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All Journal NIHAYAH AN-NUR: Jurnal Pendidikan dan Pembelajaran
Alwathani, Muharrir
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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FEMINISME DALAM BINGKAI FIKIH KLASIK SUARA YANG DIBUNGKAM Alwathani, Muharrir
NIHAYAH: Journal of Islamic Studies Vol. 1 No. 2 (2025): NIHAYAH: Journal of Islamic Studies
Publisher : Yayasan An-Nur Meunara Baro

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Abstract

This article explores the intersection of feminism and classical Islamic jurisprudence by uncovering the silenced voices of women hidden within patriarchal-dominated scholarly traditions. Employing a deconstructive, genealogical, and feminist ethnographic approach, the study reveals the existence of fiqh manuscripts authored or interpolated by female scholars, often disguised through metaphors, poetry, and narratives. These findings challenge the notion that women lacked contribution in classical fiqh by demonstrating that their marginalization was a result of structural suppression rather than absence. The discussion delves into the anatomy of silencing within Islamic knowledge traditions, subversive strategies employed by women, and the potential for reinterpreting fiqh through a gendered lens in the contemporary context. The study further underscores the need to reconstruct traditional fiqh curricula based on gender justice, paving the way for a more inclusive Islamic discourse. This article makes a significant contribution to the revival of female narratives in classical Islamic scholarship and supports the advancement of contextual and progressive Islamic feminist thought.
DILEMA GURU AGAMA ISLAM ANTARA TUNTUTAN KURIKULUM DAN REALITA SOSIAL Alwathani, Muharrir
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

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Islamic Education (PAI) teachers face complex challenges in balancing the ideal demands of the national curriculum with the social realities experienced by students. This conflict manifests in the form of incongruities between normative teaching materials such as classical fiqh and the dynamic lives of modern youth, as well as curricular restrictions on discussing contemporary issues such as pluralism, gender, and tolerance in the classroom. This study employs a phenomenological qualitative approach through in-depth interviews and participatory observation with 20 PAI teachers across various educational levels in Indonesia. Curriculum documents were also analyzed to assess the extent of curricular openness to students’ social needs. The findings reveal that teachers experience a pedagogical dilemma between adhering to curricular mandates and responding ethically to students’ real-life contexts. Teachers navigate these tensions through creative transformation of official materials and embedding social values within classical religious discussions. The dilemma is further compounded by rigid educational bureaucracies and students’ resistance to content perceived as irrelevant. This study recommends contextual curriculum reforms and the strengthening of teacher training to bridge the gap between formal curriculum frameworks and lived student realities. Consequently, PAI teachers can remain relevant as moral agents amidst rapid social change.
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