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Jurnal Pendidikan Agama Islam Al-Thariqah
Published by Universitas Islam Riau
ISSN : 25279610     EISSN : 25498770     DOI : -
Core Subject : Education,
Education
Al-Thariqah Journal Manager invites lecturers, researchers and students to submit best manuscript of his research to be published in Al-Thariqah: Journal of Islamic Education, Faculty of Islamic Religious, Islamic University of Riau. Manuscripts submitted within the scope of the sciences of Islamic religious education by prioritizing the theme of the actual article, the latest, not plagiarism, and preferably the results of library and field research.
Arjuna Subject : -
Articles 244 Documents
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Spiritual value education in shaping student nationalism: evidence from Indonesian Islamic schools Frimayanti, Ade Imelda
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27058

Abstract

Nationalism is a crucial aspect of character development among Indonesian students, particularly amid globalization, digital culture, and transnational values that may weaken patriotic attitudes and national commitment. Schools play a strategic role in fostering nationalism through character education, including spiritual value education that emphasizes moral awareness, ethics, self-control, social responsibility, and universal values. Although previous studies have widely examined character education, civic education, and nationalism, limited empirical research has directly investigated the influence of spiritual value education on student nationalism, especially through a quantitative approach in Islamic school contexts. Addressing this gap, this study aims to examine the effect of spiritual value education on student nationalism. The novelty of this study lies in positioning spiritual value education as a specific predictor of student nationalism rather than merely as a component of general character education. This study employed a quantitative survey method involving 120 students from MTs Negeri 1 Lampung Selatan and MAN 1 Bandar Lampung. Data were collected using structured questionnaires and analyzed through simple linear regression and Pearson correlation analysis. The findings show that spiritual value education has a positive and significant effect on student nationalism, contributing 73.2% to its development. Theoretically, this study contributes to character education and civic education literature by highlighting spiritual value education as a foundation for strengthening nationalism. Practically, the findings imply that schools, teachers, and policymakers should integrate spiritual values more systematically into learning, school culture, and character-building programs. This study is limited to two Islamic schools in Lampung; therefore, broader studies across different educational contexts are recommended.
Epistemological foundations of the Islamization of knowledge: a critical comparative study of al-Attas and al-Faruq Syafe’i, Syafe’i; Riadi, Haris
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27665

Abstract

This study addresses the ongoing challenge of integrating Islamic principles with modern knowledge by comparing the ideas on the Islamization of knowledge proposed by Syed Muhammad Naquib al-Attas and Isma’il Raji al-Faruqi. It aims to explore their philosophical and methodological orientations and assess their relevance to contemporary knowledge development. Using qualitative literature-based research, the study analyzes primary texts and academic sources through content and comparative analysis. The findings reveal that al-Attas emphasizes epistemological Islamization by purifying key concepts, shaping an Islamic worldview, and highlighting adab as central to resolving the crisis of knowledge, while al-Faruqi adopts a practical-methodological approach by integrating Islamic heritage with modern disciplines through a systematic Workplan for curriculum and institutional reform. Both scholars agree on grounding knowledge in tauhid and rejecting secularization, yet differ in orientation—philosophical versus applied. This study offers novelty by systematically synthesizing both perspectives into a complementary framework for advancing Islamization of knowledge. However, it is limited to a literature-based approach without empirical validation. The findings imply that integrating conceptual and operational strategies is essential for strengthening contemporary Islamic education
Literacy activities in madrasah education: examining student engagement, curiosity, and appreciation in character formation Dzakiroh, Aisyah; Damni, Albertos
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27783

Abstract

Literacy activities have increasingly been recognized as a strategic approach in strengthening students’ character within educational settings. This study aims to analyze the role of literacy activities in shaping the character of activeness, curiosity, and appreciation of achievement among seventh-grade students at MTsN 1 Kota Sungai Penuh. This research employed a descriptive qualitative approach, using observation, in-depth interviews, and documentation as data collection techniques. Data were analyzed using Miles’ interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that consistently implemented literacy activities enhance students’ activeness, including increased confidence in reading aloud, active participation in discussions, and initiative in accessing reading resources. Students’ curiosity develops through the freedom to choose reading materials, the emergence of critical questioning, and independent exploration of information. In addition, appreciation practices such as praise, recognition of students’ work, and the “most active reader” program foster intrinsic motivation, self-confidence, and a culture of appreciation. The novelty of this study lies in its integrated analysis of literacy activities in developing activeness, curiosity, and appreciation of achievement within a madrasah context. However, this study is limited to a single school setting. The implications suggest that literacy activities can serve as an effective strategy for strengthening students’ character through consistent and contextual implementation.
Reconstructing Islamic Epistemology: A Philosophical Analysis of Amin Abdullah’s Integrative–Interconnected Paradigm Rahmani, Diah Ayu; Najmi, Via Novelia; Dewi, Eva
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27798

Abstract

The separation between religious knowledge and modern sciences remains a major issue in contemporary Islamic thought, as it leads to fragmented and less integrated knowledge development. This condition not only divides sources of knowledge but also weakens the relationship between ethical, rational, and empirical dimensions in the construction of knowledge. In this context, the integration of knowledge becomes essential, particularly in Islamic education. This study aims to examine Amin Abdullah’s integrative-interconnected paradigm as an effort to reconstruct a more holistic Islamic epistemology. This research employs a qualitative approach using textual analysis of Abdullah’s works and relevant literature. The findings reveal that the integrative-interconnected paradigm connects three main domains religious texts (hadarat al-nash), scientific knowledge (hadarat al-'ilm), and philosophical reasoning (hadarat al-falsafah) within a dialogical framework. This approach rejects rigid separation between fields of knowledge as well as uncritical acceptance of modern science, emphasizing the interaction between textual, empirical, and rational dimensions in developing comprehensive knowledge. The novelty of this study lies in positioning the integration of knowledge as a critical and reflective effort rather than merely a pedagogical agenda. However, this research is limited to conceptual analysis, suggesting the need for further studies on its practical implementation in Islamic education, particularly in curriculum development and learning practices

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