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All Journal An-Nahdloh: Journal of Education and Islamic Studies Jurnal At-Tarbiyah
Yanto Maulana Restu
Institut Agama Islam Tasikmalaya
Religion Humanities Education Social Sciences Other

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Peran Al-Asy'ari dan Al-Maturidi dalam Melestarikan Aqidah Ahlussunah wal Jamaah Yanto Maulana Restu; Siti Munawaroh; Silvi Yumnita Maulani; Tsamrotul Amaliah; Abdul Aziz
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): January 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.66

Abstract

The development of Islamic theology has been closely intertwined with ongoing debates between rational and textual approaches that emerged alongside social and intellectual transformations within the Muslim community. In this context, Imam Abu al-Hasan al-Ash‘ari and Imam Abu Mansur al-Maturidi played a crucial role in preserving and strengthening the creed of Ahl al-Sunnah wa al-Jama‘ah as the mainstream theological framework of Islam. This study is motivated by the need for a comprehensive understanding of their contributions in responding to extreme theological trends, either those that excessively prioritized reason or those that entirely rejected rational inquiry. The purpose of this research is to analyze the roles of Al-Ash‘ari and Al-Maturidi in formulating a moderate and balanced theological foundation for Ahl al-Sunnah wa al-Jama‘ah. This research employs a qualitative descriptive method through library research, involving a critical review of classical theological works and relevant scholarly literature. The findings indicate that Al-Ash‘ari and Al-Maturidi successfully constructed a theological framework that integrates the authority of revelation with the function of reason in a proportional manner. Their approaches preserved the purity of Islamic creed while allowing constructive engagement with intellectual developments. The study concludes that the theological contributions of Al-Ash‘ari and Al-Maturidi have significant implications for strengthening religious moderation and ensuring the continuity of Ahl al-Sunnah wa al-Jama‘ah creed amid contemporary intellectual challenges. This framework remains relevant as a theological foundation for Muslims in navigating modern pluralism and global ideological dynamics.   Keywords: Ahlussunnah wal Jamaah, Al-Asy’ari, Al-Maturidi, Islamic Theology, Religious Moderation
Konsep Keimanan dan Dosa Besar: Perspektif Khawarij, Murji’ah, Mu’tazilah, dan Dua Madzhab Kalam Sunni Yanto Maulana Restu; Muhammad Zaky Jauhar Fauzi; Alya Tri Nurmala Sari; Yeni Nuryani; Aam Maisatul Mubarokah; Ahmad Zaky Abdullah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): January 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.78

Abstract

This article examines the concepts of faith and major sins from the perspective of four major schools of Islamic thought: the Khawarij, the Murji'ah, the Mu'tazilah, and the two Sunni schools of Kalam (Ash'ari and Maturidi). This study highlights the differences in views regarding the definition of faith, the limits, and consequences of major sins, as well as their positions on the perpetrators of major sins within the framework of Islamic theology and ethics. The Khawarij view faith as an absolute, inherent belief and consider major sins to be disbelief, while the Murji'ah emphasize that faith is a conviction of the heart that remains despite committing major sins, and that punishment is left to God. The Mu'tazilah affirm God's justice and consider major sins as forgivable violations of faith, while Sunni schools such as the Ash'ari and Maturidi argue that faith encompasses conviction of the heart and deeds, and that the perpetrator of major sins does not deviate from faith if he repents. This study offers a comparative analysis that enriches understanding of these differences in theological interpretations in the context of faith and sin in Islam.   Keywords: faith, sin, theology, madzhab, Ash'ari
Menanamkan Nilai-Nilai Keimanan Moderat Melalui Pemikiran Al-Asy'ari dan Al-Maturidi dalam Kurikulum Pendidikan Agama Islam Yanto Maulana Restu; Rika Rahmawati; Ai Elsa Amalia; Lukmanul Hakim
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 3 (2026): May 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i3.97

