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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Majalah Ilmiah Bahasa dan Sastra
Hamdani, Djaswidi Al
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Kurikulum Tersirat Pendidikan Islam dalam Sastra dan Film Indonesia Nurholis, Ujang; Mustofa, Aos; Nurjaman, Nunu; Hamdani, Djaswidi Al; Rizal, Soni Samsu
Salingka Vol 22, No 2 (2025): SALINGKA, Edisi Desember 2025
Publisher : Balai Bahasa Sumatra Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/salingka.v22i2.1175

Abstract

Penelitian ini mendeskripsikan dan mengeksplorasi manifestasi kurikulum tersirat pendidikan Islam dalam sastra dan film Indonesia sebagai medium transmisi nilai keagamaan di luar sistem pendidikan formal. Penelitian ini menggunakan paradigma kualitatif dengan pendekatan analisis wacana kritis, hermeneutika kultural, dan analisis tematik, penelitian ini mengkaji novel-novel bernuansa Islami dan film-film religi Indonesia periode 2010-2024. Novel yang dikaji meliputi Buya Hamka karya Ahmad Fuadi, Para Pencari Keadilan karya Pipiet Senja, Ayat-Ayat Cinta karya Habiburrahman El Shirazy. Sementara itu, film yang dianalisis mencakup Buya Hamka dan Siti Raham Vol. 2, Cinta Subuh, Cinta di Penghujung Malam, animasi Nussa dan Rara, Ajari Aku Islam, Tanda Tanya. Temuan menunjukkan bahwa elemen-elemen kurikulum tersirat pendidikan Islam termanifestasi melalui struktur naratif, pengembangan tokoh, dan tema-tema yang mengintegrasikan nilai akidah, syariah, dan akhlak secara implisit dalam sastra kontemporer. Film Indonesia menggunakan teknik sinematik seperti mise-en-scène, montase, dan elemen auditif untuk mengkonstruksi nilai-nilai keagamaan melalui narasi visual yang menciptakan dampak emosional mendalam. Perbandingan kedua medium mengungkapkan bahwa sastra menawarkan kedalaman refleksi filosofis sementara film memberikan aksesibilitas dan dampak emosional yang lebih luas. Interaksi transmedia antara sastra dan film mencerminkan dinamika pemahaman keagamaan masyarakat Indonesia kontemporer yang menegosiasikan antara tradisi dan modernitas, mengkonstruksi interpretasi Islam yang moderat, inklusif, dan kontekstual yang relevan dengan tantangan kehidupan modern di era digital.This This study describes and explores the manifestation of the implicit curriculum of Islamic education in Indonesian literature and film as a medium of transmission of religious values outside the formal education system. This research uses a qualitative paradigm with a critical discourse analysis approach, cultural hermeneutics, and thematic analysis, this study examines Islamic novels and Indonesian religious films for the period 2010-2024. The novels studied include Buya Hamka by Ahmad Fuadi, Para Penseeker Keadilan by Pipiet Senja, Ayat-Ayat Cinta by Habiburrahman El Shirazy. Meanwhile, the films analyzed include Buya Hamka and Siti Raham Vol. 2, Cinta Subuh, Cinta di Pengend Malam, Nussa and Rara animations, Ajari Aku Islam, Tanda Tanya. The findings show that the implicit curriculum elements of Islamic education are manifested through narrative structures, character development, and themes that implicitly integrate the values of faith, sharia, and morals in contemporary literature. Indonesian films use cinematic techniques such as mise-en-scène, montage, and auditory elements to construct religious values through visual narratives that create a deep emotional impact. A comparison of the two mediums reveals that literature offers a depth of philosophical reflection while film provides accessibility and a wider emotional impact. The transmedia interaction between literature and film reflects the dynamics of religious understanding of contemporary Indonesian society that negotiates between tradition and modernity, constructing a moderate, inclusive, and contextual interpretation of Islam that is relevant to the challenges of modern life in the digital age.
Actualization of Islamic Education Curriculum Values from the Perspective of the Philosophy of Science in the Era of Artificial Intelligence (A Study at SMPN 4 Banjar City) Fadloli, Muhamad; Zulkarnaen, Nurwahid; Haq, Ahmad Munadhil Izzul; Hamdani, Djaswidi Al; Rizal, Soni Samsu
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10206

Abstract

The development of Artificial Intelligence (AI) presents both challenges and strategic opportunities for the field of education, including the strengthening of the Islamic Education Curriculum. This study aims to analyze the actualization of Islamic Education curriculum values from the perspective of the philosophy of science in the era of artificial intelligence, based on an empirical study conducted at SMPN 4 Banjar City. The focus of the analysis is directed toward how the ontological, epistemological, and axiological values of Islamic Education are internalized and adapted within learning practices that increasingly engage with AI-based technologies. This research employs a qualitative approach using a case study method, with data collected through in-depth interviews, participatory observation, and analysis of curriculum documents and instructional practices. The findings indicate that the actualization of Islamic Education curriculum values positions students not only as learners who are faithful and morally grounded, but also as rational and critical agents capable of utilizing AI technology in an ethical and responsible manner. From the perspective of the philosophy of science, the ontological dimension is reflected in the reinforcement of the understanding of human nature as rational and moral beings; the epistemological dimension is evident in the integration of sources of knowledge derived from revelation, reason, and technology; while the axiological dimension is manifested in value orientations toward public benefit (maslahah), justice, and social responsibility. This study affirms that Islamic Education in the era of artificial intelligence should not adopt a resistant stance toward technology, but rather undertake a reflective and critical reconstruction of values in order to remain relevant, humanistic, and transformative in shaping students’ character amid digital disruption.
A Qualitative Study of Social Construction in Boboiboy and Its Implications for Elementary Education Fauziah, Siti Alfi; Baiquni, Achmad; Hamdani, Djaswidi Al; Rizal, Soni Samsu
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10296

