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All Journal International Journal of Advanced Multidisciplinary Jurnal Dinamika Pendidikan Innovasi : Jurnal Inovasi Pendidikan
Miasari
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Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Etika Muamalah dalam Al-Qur’an dan Relevansinya bagi Penguatan Ekonomi Warga Muhammadiyah Miasari; Miftahul Jannah; Aimatul Khoiriyah; Hera Hapsari Kusuma; Heri Rifhan Halili
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/y522wn34

Abstract

The ethics of muamalah is one of the fundamental pillars in the teachings of the Qur'an that regulates the economic, social, and moral relations of Muslims. In the modern context, global economic challenges, exploitative economic practices, and weakening social solidarity demand the actualization of the values ​​of muamalah ethics as a foundation for strengthening the economy of the community, including within the Muhammadiyah community. This article aims to analyze the concept of muamalah ethics in the Qur'an and its relevance in strengthening the economy of Muhammadiyah members in a sustainable manner. This study uses a qualitative approach with a library research method, accompanied by content analysis of the verses of the Qur'an related to muamalah, classical and contemporary interpretations, and scientific literature on Islamic economics and the Muhammadiyah economic movement. The results of the study indicate that the main principles of the ethics of muamalah in the Qur'an such as justice (al-'adl), honesty (al-shidq), trustworthiness, the prohibition of usury, gharar, and exploitation, as well as encouragement of productive work and equitable distribution have strategic relevance in building the economic independence of Muhammadiyah members. Implementing these values ​​can strengthen an entrepreneurial ethos, increase social trust, and build an inclusive and equitable community economic system. Theoretically, this article contributes to the development of contextual Islamic economic ethics studies, while practically providing a normative framework for strengthening the economy of Muhammadiyah members based on Qur'anic values.
Model Integratif Pendidikan Karakter Berbasis Nilai-Nilai Qur’ani dalam Penguatan Moral dan Spiritualitas Pendidikan Islam Aimatul Khoiriyah; Miftahul Jannah; Hera Hapsari Kusuma; Miasari; Ahsan Hakim
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 3 (2025): DESEMBER (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/ar2gtv97

Abstract

This study aims to analyze the philosophical foundations of Qur’anic-based character education and to develop an integrative character education model as a response to moral degradation and value disorientation in modern society. Employing a qualitative approach with a library research method, the study draws on primary sources consisting of the Qur’an, Hadith, and classical as well as contemporary tafsir, complemented by secondary data from relevant books and peer-reviewed journal articles published between 2016 and 2025. Data were analyzed using content analysis through data reduction, data display, and conclusion drawing, strengthened by source triangulation and comparative analysis. The findings reveal that Qur’anic character education is firmly grounded in the Islamic anthropological view of humans as khalīfah fī al-arḍ, endowed with fitrah that must be developed through tazkiyatun nafs and ta’dīb to achieve the ideal of insān kāmil. Core Qur’anic values tauhid, akhlaq, ‘amal ṣāliḥ, ‘adl, and raḥmah form an integral moral system that harmonizes spiritual and social dimensions. This study proposes the Integrative Qur’anic Character Education Model (MPKQI), comprising divine internalization, social transmission, and personal transformation, which extends conventional character education theories by incorporating a transcendental, revelation-based dimension. The study concludes that Qur’anic-based character education offers both theoretical and practical contributions to global moral and spiritual education in addressing contemporary ethical challenges.
Hubungan Persepsi Kompetensi Pedagogik Guru Dengan Hasil Belajar Siswa Pada Mata Pelajaran Akhlak Di KMI Al-Ishlah Bondowoso Kusuma, Hera; Jannah, Miftahul; Khoiriyah, Aimatul; Miasari; Prasetiya, Benny
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/q2dcm627

