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All Journal JURNAL INOVASI PENDIDIKAN DASAR DAN MENENGAH Indonesia Berdampak: Jurnal Pengabdian Kepada Masyarakat Bayan: Jurnal Studi Islam dan Humaniora At Turots: Jurnal Pendidikan Islam
Anugrah Giffari
Universitas Muhammadiyah Malang
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Evolution of the Islamic Education Curriculum: A Comparative Analysis of the Umayyad, Abbasid and Islamic Golden Ages Anugrah Giffari; Faridi
BAYAN: Jurnal Studi Islam dan Humaniora Vol. 2 No. 1 (2026): Januari 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/bayan.v2i1.101

Abstract

This study aims to comprehensively analyze the evolution of Islamic education curriculum during the Umayyad Caliphate (661-750 CE), Abbasid Caliphate (750-1258 CE), and the Islamic Golden Age (8th to 14th century). Through a historical-analytical approach with systematic literature review, this research identifies structural and substantial transformations in the Islamic education system, encompassing institutional aspects, teaching methodologies, and knowledge integration. The findings reveal a significant shift from informal mentorship-based education during the Rashidun Caliphate period toward a formal structured educational system during the Umayyad era, which subsequently reached its zenith during the Abbasid period with the establishment of learning institutions such as Bayt al-Hikmah. This study also reveals that the integration of religious education and secular sciences became the primary characteristic of the Islamic curriculum, providing fundamental contributions to the advancement of Islamic civilization and world civilization as a whole. The theoretical and practical implications of these findings are discussed in the context of contemporary Islamic education development.
Konstruksi Epistemologi Bayt Al-Hikmah dalam Kurikulum SMA: Studi Analisis Terhadap Model Pembelajaran Transdisipliner dan Integrasi Sains- Humaniora Anugrah Giffari; Faridi Faridi
Jurnal Inovasi Pendidikan Dasar dan Menengah  Vol. 3 No. 1 (2026): Jurnal Inovasi Pendidikan Dasar dan Menengah (JIPDASMEN)
Publisher : Yayasan Assyifa Assyaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71301/jipdasmen.v3i1.198

Abstract

Penelitian ini menganalisis konstruksi epistemologi Bayt al-Hikmah (House of Wisdom) pada era Dinasti Abbasiyah dan relevansinya terhadap pengembangan kurikulum Sekolah Menengah Atas (SMA) kontemporer, khususnya dalam konteks model pembelajaran transdisipliner dan integrasi sains-humaniora. Menggunakan pendekatan kualitatif dengan metode analisis historis-komparatif dan studi kepustakaan sistematis, penelitian ini mengeksplorasi transformasi kurikulum pendidikan Islam dari Dinasti Umayyah hingga Dinasti Abbasiyah, serta mengidentifikasi prinsip-prinsip epistemologis yang dapat diadaptasi dalam konteks pendidikan modern. Hasil penelitian menunjukkan bahwa Bayt al-Hikmah mengembangkan model epistemologi integratif yang menyatukan berbagai disiplin ilmu termasuk matematika, astronomi, filsafat, kedokteran, dan ilmu-ilmu keislaman dalam kerangka metodologis yang koheren. Prinsip-prinsip ini mencakup: (1) inklusivitas epistemologis yang mengakomodasi berbagai sumber pengetahuan; (2) pendekatan transdisipliner yang melampaui batas-batas disiplin ilmu konvensional; (3) integrasi antara pengetahuan teoritis dan praktis; serta (4) penekanan pada dialog intelektual dan kolaborasi lintas budaya. Implikasi penelitian ini menunjukkan bahwa konstruksi epistemologi Bayt al-Hikmah dapat menjadi landasan konseptual bagi pengembangan kurikulum SMA yang mengintegrasikan sains dan humaniora melalui pendekatan transdisipliner, sesuai dengan tuntutan pendidikan abad ke-21.
Constructive Alignment In Islamic Religious Education: A Conceptual Framework For The Merdeka Curriculum Ferry Armando Gunawan; Anugrah Giffari; Muhammad Sultan Fathoni; Hironimus Dapa; Romelah
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1518

Abstract

The Constructive Alignment Model (CAM) has become a fundamental framework in higher education pedagogy, emphasizing the coherence between learning outcomes, teaching strategies, and assessment methods. This study aims to analyze the development of the Constructive Alignment model and its implementation in Islamic Religious Education (PAI) within the Merdeka Curriculum framework in Indonesia. Using a qualitative approach with literature review methodology, this research examines various academic sources, journals, and relevant documents related to constructive alignment and the Merdeka Curriculum. The findings reveal that the Constructive Alignment model has evolved significantly from a theoretical concept to a practical framework widely applied in curriculum design. In the context of the Merdeka Curriculum, the implementation of constructive alignment in PAI subjects demonstrates the potential to enhance holistic student development, integrating cognitive, affective, and psychomotor aspects. The research identifies that learning outcomes in PAI emphasize character development aligned with Pancasila values, while learning strategies incorporate participatory and project-based approaches. Assessment practices have shifted toward competency-based evaluation that encompasses ethical and behavioral dimensions. However, implementation gaps remain, including challenges in curriculum mapping and teacher training. This study contributes to the theoretical understanding of how constructive alignment can be contextualized within religious education and provides practical recommendations for educators in designing aligned PAI curricula. The integration of Islamic values with contemporary pedagogical approaches offers a pathway for creating meaningful and effective learning experiences that prepare students to navigate a multicultural society while remaining grounded in their religious identity.
Pendampingan Pembelajaran Al-Islam dan Kemuhammadiyahan bagi Remaja Yayasan Cahaya Ilmu di Dusun Lawang Kuta Anugrah Giffari; Dina Mardiana
Indonesia Berdampak: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 2 (2026): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/btzdym10

Abstract

Yayasan Cahaya Ilmu is a social and religious institution in Lawang Kuta Hamlet, Lembar Village, West Lombok Regency, that fosters 11 adolescent and young adult beneficiaries aged 13–18 years with orphan, double-orphan, and underprivileged family backgrounds. Prior to this program, the beneficiaries had not received structured mentoring in Al-Islam and Kemuhammadiyahan (AIK), consistent with national data indicating high school dropout rates in West Nusa Tenggara. This community service program aimed to improve participants' understanding of Islamic values, cultivate knowledge of Muhammadiyah's ideology, and build noble character and independence. The method adapted a Participatory Action Research approach, implemented over one month through eight scheduled visits (twice weekly), combined with independent daily worship habituation supervised by the foundation's mentor. Results showed improvement across all indicators: the average AIK comprehension score increased from 50.5 to 80.6 (scale of 100); 91% of participants were able to perform prayer according to fiqh standards; 91% showed improvement in Qur'anic recitation quality using the tahsin method and 100% of participants successfully memorized five short surahs. Outputs produced include a two-volume AIK module, Qur'anic storyboards, daily worship monitoring tables, and the establishment of an independent study circle (halaqah mandiri) as a form of program sustainability.
Co-Authors Dina Mardiana Faridi Faridi Ferry Armando Gunawan Hironimus Dapa Muhammad Sultan Fathoni Romelah