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FALASIFA : Jurnal Studi Keislaman
Published by STAI Al-Falah As-Sunniyyah Kencong Jember
ISSN : 20853815     EISSN : 25278711     DOI : https://doi.org/10.36835/jf
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
FALASIFA Journal of Islamic Studies, contains Islamic studies covering Islamic Education, Management of Islamic Education, Islamic Thought, Islamic Economics, Islamic Politics, Pesantren, Family Education, Community Education, and other Islamic Studies. Published twice season, April and September.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 3 Documents
 1 
Search results for , issue "Vol 17 No 01 (2026)" : 3 Documents clear
Prophetic Strategic Leadership: An Epistemological Analysis of Islamic Principles in Contemporary Educational Management Rita Prima Bendriyanti; Iwan Aprianto; Saihan Saihan; Asnawan Asnawan
FALASIFA : Jurnal Studi Keislaman Vol 17 No 01 (2026)
Publisher : UAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/falasifa.v17i01.2886

Abstract

The leadership crisis in Islamic educational institutions reflects the structural inadequacy of secular–materialistic paradigms in addressing the transcendental and ethical dimensions essential for sustainable institutional excellence. This study aims to: (1) derive strategic leadership principles from the Qur'an and Prophetic traditions (Sunnah) using classical istinbāṭ methodology; (2) critically evaluate Western leadership theories through an Islamic epistemological lens; and (3) construct an integrative model of Islamic strategic–transformational leadership grounded in tawhidic ontology. Employing a philosophical–conceptual approach integrated with systematic literature review, Qur'anic verses were identified through thematic exegesis (tafsir mawdu'i), hadith were authenticated via isnad analysis cross-referenced with the Sahihayn, and normative principles were extracted through three sequential istinbāṭ steps: textual identification, linguistic-contextual analysis, and comparative epistemological evaluation against Western theories. Findings reveal three core dimensions: Qur'anic leadership is ontologically anchored in khalifah fil ardh, syura, and amanah; Western leadership theories are epistemologically constrained by secular–anthropocentric assumptions that marginalize spiritual accountability (hisab ukhrawi); and the Prophetic model integrates long-term strategic vision (ru'yah ba'idah) with transformational moral agency (akhlaq tahwiliyyah). The proposed integrative model constitutes a coherent civilizational alternative offering actionable frameworks for Islamic educational institutions navigating contemporary organizational demands while maintaining epistemological fidelity to revealed sources.
Digital Knowledge Systems and Islamic Epistemology: Artificial Intelligence Adoption in Pesantren Education Yeni Tri Nur Rahmawati; Hamdanah Hamdanah; Suheri Suheri; Wildan Miftahussurur
FALASIFA : Jurnal Studi Keislaman Vol 17 No 01 (2026)
Publisher : UAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/falasifa.v17i01.2902

Abstract

The integration of artificial intelligence (AI) into educational systems has accelerated the transformation of knowledge production, access, and governance across institutional settings. While extensive research has examined the technological and pedagogical impacts of AI in education, limited studies have explored how AI adoption interacts with educational institutions grounded in religious epistemological traditions. This study investigates the dynamics of digital knowledge systems, Islamic epistemology, and artificial intelligence adoption in pesantren education. The research focuses on how AI technologies are implemented in learning and administrative processes, how they influence patterns of knowledge accessibility, and how institutional governance responds to the emergence of algorithmically mediated knowledge environments. Using a qualitative institutional approach, data were collected through interviews, document analysis, and field observations in selected pesantren institutions undergoing digital transformation. The findings indicate that AI adoption enhances learning accessibility, instructional efficiency, and administrative effectiveness while simultaneously generating a hybrid knowledge environment in which digital information systems coexist with teacher-centered interpretive authority. The study highlights that sustainable AI integration depends on leadership commitment, governance frameworks, and digital literacy development to ensure responsible and context-sensitive technology utilization.
Kim Knott's Methodological Rapprochement: From Complete Participant to Complete Observer in Islamic Studies Ali Imron; Mubaidi Sulaeman
FALASIFA : Jurnal Studi Keislaman Vol 17 No 01 (2026)
Publisher : UAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/falasifa.v17i01.2901

Abstract

This article explores Islamic studies from the insider/outsider perspective proposed by Kim Knott. It focuses on the researcher’s identity and the theoretical framework underlying insider and outsider approaches, as well as the implications of their application in contemporary Islamic studies. This approach integrates three key elements: active participation in the studied religious community (complete participant), the role of the researcher in conducting objective observation (complete observer), and the dialogical relationship between emic and etic approaches in the analysis of religion, which Kim Knott conceptualizes as rapprochement. This implies that religious research requires a dynamic adjustment between the role of a community member and that of a neutral researcher. The article concludes that the rapprochement approach developed by Kim Knott establishes a more inclusive and dialogical framework in Islamic studies, promoting deeper understanding of Islamic religion and culture and creating space for more meaningful discussion and mutual understanding among the parties involved in religious research. Furthermore, it argues that the insider/outsider perspective offers a rich and multidimensional approach to understanding Islam. By integrating participatory perspectives, objective research, and emic–etic analysis, this approach enables researchers to develop a more comprehensive and dialogical understanding of Islam in contemporary contexts.

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