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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Arus Jurnal Sosial dan Humaniora
Febry Irwansyah Pasaribu
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Religion Humanities Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Piagam Madinah dan Isu-Isu Utama Moderasi Beragama Febry Irwansyah Pasaribu; Edi Yusrianto
Arus Jurnal Sosial dan Humaniora Vol 5 No 3: Desember (2025)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajsh.v5i3.1819

Abstract

Penelitian ini bertujuan untuk mengeksplorasi nilai-nilai moderasi beragama dalam Piagam Madinah serta relevansinya dalam menghadapi isu-isu intoleransi di Indonesia kontemporer. Latar belakang penelitian didasarkan pada meningkatnya kasus pelanggaran kebebasan beragama dan intoleransi di Indonesia yang menuntut solusi berbasis historis dan teologis. Dengan menggunakan metode library research yang diperkaya pendekatan historis dan sosiologis, penelitian ini menganalisis isi Piagam Madinah serta literatur akademik melalui teknik content analysis. Hasil kajian menunjukkan bahwa Piagam Madinah, sebagai konstitusi pertama dalam sejarah Islam, mengandung prinsip kebebasan beragama, keadilan, kesetaraan, solidaritas, dan musyawarah yang relevan dengan konsep moderasi beragama (wasathiyyah). Nilai-nilai tersebut terbukti aplikatif dalam menjawab tantangan teologis, administratif, maupun kesenjangan budaya-ekonomi yang menjadi sumber utama konflik keagamaan di Indonesia. Simpulan penelitian menegaskan bahwa Piagam Madinah dapat dijadikan model historis sekaligus kerangka konseptual untuk memperkuat moderasi beragama, sehingga pluralitas di Indonesia dapat dikelola sebagai kekuatan kolektif menuju masyarakat yang damai, adil, dan harmonis.
PERAN STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS PSIKOLOGI HUMANISTIK DALAM PENGUATAN KECERDASAN SPIRITUAL SISWA Febry Irwansyah Pasaribu; Muslim Afandi; Mhd Subhan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.47618

Abstract

Spiritual intelligence is increasingly recognized as a crucial dimension in contemporary education, particularly amid rapid social change and technological advancement that may shift students’ value orientations. The phenomenon of moral degradation and the dominance of cognitively oriented instruction underscore the urgency of pedagogical transformation capable of integrating affective and spiritual dimensions in a more meaningful way. This study aims to examine the role of Islamic Religious Education learning strategies based on humanistic psychology in fostering students’ spiritual intelligence through a qualitative approach employing a library research design. Data were collected through an extensive review of relevant literature, encompassing diverse theoretical and conceptual perspectives that reflect pedagogical experiences within Islamic education contexts. Data analysis was conducted thematically by identifying patterns of meaning, conceptual relationships, and recurring trends across sources. The findings indicate that the integration of a humanistic approach with strategies such as student-centered learning, contextual learning, problem-based learning, and reflective practices facilitates deeper internalization of values, characterized by active engagement, self-awareness, and authentic spiritual meaning-making among students. These findings suggest that learning processes grounded in subjective experience and empathetic relationships significantly contribute to the development of adaptive spiritual intelligence in response to contemporary challenges. Theoretically, this study reinforces the humanistic paradigm in Islamic education, while practically it offers implications for designing more reflective, contextual, and transformative learning models, as well as opening avenues for further exploration on the integration of technology and spirituality in education.
Co-Authors Edi Yusrianto Mhd Subhan Muslim Afandi