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All Journal Adaara: Jurnal Manajemen Pendidikan Islam Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Oasis: Jurnal Ilmiah Kajian Islam
Faqih Abdul Aziz
UIN Sunan Ampel Surabaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Hambatan Ontogenik dalam Kurikulum Akidah: Konstruksi Model Tadarruj Kognitif Berbasis Jean Piaget dan Ibn Khaldun Faqih Abdul Aziz; Rohmat Robi’ Rozaqiy; Irfan Tamwifi; Akhtim Wahyuni
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 2 (2026): Pendidikan Islam
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/00p6mw56

Abstract

The Akidah (Islamic theology) curriculum at the Madrasah Ibtidaiyah level frequently demands a high degree of deductive abstraction that directly conflicts with the concrete operational stage of primary school-aged children. This study aims to respond to the latest regulatory framework, the Decree of the Minister of Religious Affairs (KMA) Number 1503 of 2025, which demonstrably overlooks cognitive readiness parameters. The absence of such cognitive calibration instruments generates a structural mismatch that triggers ontogenic obstacles, particularly the manifestation of tajsim (anthropomorphic) misconceptions in the classroom. Utilizing a library research design with qualitative content analysis and policy document analysis approaches, this study synthesizes Brousseau’s theory of didactical situations, Piaget’s stages of cognitive development, and Ibn Khaldun’s epistemology of tadarruj (gradualism). The findings demonstrate that the centralized curriculum documents prematurely impose eschatological-metaphysical reasoning upon students. As an alternative resolution, this study constructs the "Cognitive-Tadarruj Matrix," which operates on two primary axioms: the planned postponement of absolute dogmas, and inductive substitution through concrete observation (Tafakkur Alam). This matrix initiates a significant paradigm shift from a centralized, top-down system to an adaptive, bottom-up approach. Epistemologically, this model aims to ensure the coherent internalization of Tawhid (Islamic monotheism), liberate students from the trap of tajsim, and safeguard the children's cognitive architecture from the premature imposition of abstract content. Keywords: Ontogenic Obstacle, Akidah Curriculum, Piaget's Cognitive Theory, Tadarruj Matrix, Tajsim
Contextualization of Distance Learning Perspective of Tarbawi Hadith Iffatut Tazkiyyah; Faqih Abdul Aziz; Aisyah Rochmah Nuraini; Dzatan Nitoqoin; Azmi Izuddin
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.311

Abstract

The development of digital technology encourages the implementation of Distance Learning (PJJ), but the practice still faces pedagogical and ethical challenges and is often understood as a purely modern phenomenon. In fact, the Islamic scientific tradition has recognized the transmission of knowledge through intermediary media, as reflected in the hadith about the scientific interaction between Marwān bin al-Ḥakam and Zayd bin Thābit. This research aims to analyze the relevance of the tarbawi hadith in building the conceptual framework of PJJ in the digital era. The research uses a literature study method with a qualitative-descriptive approach. Primary data is sourced from Al-Muwaṭṭa' by Imam Mālik and Islamic educational literature, while secondary data is obtained from contemporary digital learning studies. The analysis was carried out through content analysis to identify tarbawi values that are relevant to the characteristics of PJJ. The results of the study show that the hadith contains the principles of scientific trust, information verification, communication manners, message documentation, and flexibility of learning methods. These findings confirm that PJJ has historical roots in Islamic traditions and can be developed as an effective, ethical, and spiritually valuable digital learning model. 
Contextual PAI Learning Design: Integration of Contextual Teaching and Learning with Islamic Epistemology in the Society 5.0 Era Faqih Abdul Aziz; Mita Nur Khasanah; Yaniz Naura Naviana Haryadi; Ali Mudlofir; Ali Mas'ud; Asep Saepul Hamdani
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.371

