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All Journal DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Madlubur Rhisky
University of Nurul Jadid
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Islamic Education Policy in the Framework of Integration-Interconnection: Bridging Religious Knowledge and Scientific Disciplines in Islamic Education Moh. Affan; Madlubur Rhisky; Abd. Muis
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.409

Abstract

This study examines the integration of Maqāṣid al-Sharīʿah into educational technology within the context of contemporary Islamic education. The rapid development of digital technology has transformed educational systems globally, creating both opportunities and ethical challenges related to human values, social responsibility, and educational sustainability. This research aims to analyze how the principles of Maqāṣid al-Sharīʿah can function as a normative framework for the development and implementation of educational technology, particularly in fostering ethical, adaptive, inclusive, and sustainable digital pedagogy. The study employs a qualitative literature review approach by analyzing scholarly sources, including journal articles, academic books, conference proceedings, and research reports related to educational technology, Islamic education, digital pedagogy, and Islamic ethical philosophy. The findings indicate that educational technology should not merely prioritize efficiency and technological innovation but must also protect essential human values such as intellectual integrity, moral responsibility, social justice, and human welfare. The study further reveals that Maqāṣid al-Sharīʿah provides a comprehensive ethical foundation for addressing issues such as digital dependency, algorithmic bias, educational inequality, and the dehumanization of learning environments. In addition, digital pedagogy based on Maqāṣid al-Sharīʿah demonstrates significant potential in promoting adaptive, inclusive, and sustainable Islamic education while preserving spiritual and humanitarian values in the digital era. This study contributes theoretically to the discourse of Islamic educational reform by proposing an integrative relationship between educational technology and Maqāṣid al-Sharīʿah as a framework for developing value-oriented digital education.
Digital literacy and religious moderation Moh. Affan; Muhammad Eko Arief Wijaksono; Zarkoni; Achmad Jasuli Afandi; Ahmad Syauqi Alaikar Rohman; Hasbullah; Madlubur Rhisky
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.342

Abstract

This study aims to analyze students' digital literacy practices, the role of teachers in integrating digital literacy into learning, and the pedagogical construction of a synthesis between digital literacy and religious moderation values ​​in madrasas. This study uses a qualitative approach with a case study design conducted at SMAN 01 Tiris Probolinggo. Data collection techniques were carried out through in-depth interviews, participant observation, and documentation. Data analysis used an interactive model that includes data condensation, data reduction, data display, and conclusion drawing, with validity tests through triangulation of sources, techniques, and member checking. The results of the study show three main findings. First, students' digital literacy practices contribute to shaping their understanding of religious moderation through the ability to access, select, and critically evaluate religious information. Second, teachers have a strategic role as facilitators and epistemological filters in integrating digital literacy into learning. Third, the synthesis between digital literacy and religious moderation values ​​can be constructed pedagogically through the stages of digital information exploration, critical reflection, and internalization of values. This research confirms that digital literacy is not neutral, but rather requires values-based pedagogical interventions to foster moderate, inclusive, and contextual religious understanding. Theoretically, this research contributes to the development of an integrative model based on thesis-antithesis-synthesis dialectics in Islamic education. Practically, this research has implications for educational institutions to strengthen teacher capacity, develop digital literacy policies, and create a learning ecosystem that supports religious moderation in the digital era.
Epistemology of Contemporary Islamic Education Achmad Jasuli Afandi; Moh. Affan; Hasbullah; Madlubur Rhisky; Muhamad Zaenal Abidin; Rahmat Zubandi Thahir; Abd. Somad
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.357

Abstract

This study aims to analyze the epistemological crisis in contemporary Islamic education, characterized by the dichotomy between religious knowledge (naqliyah) and general knowledge (aqliyah), and to formulate an integrative epistemological reconstruction model. The study uses a qualitative approach based on a systematic literature review by analyzing various relevant academic sources. The results of the study indicate that the epistemological dichotomy has led to the disintegration of science and the weakening of the orientation of Islamic education. A comparison of the thoughts of Ismail Raji al-Faruqi and M. Amin Abdullah reveals that the Islamization of science emphasizes the normative foundation of monotheism, while integration-interconnection emphasizes a dialogical and multidisciplinary approach. The synthesis of the two is strengthened through the integration of bayani, burhani, and irfani epistemologies that can build a holistic and anti-dichotomous scientific paradigm. However, the implementation of this paradigm still faces obstacles in the methodological and practical aspects of education. Therefore, the reconstruction of the epistemology of Islamic education needs to be directed at strengthening the integrative curriculum, transforming the role of educators, and responding to global issues. This research contributes to offering an integrative epistemological framework that is not only theoretical, but also transformative in responding to the challenges of modernity.
Co-Authors Abd. Muis Abd. Somad Achmad Jasuli Afandi Achmad Jasuli Afandi Ahmad Syauqi Alaikar Rohman Hasbullah Moh. Affan Moh. Affan Muhamad Zaenal Abidin Muhammad Eko Arief Wijaksono Rahmat Zubandi Thahir Zarkoni