Abstract

Amidst the rapid currents of the postmodern era, children's media narratives no longer present a singular, black-and-white reality; rather, they are replete with fragmentation of meaning, moral ambiguity, and cultural hybridity. The animated series Boboiboy emerges as a popular culture artifact exercising strong dominance in constructing the imagination of children across the Nusantara region regarding the figure of the "hero." This study aims to deconstruct the concept of heroism depicted in Boboiboy and analyze its pedagogical implications for primary education. This research is a qualitative study grounded in the philosophy of science within the postpositivist paradigm. Data were collected through in-depth observation (thick description) of the audio-visual texts of the Boboiboy Galaxy series, and subsequently analyzed using hermeneutic approaches and critical discourse analysis. The research results reveal three fundamental findings Ontologically, Boboiboy deconstructs the singular subject into a fragmented subject (split subject) through the elemental split mechanism, reflecting a fluid and situational postmodern identity; Epistemologically, there is a shift in the validity of power from internal virtue (virtue ethics) toward technological determinism mediated by "power spheres."; Axiologically, the implications for primary education demand a transformation from a pedagogy of value transmission toward critical media literacy. Educators need to facilitate students in navigating the moral values behind technological simulacra, positioning popular culture as a space for critical dialectics within the classroom
Islamic Educational Values in the Implementation of the Ngarosul Tradition among the Community of Margabakti Village, Cibeureum District, Tasikmalaya Yunanda, Resta; Aropah, Imas; Iqbal, Mohammad Iqbal; Hamdani, Djaswidi Al; Rizal, Soni Samsu
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10227

Abstract

Etymologically the ngarosul ritual is a local tradition that centers on appointing an individual deemed religiously competent to lead prayers for a person who is approaching death. The core of this tradition lies in the community’s spiritual supplication: if the person being prayed for is still granted the opportunity to live, it is hoped that they will be swiftly restored to health; however, if their time has come, it is expected that their passing will occur peacefully and without obstacles. This study aims to provide an in-depth description of the Islamic educational values embedded within the practice of the ngarosul tradition in Cibeureum, Tasikmalaya. The researcher employed a qualitative approach through field research to examine this phenomenon empirically. Data were collected comprehensively through observation and in-depth interviews with informants, as well as direct engagement with the research setting and the ritual activities taking place. Based on the analysis, the study found that the ngarosul practice embodies strong religious and educational values that significantly influence the spiritual life of the local community. This tradition not only functions as a ritual expression but also serves as a medium for internalizing Islamic teachings, particularly those relating to tawakkul (trust in God), sincere effort, respect for the processes of life and death, and the reinforcement of social solidarity within the community
Philosophy of Islamic Education for Development Character Education Digital Era within Primary Education in Pangandaran Regency Algifari, Djati Haidar; Sayuti, Ahmad; Fauzi, Asep Iqbal; Hamdani, Djaswidi Al; Rizal, Soni Samsu
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10184

Abstract

The rapid development of digital technology has fundamentally transformed the learning ecology of primary school aged children, thereby generating new challenges in the development of character education. This study aims to analyze how the philosophy of Islamic education, through the philosophical frameworks of ontology, epistemology, and axiology, can serve as both a conceptual and operational foundation for character education development in the digital era within primary education in Pangandaran Regency. The research employs a qualitative approach with an interpretive critical paradigm, utilizing philosophical inquiry alongside contextual empirical analysis that includes social data, educational policy documents, and relevant findings from previous studies. The findings indicate that digital character education should not be understood merely as the addition of media ethics content, but rather as an inherent component of the fundamental aims of Islamic education in cultivating morally grounded and dignified human beings. Ontologically, learners are positioned as moral subjects who must be guided to responsibly manage digital freedom. Epistemologically, character formation requires authentic experiences, habituation, and reflective processes within real digital contexts. Axiologically, the use of technology must be oriented toward public benefit (maṣlaḥah), the protection of human dignity, and the strengthening of learners’ agency. These findings suggest the necessity of developing a model of character education based on digital ta’dīb that integrates Islamic values, digital literacy, school culture, teachers’ exemplarity, and collaboration among families and communities. This model is considered relevant for addressing the challenges of character education in the digital era in a contextual and sustainable manner
Co-Authors Ahmad Sayuti, Ahmad Algifari, Djati Haidar Aropah, Imas Baiquni, Achmad Fadloli, Muhamad Fauzi, Asep Iqbal Fauziah, Siti Alfi Haq, Ahmad Munadhil Izzul Iqbal, Mohammad Iqbal Mustofa, Aos Nurholis, Ujang Nurjaman, Nunu Soni Samsu Rizal Yunanda, Resta Zulkarnaen, Nurwahid