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All Journal An-Nur : Jurnal Studi Islam Jurnal Dinamika Pendidikan
Vidayanti, Vivit
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Genealogy of the Taradhin Concept within the Five Pillars of Tepuk Sakinah: An Islamic Family Psychology Perspective Rifai, Mohammad Saiful; Andriani, Lusi; Vidayanti, Vivit; Prasetiya, Benny
AN NUR: Jurnal Studi Islam Vol. 17 No. 02 (2025): An-Nur: Jurnal Studi Islam
Publisher : Institut Ilmu Al-Qur'an (IIQ) An-Nur Yogyakarta Komplek PP An Nur Ngrukem PO BOX 135 Bantul 55702 Yogyakarta Tlp/Fax (0274) 6469012. http://jurnalannur.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/annur.v17i02.2049

Abstract

This study aims to trace the genealogy of the taradhin concept within the discourse of the Five Pillars of Tepuk Sakinah promoted by the Indonesian Ministry of Religious Affairs (Kemenag) and to analyze its implications for Islamic family psychology. Taradhin (mutual consent) represents the fifth pillar in Kemenag’s Bimbingan Perkawinan (Pre-Marital Guidance) program, symbolizing balance and acceptance in marital relations. However, the transformation of this concept from classical spirituality to an institutional norm raises critical questions about its function, meaning, and psychological impact on couples’ well-being. This research employs a qualitative approach based on library research and uses Michel Foucault’s genealogical analysis. Data sources include official Kemenag documents, the Bimwin module, Tepuk Sakinah lyrics, and classical as well as modern literature on Fiqh and Positive Psychology. The analysis proceeded in three stages: archaeological mapping, genealogical deconstruction, and substantive interpretation. The findings reveal a shift in the meaning of ridha from a vertical spiritual dimension toward taradhin as a horizontal, institutionalized norm. Kemenag, as an apparatus of power-knowledge, normalizes taradhin through Tepuk Sakinah as a disciplinary technique designed to produce obedient sakinah family subjects. Functionally, mutual taradhin supports marital satisfaction and psychological well-being, yet when imposed repressively, it risks generating “false sakinah” that suppresses autonomy and emotional expression. Taradhin holds positive psychological potential for Islamic families if internalized consciously and equitably rather than as a disciplinary norm. Reformulating the taradhin discourse is essential to emphasize self-ethics, equality, and genuine psychological well-being within marital life.
Kontribusi Relatif Lingkungan Sekolah Islami Dan Peran Teman Sebaya Terhadap Sikap Moderasi Beragama Siswa MI Muhammadiyah 1 Kota Probolinggo Vidayanti, Vivit; Rifai, Mohammad Saiful; Andriani, Lusi
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 2 (2026): JANUARI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/35gcxs64

Abstract

This study aims to analyze the relative contribution between the Islamic school environment and the role of peers on students' religious moderation attitudes at MI Muhammadiyah 1 Probolinggo City. Using a quantitative approach with a multiple linear regression design, this study involved all sixth grade students as respondents. The results of the regression test showed that both variables had a significant effect on students' religious moderation attitudes. The Islamic school environment had a B coefficient of 0.510 (p < 0.001) and the role of peers had a B coefficient of 0.240 (p = 0.004). The F test showed that the overall regression model was significant with an F value of 55.657 (p < 0.001), while the R Square value of 0.547 indicated that this model could explain approximately 54.7% of the variation in religious moderation attitudes. These results confirm that the Islamic school environment and the role of peers significantly influence students' religious moderation attitudes. This research provides important insights for educational institutions to create an environment that supports the development of religious moderation attitudes by prioritizing the values ​​of tolerance and inclusivity in every aspect of school life.
Inclusive Education as an Ethical and Humanistic Practice from the Perspective of Islamic Educational Philosophy: A Literature Study in the Context of Madrasah Ibtidaiyah Andriani, Lusi; Vidayanti, Vivit; Rifai, Mohammad Saiful; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/rm2k5j64

Abstract

This study aims to reflect on and reconstruct inclusive education as an ethical–humanistic practice from the perspective of Islamic educational philosophy within the context of Madrasah Ibtidaiyah through a systematic literature study. The research employed content analysis of selected primary and secondary sources, including reputable national and international journal articles, classical Islamic educational texts, and relevant educational policy documents. Literature selection was conducted purposively based on relevance, academic credibility, and recency, while data validity was ensured through source triangulation. The findings formulate a conceptual framework termed Tauhidic Inclusion, which integrates three interrelated dimensions: the vertical dimension (tawhid as a spiritual–ontological foundation of human equality), the horizontal dimension (‘adl as a principle of equitable access and educational justice), and the relational dimension (rahmah as the basis of empathetic and humanistic pedagogy). This framework positions inclusive education not merely as a technical accommodation strategy for learner diversity, but as an ethical and humanistic educational paradigm rooted in Islamic values. Theoretically, this study contributes to the discourse of Islamic education by offering an integrative philosophical model of inclusion that bridges Islamic thought and contemporary inclusion theory. Practically, it provides conceptual guidance for the development of inclusive learning practices, curriculum design, and madrasah culture in Madrasah Ibtidaiyah. This study is limited by its reliance on literature-based analysis and its focus on the primary level of Islamic education. The originality of this research lies in reconstructing inclusive education through an Islamic philosophical lens, integrating classical Islamic scholarship with modern inclusion theory in a manner rarely explored in Indonesian educational literature
Co-Authors Benny Prasetiya Khoiriyah Lusi Andriani, Lusi Rifai, Mohammad Saiful