Abstract

This study aims to describe the cultivation of moderate faith values through the theological perspectives of Al-Ashʿarī and Al-Māturīdī within the Islamic Religious Education (PAI) curriculum at MIS Nagarakasih 2 Tasikmalaya. The background of this research is rooted in the challenges of globalization and the diversity of religious interpretations that influence students’ ways of thinking, thereby necessitating a moderate approach in religious education. This study employs a descriptive qualitative method, with data collected through observation and interviews. The findings indicate that moderate faith values such as tasāmuḥ (tolerance), iʿtidāl (justice), tawāzun (balance), and tawassuṭ (the middle path) are integrated into the planning, implementation, and evaluation of Islamic Religious Education learning. PAI teachers play a strategic role in instilling these values through role modeling, habituation of moderate attitudes, and the strengthening of school culture that supports the learning process. The implementation of moderate faith values is supported by a flexible curriculum and institutional support, although challenges remain, particularly those related to students’ individual characteristics. Overall, the theological perspectives of Al-Ashʿarī and Al-Māturīdī remain relevant as a theological foundation for shaping students who possess strong faith, open-minded thinking, and moderate behavior in accordance with the Islamic values of rahmatan lil ʿālamīn.   Keywords: Moderate Faith, Al-Asy'ari, Al-Maturidi, Islamic Religious Education, Religious Moderation.
Analisis Komparatif Aliran Khawarij, Mu’tazilah, dan Asy‘ariyah terhadap Pelaku Dosa Besar dalam Perspektif Pendidikan Akidah Islam Yanto Maulana Restu; Muhammad Alfin Asy-Syakuuri; Nafilatul Mubarokah; Naswa Khairunisa; Tina Risdiyanti
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 3 (2026): May 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i3.100

Abstract

In Islamic theology, the debate over the status of those who commit major sins (kabā'ir) is an important issue that greatly influences the formation of concepts of faith, deeds, and salvation.  Views on the status of those who commit major sins differ among the three main schools of thought: the Khawarij, the Mu'tazilah, and the Asy'ariyah.  While the Mu'tazilah consider them to be manzilah baina al-manzilatain—between believers and unbelievers—the Khawarij consider them to be unbelievers who have left Islam.  According to the Asy'ariyah, people who commit major sins remain believers, even though they are fāsiq, and their fate is ultimately decided by Allah. Using qualitative methodology and a literature review approach, this study analyzes the perspectives of these three schools of thought and their implications for Islamic creed education. The data collected came from primary and secondary literature discussing contemporary and classical Islamic theology. The analysis was conducted descriptively and comparatively to describe the conceptual differences between each school of thought and assess the pedagogical values that can be integrated into faith learning. The results of the study show that the differences in the views of the three schools of thought have theological and pedagogical consequences. Asy'ariyah offers space for spiritual rehabilitation and moderation, while Khawarij emphasizes moral firmness.  By teaching proportionally and comparatively, the three schools of thought can enrich faith education to shape students who are critical, moderate, and have good character.  This study confirms that a comparative theological approach in Islamic education is crucial to prevent extremism and create a balanced and contextual understanding of faith in today's world.   Keywords: Perpetrators of Major Sins, Islamic Theology, Khawarij, Mu'tazilah, and Asy'ariyah, Education in Faith, Religious Moderation
Menanamkan Pemahaman Moderat Antara Jabariyah Dan Qadariyah Sebagai Upaya Penguatan Akidah Dalam Pendidikan Agama Islam Yanto Maulana Restu; Fadila Anastasya; Widya Zulfa Fauziyah; Muhammad Ramdan
At-Tarbiyah Jurnal Pendidikan,Kebudayaan dan Keislaman Vol. 7 No. 2 (2025): At-Tarbiyah, Vol 7 (2) Desember 2025
Publisher : Indonesia society of applied science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/atjpkk.v7i2.188

