards a comprehensive vision of Islamic education.
Integrating Mixed Methods Paradigms for Research Gap Identification in Islamic Education Research Gucandra, Yudi; Sesmiarni, Sesmiarni
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.427

Abstract

The phenomenon of weak problem identification and research gap analysis in Islamic Education studies reflects a serious epistemological challenge within the academic environment. Many student and faculty research projects remain repetitive and lack strong theoretical and empirical grounding. This article aims to examine the epistemological differences between quantitative and qualitative paradigms in the process of identifying research gaps and to integrate both within the methodology of Islamic Education research. The study employs a qualitative method using a conceptual Systematic Literature Review (SLR) by reviewing scientific articles indexed in Scopus and SINTA from 2020 to 2025. The data were analyzed through narrative and comparative synthesis focusing on ontological, epistemological, and methodological dimensions. The findings indicate that the quantitative paradigm is oriented toward theoretical verification (gap of extension and conflict), whereas the qualitative paradigm emphasizes meaning exploration (gap of void and emergent meaning). The integration of both paradigms produces the Epistemological Gap Framework (EGF), a conceptual model that combines the logic of verification and exploration in formulating research gaps in Islamic Education. This model is expected to strengthen methodological rigor, enhance epistemological awareness, and enrich the scholarly contribution to the development of Islamic Education as a scientific discipline.
Revitalizing Minangkabau Traditional Values as a Solution to the Multicultural Education Crisis in West Sumatra Gucandra, Yudi; Aprison, Wedra
Jurnal Kajian dan Pengembangan Umat Vol 8, No 2 (2025):Vol. 8, No. 2 Desember 2025
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/jkpu.v8i2.7467

Abstract

This study analyzes the paradox of multicultural education in West Sumatra, where the Minangkabau traditional philosophy, rich in egalitarian and tolerant values, has not been optimally integrated into the formal education system, triggering a crisis marked by religious intolerance, bullying, and ethnic tensions. Using a qualitative approach with hermeneutic methods and content analysis of policy documents, media reports (2024-2025), and academic literature, this study identifies systemic failures in Banks' five dimensions of multicultural education: Prejudice Reduction (religious intolerance), Equity Pedagogy and Empowering School Culture (bullying), and Content Integration and Knowledge Construction (ethnic tension). The findings show that the crisis is not caused by the absence of tolerance values, but rather by the failure to translate traditional philosophy into concrete practice. This study proposes a model for revitalizing Minangkabau traditional values as a contextual solution: (1) ABS-SBK interpreted inclusively to reduce prejudice; (2) deliberative consensus as the basis for equitable pedagogy; (3) the principles of "Duduak Samo Randah, Tagak Samo Tinggi" (sit low, stand tall) and "Dima Bumi Dipijak, Disinan Langik Dijunjuang" (wherever you step, that is where heaven is) to build an egalitarian school culture that respects diversity. The proposed "Contextual Multicultural Education" model synthesizes the universal principles of multicultural education with local wisdom, while adopting a critical approach that does not romanticize traditional values but interprets them transformatively. This research contributes theoretically by enriching the discourse on multicultural education through the perspective of Indigenous Knowledge, empirically by documenting concrete cases in West Sumatra, and practically by offering policy recommendations for the reformulation of local content curricula, teacher training based on local wisdom, and school culture transformation.
Strategi Meningkatkan Literasi Keuangan Syariah Melalui Pengajaran Pendidikan Agama Islam Anisah, Ariyun; Gucandra, Yudi
Krigan: Journal of Management and Sharia Business Vol. 3 No. 2 (2025): Desember 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/krigan.v3i2.10089

Abstract

Literasi keuangan syariah di Indonesia menghadapi paradoks signifikan antara potensi pasar Muslim terbesar di dunia dengan tingkat pemahaman dan aplikasi prinsip syariah yang masih rendah. Fenomena Knowledge to Action Gap menunjukkan masyarakat memiliki pengetahuan konseptual tentang larangan riba dan prinsip muamalah, namun belum mengkonversinya menjadi perilaku finansial nyata. Penelitian ini bertujuan mengidentifikasi dan menganalisis strategi pengajaran Pendidikan Agama Islam (PAI) yang efektif untuk meningkatkan literasi keuangan syariah. Menggunakan metode studi pustaka dengan analisis konten tematik, penelitian ini mengkaji literatur akademik terakreditasi yang membahas integrasi literasi keuangan syariah dalam pengajaran PAI. Hasil analisis mengidentifikasi tiga strategi utama: pertama, kurikulum terintegrasi yang menanamkan fiqh muamalah sebagai fondasi etis; kedua, pembelajaran kontekstual aplikatif melalui simulasi transaksi dan studi kasus untuk menjembatani teori dengan praktik; ketiga, strategi sistemik melalui kegiatan ekstrakurikuler dan kolaborasi dengan lembaga keuangan syariah. Temuan menunjukkan pendekatan aplikatif memiliki efektivitas tertinggi dalam transformasi pengetahuan menjadi perilaku, namun implementasinya terhambat keterbatasan kompetensi guru PAI dan minimnya bahan ajar standar. Penelitian ini mengusulkan Model Pembelajaran Aplikatif Terintegrasi yang mengintegrasikan dimensi normatif, pedagogis, dan sistemik. Rekomendasi utama adalah penguatan kapasitas guru PAI melalui pelatihan profesional berkelanjutan dan dukungan kebijakan nasional untuk menjamin keberlanjutan dan dampak luas integrasi literasi keuangan syariah dalam sistem pendidikan Islam.
Post-Positivism and the Tripartite Epistemology of Islamic Knowledge: Toward an Alternative Paradigm of Science Nasution, Soibatul Aslamiah; Ahida, Ridha; Gucandra, Yudi
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.549

Abstract

This study examines the epistemological crisis of modern science resulting from the dominance of Western positivism, which tends to separate scientific inquiry from transcendental values. The hegemony of rationalism and empiricism has marginalized spiritual dimensions in knowledge production, leading to epistemic reductionism. Drawing on post-positivist perspectives, particularly the works of Thomas S. Kuhn and Paul Feyer bend, this study explores the relevance of Islamic epistemology as an alternative framework. Using a Systematic Literature Review (SLR) of philosophical and Islamic epistemology literature published between 2020 and 2025, the analysis employs philosophical hermeneutics to examine points of conceptual convergence. The findings reveal a philosophical alignment between post-positivist critiques of rational-empirical dominance and the pluralistic epistemological structure of Islamic knowledge, grounded in Bayani (revelation), Burhani (reason), and Irfani (intuition). This synthesis is further articulated through the integration of Al-Attas’s emphasis on metaphysics and adab and Al-Faruqi’s focus on methodological and curricular reconstruction. The study argues that the tripartite Islamic epistemological framework offers a viable alternative paradigm for addressing the reductionism of modern science. However, further empirical studies are required to assess the applicability of this integrative model within Islamic higher education contexts.
Co-Authors Andy Riski Pratama Anisah, Ariyun Charles Charles Nasution, Soibatul Aslamiah Ridha Ahida Rifka Haida Rahma Sesmiarni, Sesmiarni Wedra Aprison