Abstract

This study aims to analyse the relationship between students’ perceptions of teachers’ pedagogical competence and students’ learning outcomes in the subject of Akhlak at KMI PI of Al Ishlah Islamic Boarding School, Bondowoso. The research employed a quantitative approach with an associative correlational design. The sample consisted of 60 students selected through purposive sampling. Data on perceptions of pedagogical competence were collected using a Likert-scale questionnaire, while data on learning outcomes were obtained from documentation of Akhlak subject scores. Relationship analysis was conducted using Spearman Rank correlation (SPSS 25), while simple linear regression was used as a supplementary analysis to identify the trend of the relationship. The results showed a Spearman correlation coefficient of 0.728 with a significance level of p < 0.001, indicating a positive, strong, and significant relationship between students’ perceptions of teachers’ pedagogical competence and Akhlak learning outcomes. Regression analysis revealed an R Square value of 0.522, indicating that 52.2% of the variance in learning outcomes can be explained by students’ perceptions of teachers’ pedagogical competence. In conclusion, the better students’ perceptions of teachers’ pedagogical competence, the higher the Akhlak learning outcomes achieved. Therefore, strengthening teachers’ pedagogical competence should be a key focus in improving the quality of Akhlak instruction within the pesantren environment.
The Relevance of the Multiple Intelligences Approach from the Perspective of Munif Chatib to Islamic Educational Parenting Patterns Aimatul Khoiriyah; Miasari; Mohammad Nahrowi; Khoiriyah
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/9kvdrk02

Abstract

This study aims to analyze the relevance of the Multiple Intelligences (MI) approach from the perspective of Munif Chatib as developed in his book Sekolahnya Manusia, in relation to parenting patterns within Islamic education. The background of this research stems from the urgent need in modern education to adopt approaches that are more humanistic, personalized, and grounded in fitrah, in alignment with the foundational principles of Islamic education. This study employs a library research method with content analysis techniques applied to the principal works of Munif Chatib, core literature on MI originally formulated by Howard Gardner as well as classical and contemporary references in Islamic education. The main findings indicate a strong coherence between the MI framework and key concepts in Islamic education, such as fitrah, temperament, individuality, and the principles of tarbiyah, particularly in aspects related to potential development, appreciation of diverse intelligences, and adaptive stimulation methods. Furthermore, the study identifies several points of divergence, especially in epistemological dimensions and sources of values.
The Educational Thought of Syed Muhammad Naquib al-Attas and Paulo Freire on the Liberation of Education: An Integration of Islamic Spirituality and Critical Consciousness Miasari; Prasetiya, Benny
International Journal of Advanced Multidisciplinary Vol. 4 No. 4 (2026): International Journal of Advanced Multidisciplinary (January - March 2026)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/ijam.v4i4.1898

Abstract

Contemporary educational discourse increasingly confronts crises of dehumanization, epistemic domination, and the erosion of ethical orientation within modern schooling systems. In response to these challenges, this article examines the educational philosophies of Syed Muhammad Naquib al-Attas and Paulo Freire as two influential thinkers who, despite emerging from distinct civilizational and epistemological traditions, conceptualize education as a project of liberation. The study aims to explore how al-Attas’s Islamic spiritual epistemology and Freire’s critical pedagogy can be conceptually integrated to formulate a holistic framework for educational liberation. Employing a qualitative research design grounded in library research and thematic content analysis, this study systematically reviews and comparatively analyzes the primary works of both thinkers alongside authoritative secondary sources. The findings reveal that al-Attas emphasizes liberation from epistemological confusion—particularly the loss of adab—through the Islamization of knowledge, whereas Freire foregrounds emancipation from socio-political oppression through the cultivation of critical consciousness (conscientização). Despite these differences, both perspectives converge on the ethical mission of education as a process of humanization, moral responsibility, and transformative praxis. This article contributes theoretically by proposing an integrative paradigm that bridges Islamic spirituality and Western critical pedagogy, challenging the conventional secular–religious dichotomy in educational theory. Practically, it offers an alternative foundation for transformative education that is responsive to global crises of meaning, injustice, and cultural dislocation, thereby advancing a more comprehensive vision of liberatory education.
Co-Authors Ahsan Hakim Aimatul Khoiriyah Benny Prasetiya Halili, Heri Rifhan Hera Hapsari Kusuma Khoiriyah Khoiriyah, Aimatul Kusuma, Hera Miftahul Jannah MIFTAHUL JANNAH Mohammad Nahrowi