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All Journal Journal of Islamic Studies El Nubuwwah Jurnal Studi Hadis
Iffah Khoiriyatul Muyassaroh
Universitas Islam Negeri Sunan Kalijaga
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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Negotiating Gender Justice in Islamic Religious Education: A Critical-Appreciative Study of Curriculum, Epistemology, and Pedagogical Discourse Iffah Khoiriyatul Muyassaroh
Eshraq: Journal of Islamic Studies Vol. 1 No. 3 (2025): September
Publisher : Eshraq: Journal of Islamic Studies

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Abstract

This study investigates the entrenchment of gender bias within the epistemological and curricular framework of Islamic Religious Education (IRE) in Indonesia. Utilizing a qualitative-conceptual method rooted in critical discourse analysis and maqasidi hermeneutics, the research reveals how patriarchal norms are embedded in textbooks, pedagogical practices, and interpretive traditions. Rather than opposing tradition, this study proposes a critical-appreciative framework that integrates Islamic ethical values such as justice (‘adl), compassion (rahmah), and trust (amanah) with transformative pedagogies. The findings indicate that literalist and androcentric tendencies in IRE curricula reinforce male-dominated religious authority and marginalize female voices. Through the negotiation of maqasid and contemporary social contexts, the study advocates for inclusive reform that reclaims women’s epistemic agency without resorting to ideological feminism. Pedagogical recommendations include reconfiguring curriculum content, empowering teachers with contextual hermeneutics, and institutionalizing reflective, dialogical learning models. Ultimately, this article contributes to envisioning an IRE curriculum that is both faithful to Islamic tradition and responsive to the ethical imperatives of gender justice
Fondasi Psikologi Pendidikan Anak Usia Dini Berbasis Hadis: Studi Literatur Sistematis Arfah Andini; Marhumah Marhumah; Iffah Khoiriyatul Muyassaroh
El Nubuwwah Jurnal Studi Hadis Vol. 3 No. 2 (2025): El Nubuwwah Jurnal Studi Hadis
Publisher : Prodi Ilmu Hadis Fakultas Ushuluddin dan Dakwah Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/elnubuwwah.v3i2.21102

Abstract

Studies on early childhood education psychology from the perspective of Prophetic hadith have largely relied on normative and fragmented approaches, resulting in limited understanding of hadith as an applied pedagogical framework. This study aims to systematically examine how the hadith of Prophet Muhammad (peace be upon him) are interpreted and utilized in Indonesian academic literature as foundational principles for early childhood education psychology. This research employs a Systematic Literature Review (SLR) method by analyzing 33 scholarly articles published between 2019 and 2024 that are relevant to early childhood education and hadith studies. The analysis follows stages of identification, relevance classification, and thematic synthesis based on research focus and methodological approaches. The findings indicate that hadith are positioned not merely as sources of moral and spiritual values but also as pedagogical guidelines encompassing concepts of fitrah, compassion, exemplary conduct, habituation, and parental responsibility as primary educators. The review also reveals significant challenges in implementing hadith-based educational principles, particularly related to limited pedagogical competence among early childhood educators, lack of contextual teaching materials, and insufficient parental literacy in hadith studies. This study concludes that strengthening the integration of hadith and early childhood education psychology requires a more contextual and collaborative approach involving families, educational institutions, and policymakers to promote holistic, character-based early childhood education grounded in revealed values.
Co-Authors Arfah Andini Marhumah Marhumah