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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama al-Afkar, Journal For Islamic Studies Thawalib: Jurnal Kependidikan Islam Bayan lin-Naas : Jurnal Dakwah Islam Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Achmad Muzammil Alfan Nasrullah
Universitas Islam Negeri Madura
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Fostering Unity in Diversity Through Pancasila-Based Islamic Education Among Madrasah Students Achmad Muzammil Alfan Nasrullah
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8357

Abstract

This study explores the critical role of Pancasila-based Islamic education in promoting tolerance and unity among madrasah students from diverse ethnical backgrounds. Conducted at Madrasah Aliyah Al-Islamiyah 1 Sumber Batu Pamekasan, this qualitative case study examines how integrating Pancasila values with Islamic teachings creates an educational environment that celebrates diversity while maintaining religious identity. Data were collected through in-depth semi-structured interviews with 12 teachers of Islamic studies and general subjects, 24 students from grades 10-12 representing various ethnic and family backgrounds, 4 administrative leaders, and 3 parents; classroom observations totaling 80 hours; and document analysis of curriculum materials, lesson plans, and institutional policies. Data were analyzed using thematic analysis procedures that combined inductive and deductive approaches, including familiarization with the data, generating initial codes, searching for themes, reviewing themes, and defining themes. The findings demonstrate that when Islamic educational principles are harmoniously integrated with Pancasila values, students develop enhanced tolerance, critical thinking about diversity, and commitment to social harmony. This study contributes to the discourse on multicultural education in predominantly Muslim contexts and offers practical implications for educational policy and practice in diverse societies.
Kiai as Local Knowledge Authority: The Genealogy of Madurese Ulama’s Role in Shaping Nusantara Islamic Studies Achmad Muzammil Alfan Nasrullah; Nor Hasan; Zainuddin Syarif; Mohammad Muchlis Solichin; Mohammad Hasan
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.88

Abstract

The role of the kiai as an epistemic authority remains central in shaping Islamic knowledge within the pesantren tradition, particularly in the context of Nusantara Islam, where religion and local culture interact dynamically. This study aims to analyze how KH. Mohammad Saleh Abdullah constructs, sustains, and disseminates epistemic authority within Pondok Pesantren Mathali’ul Anwar Putri, Sumenep. Employing a qualitative case study design integrated with a genealogical approach, data were collected through in-depth interviews, participant observation, and document analysis over a two-month fieldwork period. The findings reveal four interconnected mechanisms underlying the formation of epistemic authority. First, authority is genealogically constructed through sanad continuity and reinforced by pedagogical discipline that emphasizes foundational learning. Second, kitab kuning functions as an epistemic infrastructure that organizes knowledge transmission through structured methods such as bandongan and sorogan. Third, a hybrid epistemology emerges through the integration of Islamic teachings and local Madurese cultural practices, enabling contextual adaptation without compromising doctrinal principles. Fourth, an alumni network operates as a mechanism for disseminating and reproducing epistemic authority across regions. These findings indicate that epistemic authority in the pesantren context is dynamic, relational, and continuously reproduced through the interaction of tradition, culture, and social networks. This study contributes theoretically by positioning the kiai as an active epistemic agent and introducing hybrid epistemology as a conceptual framework, while practically offering insights into the role of pesantren in fostering contextual and moderate Islamic knowledge.
INTERNALISASI NILAI-NILAI AYAT MAKKIYAH DAN MADANIYAH DALAM MODEL DAKWAH DI PAMEKASAN Achmad Muzammil Alfan Nasrullah; Moh. Zahid
Bayan lin-Naas : Jurnal Dakwah Islam Vol. 9 No. 2 (2025)
Publisher : Fakultas Dakwah Institut Dirosat Islamiyah Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/bayanlin-naas.v9i2.2328

Abstract

This study is motivated by the need to gain a deeper understanding of the main values of Makkiyah and Madaniyah verses in a socio-historical context and their relevance to the social, cultural, and religious dynamics of the Pamekasan community. The research problem focuses on how the values contained in these two types of verses can be adapted and implemented in local da'wah practices. The objectives of this study are: (1) to describe the main values of the Makkiyah and Madaniyah verses from a socio-historical perspective, (2) to analyze the relevance of these values to the social, cultural, and religious life of the Pamekasan community through Fazlur Rahman's double movement theory, and (3) to formulate theoretical and practical contributions to the development of a contextual and transformative model of local Islamic da'wah in Pamekasan. The approach used in this study is qualitative-descriptive with a hermeneutic-sociological paradigm. Data collection techniques were carried out through literature studies of classical and modern interpretations and literature, interviews with local religious and cultural figures, and observation of da'wah activities in various majelis taklim and Islamic boarding schools in Pamekasan. Data analysis was carried out using analysis techniques, namely data reduction, data presentation, and conclusion drawing. The results of this study show that the Makkiyah verses emphasize the values of monotheism, justice, and spiritual liberation, while the Madaniyah verses emphasize aspects of law, social ethics, and community strengthening. These values are proven to be relevant in building an inclusive Pamekasan da'wah model, rooted in local culture and oriented towards peaceful Islamic social transformation.
Reconstruction of Islamic Education Curriculum Based on Tawhid: Epistemological Analysis of Al-Ghazali's Thought Achmad Muzammil Alfan Nasrullah; Siswanto Siswanto; Atiqullah Atiqullah
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3436