Abstract

The Era of Society 5.0 places Islamic Religious Education (PAI) at a critical intersection between the necessity of pedagogical adaptation and the obligation to maintain transcendental integrity. The Contextual Teaching and Learning (CTL) approach, which is derived from Western pragmatism epistemology, has proven to have an ontological deficit because it negates the transcendental dimension as the main axis of religious education. On the other hand, there is currently no instructional syntax that comprehensively deconstructs secular CTL and reconstructs it based on Islamic Epistemology to address the challenges of Society 5.0 disruption. Objective: This research aims to (1) analyze the epistemological limitations of Western CTL thru the perspective of Islamic Epistemology, and (2) formulate an instructional syntax for contextual PAI learning design that operationally integrates the pillars of CTL with evidence from the Qur'an and Hadith. Method: This qualitative research based on library research applies the Conceptual Framework Analysis approach integrated with qualitative content analysis. Data was extracted from authoritative texts of the Qur'an, Hadith, tafsir books, and globally reputable journal literature (Scopus and Web of Science), verified thru source triangulation. Results: This research produces: (1) An Epistemological Deconstruction Matrix that maps the limitations of the seven pillars of secular CTL and the Islamic foundation as its alternative; and (2) A Contextual PAI Instructional Design in the form of a continuous seven-phase syntax cycle: Bina' Ma'rifah, Istiqra’ wa Tadabbur, Sual wa Jawab, Majelis Ilmi wa Syura, Uswah Hasanah, Muhasabah, and Mizanul Amal. This design has proven to realize the eight dimensions of the graduate profile of the Merdeka Curriculum and acts as a proactive mitigation instrument against moral crises and digital radicalism. The novelty of this study lies in the formulation of a closed-loop instructional system that is adaptive to the disruptions of Society 5.0 civilization with a comprehensive eschatological accountability. 
Conceptual Framework of Islamic Religious Education Curriculum Innovation in Primary Schools during the Era of the Industrial Revolution 4.0. Abdullah Hasan Busri; Najwa Elfirdah; Ahmad Zakariya Al Anshori; Faqih Abdul Aziz; Ahmed Nur Hidayatullah Muhammad
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.418

Abstract

The Industrial Revolution 4.0 has fundamentally transformed the educational landscape, demanding systematic curriculum innovation, especially in Islamic Religious Education (PAI) at the primary school level. This study aims to develop a conceptual framework for innovating the PAI curriculum in primary schools within the context of the Industrial Revolution 4.0. Employing a systematic literature review methodology with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, this research analyzed 20 articles published between 2015 and 2025, selected from an initial pool of 172 articles through a structured screening process. The synthesis reveals four key findings: (1) curriculum innovation in PAI must integrate the values of aqidah, syariah, and akhlak with digital literacy competencies; (2) the Tyler Rationale and Taba model provide complementary theoretical foundations for the design of PAI curriculum reform; (3) effective innovation requires a four-stage cyclical process of planning, organizing, implementation, and evaluation; and (4) the involvement of all stakeholders, educators, families, communities, and policymakers, is indispensable. Based on these findings, a conceptual framework is proposed in which digital literacy and Islamic values serve as dual inputs processed through the four stages of innovation to produce graduates who are spiritually grounded and digitally competent. These findings contribute to the body of knowledge on Islamic education reform in the digital era.
Transformational Leadership in the Perspective of Islamic Education: A Comparative Analysis of Al-Ghazali's Thought and Modern Leadership Theory Sita Arum Damayanti; Faqih Abdul Aziz; Iffatut Tazkiyyah
ADARA Vol 15 No 2 (2025): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ajmpi.v15i2.12214

Abstract

Leadership in Islamic educational institutions continuously faces a critical dichotomy between the relentless demands of modern, secular transformational management and the imperative to preserve classical religious values. This study aims to comparatively analyze the epistemological and ontological foundations of Al-Ghazali’s leadership thought and modern transformational leadership theory to construct an integrative synthesis. Employing a qualitative library research method with a historical-philosophical and comparative approach, this study extracts conceptual data from Al-Ghazali’s classical texts alongside foundational theories developed by Burns and Bass. The results reveal a profound paradigmatic contrast: transformational leadership operates on a positivistic, anthropocentric epistemology focused exclusively on observable organizational behaviors (the Four I's), whereas Al-Ghazali’s framework relies on a theocentric (Tawhid) foundation emphasizing internal moral character. To resolve this dichotomy, this study constructs the "Transformational-Ghazalian Leadership Model". In this novel framework, Al-Ghazali’s four cardinal virtues (Hikmah, Syaja'ah, Iffah, 'Adl) serve as the inner spiritual core that strictly guides and purifies the external operationalization of transformational behaviors. Consequently, idealized influence is rooted in iffah, inspirational motivation in syaja'ah, intellectual stimulation in hikmah, and individualized consideration in 'adl. This integrative synthesis provides a critical theoretical breakthrough, legitimizing modern organizational changes within Islamic institutions without compromising their eschatological objectives (falah). Future research is highly recommended to empirically validate this conceptual model through quantitative or mixed-methods assessments across various Islamic educational institutions.
Co-Authors Abdullah Hasan Busri Ahmad Zakariya Al Anshori Ahmed Nur Hidayatullah Muhammad Aisyah Rochmah Nuraini Akhtim Wahyuni Ali Mas'ud Ali Mudlofir Asep Saepul Hamdani Azmi Izuddin Dzatan Nitoqoin Iffatut Tazkiyyah Irfan Tamwifi Mita Nur Khasanah Najwa Elfirdah Rohmat Robi’ Rozaqiy Sita Arum Damayanti Yaniz Naura Naviana Haryadi