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p-Index From 2021 - 2026
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All Journal Tafkir: Interdisciplinary Journal of Islamic Education Dirasah: International Journal of Islamic Studies NuCSJo : Nusantara Community Service Journal
Muhammad Furqan
Universitas Samudra, Langsa, Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Health Professions Other

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Program Barisan Pejuang Subuh (BPS) sebagai Upaya Revitalisasi Musala dan Penguatan Kepemimpinan Mahasiswa Muhammad Ashadi Rasyad; Adrian Yudabangsa; Zaidan Zikri Malem; Muhammad Furqan
NuCSJo : Nusantara Community Service Journal Vol. 2 No. 3 (2025)
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/nucsjo.v2i3.336

Abstract

Musholla as a community prayer space plays a strategic role in fostering spiritual and social development; however, many mushollas experience low attendance, particularly during Subuh prayer. The Barisan Pejuang Subuh (BPS) Program was implemented as an effort to revitalize musholla and strengthen students’ leadership in religious practices. This community service activity was conducted at Musholla Husnul Yaqin, Meurandeh Teungoh Village, on November 14, 2025, using a participatory approach through congregational Subuh prayer led by students, a religious sermon delivered by a lecturer, and communal breakfast with worshippers. Data were collected through observation, informal interviews, and documentation. The results indicate increased congregation attendance, positive community responses, and improved student confidence and competence in leading prayers. The program also strengthened social interaction between students and the community. It is recommended that the BPS program be implemented sustainably by involving musholla management and village authorities and expanded through follow-up activities such as regular Subuh studies and leadership training for youth.
From Reformist Ideology to Classroom Practice: The Influence of Hasan Al-Banna's Thought on Islamic Values Education in Elementary Schools Muhammad Furqan; Sakdiah Sakdiah; Edy Chandra; Hayati Hayati; Astrifidha Rahma Amalia
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 4 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i4.3445

Abstract

This study analyzes the educational thought of Hasan Al-Banna (1906–1949), founder of the Muslim Brotherhood (al-Ikhwan al-Muslimun). It examines its theoretical influence on Islamic values education in elementary schools. As one of the twentieth century's most prominent Islamic reformist thinkers, Al-Banna developed a comprehensive educational philosophy centered on the principle that genuine societal reform must begin with forming individual character through tarbiyah (Islamic nurturing). Employing a qualitative approach through conceptual and biographical analysis of Al-Banna's primary writings, particularly his Majmu'at Rasa'il, this study identifies four core educational values embedded in his reformist thought: tarbiyah al-nafs (self-nurturing and spiritual formation), akhlaq (moral character), ukhuwwah Islamiyyah (Islamic brotherhood and social solidarity), and amar ma'ruf nahi munkar (enjoining good and forbidding evil). The study further explores how these values can be theoretically translated into principles of Islamic values education at the primary school level, including integrated curriculum design, teacher moral exemplarship (uswah hasanah), and community-based character formation. The findings suggest that Al-Banna's educational philosophy offers enduring and substantive conceptual resources for enriching Islamic values education in elementary schools, particularly in Muslim-majority societies such as Indonesia. This study contributes to the discourse on Islamic educational philosophy and the pedagogical legacy of twentieth-century Islamic reformist thought.
Schooling Pathways and Qur’anic Reading Competence among Pre-Service Teachers: A Mixed-Methods Study Amirul Haq RD; Muhibbuthabry Muhibbuthabry; Diva Dina; Muhammad Ashadi Rasyad; Muhammad Furqan
Dirasah International Journal of Islamic Studies Vol. 4 No. 2 (2026): Islam, Human Development, and Social Change
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i2.116

Abstract

The ability to read the Qur'an correctly is an essential dimension of character formation and religious moderation among pre-service teachers, as mandated by national education policy for teacher professional development. Prior studies on Qur'anic literacy have largely focused on instructional strategies and program interventions, leaving the association of secondary school background largely unexamined among pre-service teachers. This study examines the relationship between secondary school background, namely senior high school (SMA), vocational high school (SMK), Islamic senior high school (Madrasah Aliyah), and Islamic boarding school (Pondok Pesantren), and the Qur'anic reading competence of 855 students from the Faculty of Teacher Training and Education, Universitas Samudra, batch 2025. An explanatory sequential mixed-methods design combined descriptive statistics, cross-tabulation, chi-square test, and ordinal regression with qualitative interviews to elaborate the findings among low-competence students. Results show a significant association between school background and Qur'anic reading competence (chi-square = 93.220, df = 12, p < .001), though the relationship was weak (Cramer's V = .191). Ordinal regression confirmed a significant association (chi-square = 67.667, df = 3, p < .001; Nagelkerke R-squared = .081), with Islamic boarding school graduates consistently more likely to achieve higher competence levels. Qualitative findings revealed four explanatory themes: learning duration confined to elementary school, the absence of formal academic requirements except in boarding schools, reluctance to relearn basic reading at an adolescent age, and insufficient parental attention. These findings indicate that school background was significantly associated with Qur'anic reading competence, underscoring the need for differentiated, stigma-free remedial programs for pre-service teachers.
Co-Authors Adrian Yudabangsa Amirul Haq RD Astrifidha Rahma Amalia Diva Dina Edy Chandra Hayati Hayati Muhammad Ashadi Rasyad Muhibbuthabry Muhibbuthabry Sakdiah Sakdiah Zaidan Zikri Malem