Abstract

Contemporary Islamic education faces an epistemological crisis characterized by a dichotomy between religious and general knowledge, as well as the dominance of a secular paradigm that separates the values of monotheism from the learning process. This crisis is rooted in the weak philosophical foundation of the curriculum, which is no longer based on a holistic Islamic worldview. This study aims to analyze the epistemological concept of the monotheism-based Islamic education curriculum in the thoughts of Imam Al-Ghazali, examine the relationship between reason, revelation, and intuition (kashf) in curriculum reconstruction, and identify the contribution of Al-Ghazali's thought in building a holistic and integrative curriculum paradigm in the modern era. This study uses a descriptive qualitative approach with a library research type. Data collection techniques are carried out through documentation of Al-Ghazali's primary works, especially Ihya' Ulumuddin, Mi'yar al-'Ilm, Tahafut al-Falasifah, and Al-Munqidz min al-Dhalal, as well as secondary data in the form of journal articles and relevant books. The data analysis technique uses content analysis with a critical discourse analysis model to uncover the epistemological structure of Al-Ghazali's thought. Based on the description above, this study produces four conclusions. First, the epistemological concept of the Islamic education curriculum based on tawhid in Al-Ghazali's thought is built on the foundation of tawhid as the highest integrating principle that unites all domains of knowledge. Al-Ghazali rejects the separation of religious knowledge and general knowledge, classifying knowledge into fardhu 'ain and fardhu kifayah as a functional differentiation, not a dichotomy. This tawhid epistemology requires the integration of transcendental, cognitive, and moral goals. Second, the triadic relationship between reason, revelation, and spiritual intuition (kashf) is the main pillar of curriculum reconstruction. The three are not hierarchical and mutually exclusive, but rather complement and validate each other, with intuition as the highest validation. Third, Al-Ghazali's criticism of the secular curriculum is highly relevant, especially his criticism of the extreme rationalism of philosophers who ignore revelation. Fourth, Al-Ghazali's contribution to developing a holistic and integrative curriculum paradigm is reflected in the integration of cognitive, affective, and psychomotor aspects. This study recommends reconstructing an Islamic education curriculum that is monotheistic, integrative, and oriented toward the formation of a perfect human being.
Development of an Islamic Value-Based Curriculum in Madrasah Aliyah Adih Adih; Achmad Muzammil Alfan Nasrullah; Muhamad Sukri Situmeang; Orazguly Mammedov
Thawalib: Jurnal Kependidikan Islam Vol. 7 No. 1 (2026): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v7i1.812

Abstract

The demands of globalization, which emphasize digital literacy and 21st-century skills, contrast with the implementation of Islamic value-based curricula, which are still largely traditional in madrasahs. This study aims to develop an Islamic value-based curriculum that is effective, adaptive, and responsive to the challenges of modern global education. This research employs a Research and Development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The study is supported by quantitative data collected through questionnaires and qualitative data obtained from in-depth interviews. The results show that the Islamic value-based curriculum developed at Madrasah Aliyah Darunna’im successfully integrates religious values, local pesantren values, and global competencies into a structured learning system. Validation results indicate a feasibility level of 88.75%, while the implementation stage shows that the curriculum effectiveness reaches 81.875% based on student and teacher responses. This curriculum includes religious subjects, general subjects, extracurricular activities, and co-curricular programs that complement each other in shaping students’ character. In addition, the curriculum improves Islamic understanding, discipline, communication skills, and readiness to face global challenges. However, several obstacles remain, particularly in facilities, teaching methods, and the consistency of program implementation in the madrasah. The conclusion of this study is that the Islamic value-based curriculum is effective, well-structured, and significantly improves students’ character and readiness to face global challenges. The significance of this research lies in the development of an innovative curriculum model with high validity and effectiveness that can be replicated in other Islamic educational institutions.
Co-Authors Adih Adih Atiqullah Atiqullah Moh. Zahid Mohammad Hasan Mohammad Muchlis Solichin Muhamad Sukri Situmeang Nor Hasan Orazguly Mammedov Siswanto Siswanto Zainuddin Syarif