Abstract

Keseimbangan pemahaman akidah menjadi aspek penting dalam Pendidikan Agama Islam (PAI), khususnya terkait isu klasik mengenai hubungan kehendak Tuhan dan usaha manusia sebagaimana diperdebatkan dalam aliran Jabariyah dan Qadariyah. Penelitian ini bertujuan mengkaji bagaimana pemahaman moderat antara kedua pandangan tersebut dapat ditanamkan sebagai strategi dalam memperkokoh akidah peserta didik. Menggunakan pendekatan kualitatif melalui wawancara, observasi, dan telaah dokumen, penelitian ini melibatkan guru PAI serta siswa pada tingkat pendidikan menengah. Temuan penelitian menunjukkan bahwa guru berperan sentral dalam mengarahkan siswa pada pandangan yang proporsional yaitu meyakini bahwa manusia diberi kemampuan berusaha, namun tetap berada dalam kehendak dan ketetapan Allah. Sikap moderat ini membantu siswa menghindari pemahaman yang terlalu deterministik seperti dalam Jabariyah, maupun pandangan yang menonjolkan kebebasan mutlak sebagaimana Qadariyah. Penerapan moderasi terlihat melalui pengintegrasian nilai-nilai akidah dalam pembelajaran, penggunaan metode diskusi dan pendekatan kontekstual, serta pembinaan karakter religius yang berimbang. Dampak positifnya tampak pada penguatan keyakinan, meningkatnya kedewasaan berpikir teologis, dan kemampuan siswa memadukan iman, doa, serta ikhtiar dalam kehidupan sehari-hari. Secara keseluruhan, hasil penelitian menegaskan bahwa internalisasi pemahaman moderat mampu menjadi landasan penting dalam membangun akidah yang kuat di tengah tantangan era modern.
Relevansi Pemikiran Imam Al-Asy'ari dan Imam Al-Maturidi Terhadap Penguatan Aqidah Ahlusunnah dalam Dunia Pendidikan Islam Yanto Maulana Restu; Anis Salsabila; Sholihah Nurul Afifah; Rudi Ramdani; Anugrah Dimas Saputra
At-Tarbiyah Jurnal Pendidikan,Kebudayaan dan Keislaman Vol. 7 No. 2 (2025): At-Tarbiyah, Vol 7 (2) Desember 2025
Publisher : Indonesia society of applied science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/atjpkk.v7i2.190

Abstract

This study aims to elaborate on the foundational thoughts of Imam Abu al-Hasan al-Ash‘ari and Imam Abu Mansur al-Maturidi and to analyze their relevance in the context of strengthening the creed of Ahl al-Sunnah wa al-Jama‘ah (Aswaja) within contemporary Islamic education, based on a review of recent scholarly articles published between 2020 and 2025. The findings indicate that both imams serve as the main pillars of Aswaja theology by offering a moderate approach that balances the authority of revelation (naql) and the role of reason (‘aql) as a response to classical theological extremism. The primary difference lies in determining the limits of reason: al-Ash‘ari prioritizes revelation as the source of moral and theological knowledge, while al-Maturidi provides greater space for human reason to recognize the existence of God. Furthermore, divergences are found in discussions on divine obligation (al-aṣlaḥ) and the concept of kasb (the acquisition of human actions), in which al-Maturidi tends to place greater emphasis on individual freedom. Overall, the theological thought of both schools remains highly relevant. Their concepts serve as the foundation of ‘aqidah curricula, promoting moderation (tawassuṭ) and critical thinking, thereby effectively safeguarding students from deviant ideologies and strengthening the stability of the Aswaja creed within Islamic educational institutions.
Co-Authors Aam Maisatul Mubarokah Abdul Aziz Ahmad Zaky Abdullah Ai Elsa Amalia Alya Tri Nurmala Sari Anis Salsabila Anugrah Dimas Saputra Fadila Anastasya Lukmanul Hakim Muhammad Alfin Asy-Syakuuri Muhammad Ramdan Muhammad Zaky Jauhar Fauzi Nafilatul Mubarokah Naswa Khairunisa Rika Rahmawati Rudi Ramdani Sholihah Nurul Afifah Silvi Yumnita Maulani Siti Munawaroh Tina Risdiyanti Tsamrotul Amaliah Widya Zulfa Fauziyah Yeni Nuryani