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All Journal JEET (Journal of English Education and Technology Journal of Innovative and Creativity
Aldina Fauziyah
Universitas Kiai Abdullah Faqih
Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Klasifikasi Tafsir Berdasarkan Sumber: Studi Komparatif Antara Tafsir Bil-Ma’tsur dan Tafsir Bi al-Ra’yi Alfin Camelia; Siti Khoirun Nisa'; Aldina Fauziyah; Muhammad Shohib
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.7820

Abstract

Penelitian ini bertujuan untuk menganalisis secara mendalam klasifikasi metodologi tafsir Al-Qur'an berdasarkan sumber rujukan utamanya, yaitu Tafsir Bil-Ma’tsur dan Tafsir Bi al-Ra’yi. Sebagai sumber hukum utama dalam Islam, Al-Qur'an memerlukan penjelasan (tafsir) agar pesan-pesan universalnya dapat diimplementasikan. Tafsir Bil-Ma’tsur menitikberatkan pada otoritas riwayat yang berasal dari Al-Qur'an itu sendiri, sunnah Nabi, perkataan sahabat, dan tabi’in. Sebaliknya, Tafsir Bi al-Ra’yi mengandalkan ijtihad akal dan analisis linguistik serta filosofis. Dengan menggunakan metode kualitatif melalui studi pustaka (library research), penelitian ini mengeksplorasi karakteristik, validitas, serta perdebatan di kalangan ulama mengenai legalitas penggunaan rasio dalam menafsirkan teks suci. Hasil penelitian menunjukkan bahwa meskipun keduanya memiliki landasan epistemologis yang berbeda, sinergi antara riwayat yang sahih dan nalar yang sehat merupakan keniscayaan dalam menghasilkan tafsir yang kontekstual namun tetap berada dalam koridor syariat. Serta menegaskan bahwa kedua metode tersebut juga saling melengkapi dalam memberikan pemahaman yang komprehensif terhadap Al-Qur’an. Penggabungan antara pendekatan riwayat dan rasional menjadi penting untuk menghasilkan penafsiran yang mendalam, kontekstual, dan dapat dipertanggungjawabkan.
Contemporary Learning Models and Instructional Strategies in the Transformation of Islamic Religious Education Aldina Fauziyah; Ita Fatmawati; Novia Andriani; Hoiri; Maftuh
JEET, Journal of English Education and Technology Vol. 7 No. 01 (2026): AI & Digital Transformation in ELT
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v7i01.214

Abstract

The transformation of education in the Society 5.0 era requires Islamic Religious Education (PAI) to adopt learning models and instructional strategies that are more participatory, collaborative, contextual, and responsive to learners’ needs. This study aims to identify and analyze the principal learning models and instructional strategies characterizing contemporary PAI, with particular attention to the shift from teacher-centered to student-centered learning. The study employed a qualitative library research design by reviewing relevant scientific literature published between 2022 and 2026 and retrieved through Google Scholar. The selected literature was analyzed using content analysis to identify recurring pedagogical patterns, instructional characteristics, and their implications for the transformation of PAI. The findings reveal three dominant orientations in contemporary PAI learning. First, student-centered learning repositions students as active participants while teachers function as facilitators of learning. Second, collaborative and interactive strategies strengthen two-way communication, peer interaction, and active engagement in the learning process. Third, Project-Based Learning provides opportunities for students to connect religious knowledge with authentic problems and meaningful learning experiences. Technology functions as an instructional support rather than the primary objective of pedagogical transformation. In the context of PAI, these learning models and strategies are characterized by a theocentric-humanistic orientation in which innovation, learner autonomy, and critical thinking remain integrated with the values of tauhid, adab, and akhlakul karimah. The study concludes that contemporary PAI learning requires a balanced integration of student-centered models, collaborative instructional strategies, contextual learning activities, and value-based pedagogy.
Co-Authors Alfin Camelia Hoiri Ita Fatmawati Maftuh Muhammad Shohib Novia Andriani Siti Khoirun Nisa'