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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran International Journal on Educational Issues (IJEI)
Sa’adi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Integration of Religious Moderation in the Framework of Character Education for Discipline and Patriotism in Secondary Schools Diyati, Turrus; Sa’adi
International Journal on Education Issues Vol. 1 No. 1 (2025): JANUARY
Publisher : CV Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/z8d62p97

Abstract

Purpose - This study investigates the implementation of the Islamic moderation values (Wasathiyah), specifically discipline (Istiqamah) and patriotism (Hubb al-Watan), at MAN Salatiga via scout programs. The research seeks to describe these values, analyze supporting and hindering factors, and identify solutions. Design/Methodology/Approach - Data collection employed triangulation techniques, including observation, documentation, and interviews with school administrators, curriculum officials, scout mentors, and students. Data analysis utilized presentation, selection, and analysis techniques. Findings - The results show that Islamic moderation values (Wasathiyah) are implemented through various methods: lectures, role-modeling, habituation, counseling, rewards, and punishment. Patriotic and disciplinary activities include morning assemblies, prayer sessions, Quran recitation, national anthem singing, and Pancasila recitation. Originality/Value - Supporting factors include adequate school facilities, collaborative relationships among teachers, parents, community members, and students, as well as institutional support for scout activities, fostering discipline and patriotism among students.
MENJEMBATANI WAHYU DAN AKAL: PARADIGMA PEMIKIRAN BUYA HAMKA DALAM REALITAS PENDIDIKAN AL-AZHAR INDONESIA William Jasson Ngangi; Sa’adi; Muhammad Aji Nugroho
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38876

Abstract

This article analyzes the thought of Buya Hamka (1908–1981) in the context of contemporary Islamic education in Indonesia, highlighting its relevance to the educational system implemented in Al-Azhar Indonesia schools. The study employs a conceptual–philosophical approach using a critical hermeneutic–interpretative method to examine Buya Hamka’s major works through textual, intertextual, and contextual analysis. The findings demonstrate the importance of integrating faith, knowledge, and morality as the foundation of an integral educational model oriented toward the formation of the whole person (insan kamil) within the educational system of Al-Azhar Indonesia schools. This paradigm is grounded in a humanistic–transcendental concept, emphasizing a balance between the development of human potential and God-consciousness. The implementation of these values is evident in Al-Azhar Indonesia schools through a centralized curriculum package developed by the Al-Azhar Indonesia Foundation, the cultivation of religious practices, and character formation based on the exemplary conduct of teachers or ustadz. This article contributes to the strengthening of a philosophy of Islamic education that is contextually responsive to the realities of the Muslim community and Indonesian society, adaptive to the challenges of education in the global era, and centered on spirituality as the core of students’ character formation.
GENEALOGI KUASA DAN PENGETAHUAN: DEKONSTRUKSI PERAN MADRASAH SEBAGAI INSTRUMEN HEGEMONI IDEOLOGI NEGARA PADA MASA DINASTI ABBASIYAH Shodikin, Eko Ngabdul; Sa’adi; Hariyadi, Rahmat
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10078

Abstract

The struggle between educational institutions and political power structures is a historical phenomenon that demands a critical reading of the power-knowledge relationship within the classical Islamic civilizational tradition. This research aims to deconstruct the role of the madrasah as an instrument of state ideological hegemony during the Abbasid Dynasty. Utilizing a qualitative-historical design with a Foucauldian genealogical approach, this study uncovers how the madrasah was operated as a discursive apparatus to produce a "regime of truth". Data were sourced from a corpus of primary texts, including classical Arabic manuscripts, waqfiyah documents, and prosopographical analysis of scholarly biographies. The research findings indicate that: (1) the institutionalization of the madrasah, particularly the Nizamiyah network, functioned as a technology of power to consolidate Sunni orthodoxy and eliminate alternative narratives; (2) the system of waqf patronage and the bureaucratization of the ijazah created a structural dependence of the ulema on the state, thereby limiting intellectual autonomy ; and (3) there were dynamics of resistance from alternative institutions, such as Sufi ribats, which offered spiritual autonomy outside of state hegemonic control. This research concludes that the madrasah was not merely a neutral institution for knowledge transmission, but rather a technology of governmentality that regulated religious subjects to align with the state’s political agenda. The implications of this study offer a critical framework for the analysis of the politics of knowledge within contemporary Islamic educational institutions. ABSTRAK Pergumulan antara institusi pendidikan dan struktur kekuasaan politik merupakan fenomena historis yang menuntut pembacaan kritis terhadap relasi kuasa-pengetahuan dalam tradisi peradaban Islam klasik. Penelitian ini bertujuan untuk mendekonstruksi peran madrasah sebagai instrumen hegemoni ideologi negara pada masa Dinasti Abbasiyah. Dengan menggunakan desain kualitatif-historis dan pendekatan genealogi Foucauldian, studi ini membongkar bagaimana madrasah dioperasikan sebagai aparatus diskursif untuk memproduksi "rezim kebenaran". Data bersumber dari korpus teks primer seperti manuskrip Arab klasik, dokumen waqfiyah, serta analisis prosopografis terhadap biografi ulama. Temuan penelitian menunjukkan bahwa: (1) institusionalisasi madrasah, khususnya jaringan Nizamiyah, berfungsi sebagai teknologi kekuasaan untuk mengonsolidasi ortodoksi Sunni dan mengeliminasi narasi alternatif; (2) sistem patronase wakaf dan birokratisasi ijazah menciptakan ketergantungan struktural ulama terhadap negara yang membatasi otonomi intelektual; dan (3) terdapat dinamika resistensi dari institusi alternatif seperti ribat sufi yang menawarkan otonomi spiritual di luar kontrol hegemonik negara. Penelitian ini menyimpulkan bahwa madrasah bukan sekadar lembaga transmisi pengetahuan netral, melainkan teknologi governmentality yang mengatur subjek religius agar selaras dengan agenda politik negara. Implikasi studi ini menawarkan kerangka kritis bagi analisis politik pengetahuan dalam institusi pendidikan Islam kontemporer.
Co-Authors Diyati, Turrus Hariyadi, Rahmat Muhammad Aji Nugroho Shodikin, Eko Ngabdul William Jasson Ngangi