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All Journal Mozaic: Islamic Studies Journal Algebra : Jurnal Pendidikan Sosial dan Sains
Musallamah, Qoni'ah
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Model Imre Lakatos dalam Studi Hadist: Pendekatan Epistimologis Terhadap Konteks dan Pembaharuan Keilmuan Islam Musallamah, Qoni'ah
Mozaic: Islamic Studies Journal Vol. 4 No. 02 (2025)
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/mozaic.v4i02.2328

Abstract

This article proposes a new methodological approach in hadith studies by integrating Imre Lakatos's research programme model into Islamic scholarship. This approach emerges in response to the dominant normative tendency in hadith studies, which often results in stagnation when confronting contemporary socio-cultural dynamics. Utilizing the hard core as the inviolable foundation of divine revelation, the protective belt as a flexible interpretative space, and the series of theories as the progressive development of hadith thought, the Imre Lakatos model enables a scientific reconstruction of hadith understanding that remains grounded in textual authority while remaining open to renewal. This study employs a literature review method, drawing from philosophical, methodological, and contemporary Islamic sources. The findings indicate that Lakatos’s methodology not only offers a strong epistemological foundation for hadith studies but also provides a conceptual instrument for building critical, rational, and context-sensitive Islamic research programmes. Accordingly, this article contributes to the advancement of Islamic studies that are more reflective, adaptive, and relevant to the challenges of the modern era.
ANALYSIS OF THE IMPLEMENTATION OF CHARACTER EDUCATION AND/OR RELIGIOUS MODERATION AT MUHAMMADIYAH PLERET MIDDLE SCHOOL Hidayati, Eni; Achadi, Wasith; Musallamah, Qoni'ah
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 5 No. 4 (2025): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/e186b702

Abstract

This study examines the implementation of character education and religious moderation at SMP Muhammadiyah Pleret, Bantul, Yogyakarta, as an essential effort to develop students’ moral integrity and tolerance in a multicultural society. The main issue addressed in this research is the gap between the expected character values and students’ real behavior, which reflects challenges in internalizing moral and moderation principles in daily school activities. The objectives are to describe the implementation of character and religious moderation programs, identify supporting and inhibiting factors, and propose strategies to strengthen these values in accordance with students’ needs. The study employs a qualitative descriptive approach with data collected through interviews, observations, and documentation involving school principals, teachers, and students. The results show that the integration of ISMUBA (Islam, Muhammadiyah, and Arabic Language) programs—such as daily Qur’an recitation, Dhuha and Dzuhur prayers, Friday charity, and clean-up activities—has effectively promoted discipline, religiosity, responsibility, and tolerance among students. Teachers serve as role models and facilitators, while parental collaboration and school culture strengthen the implementation. However, limited digital utilization, lack of supervision outside school, and negative media influences remain challenges. The discussion highlights that strengthening collaboration, digital character education, and teachers’ competence in moderation are crucial strategies. In conclusion, character and religious moderation education at SMP Muhammadiyah Pleret has been effectively implemented and contributes to shaping moderate, moral, and responsible students aligned with the vision of progressive Islamic education.
Co-Authors Achadi, Wasith Eni Hidayati