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INDONESIA
Edu Riligia: Jurnal Ilmu Pendidikan Islam dan Keagamaan
Published by Universitas Islam Negeri Sumatera Utara
ISSN : 25810251     EISSN : -     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Arjuna Subject : -
Articles 354 Documents
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Transformation of Islamic Educational Institutions during the Umayyad Dynasty (661-750 AD): From Kuttab to a Structured Education System Muhammad Dandi Alfariji
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 2 (2026): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i2.29715

Abstract

The Umayyah Dynasty (661-750 AD) was a crucial period in the history of Islamic civilization marked by the expansion of territory from China to Andalusia, thus giving rise to an urgent need for a more structured and institutional education system. Amidst cultural intersections with Persian, Byzantine, and Greek civilizations, Islamic Education during the Umayyad Dynasty identified the emerging institutional forms and explained the driving factors behind these developments. This study uses a historical-descriptive method with a literature review approach. The results of the study indicate that Islamic Education during this period developed through a diversification of institutions, starting from Kuttab as a primary education, mosques as centers of secondary and higher education, badiah as an institution for preserving Arabic, to Bimaristan as a center for medical studies and the Literature Council as a scientific and cultural forum. The Umayyad Dynasty was thus a period of Islamic intellectual incubation that laid a solid foundation for the golden age of the Abbasid era, while also offering inspiration for the development of integrative and multidisciplinary contemporary Islamic Education.
The Ministry of Religious Affairs' Role via Preachers in Strengthening Religious Moderation within a Muslim Community of Diverse Islamic Organizational Affiliations in Ngunut Village Septian Dwi Cahyo; Dzulfikar Akbar Romadlon
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 2 (2026): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i2.31372

Abstract

This study analyzes the strategy of the Ministry of Religious Affairs through a field preacher in strengthening religious moderation in Ngunut Village, Karanganyar. The case concerns intra-Muslim diversity represented by Nahdlatul Ulama, Muhammadiyah, LDII, and MTA rather than interreligious plurality. A qualitative case-study design combined participant observation, semi-structured interviews, and document analysis. The researcher was positioned as a participant-researcher; therefore, personal field experience was treated as reflective data and corroborated with institutional documents, local religious actors, and community accounts. The findings show that the Ministry's moderation mandate was translated through layered coordination involving the district Ministry office, the Religious Affairs Office, religious counselors, the village government, mosque administrators, and Islamic organizations. The preacher worked across mosques, Qur'anic classes, schools, inter-organizational forums, and social services by adapting language, methods, and roles to different audiences. Religious moderation was sustained through recognition of organizational differences, deliberation, rotating leadership in communal worship, accommodation of differences in subsidiary religious practices, and public-oriented social action. Bil-hal practices of the four organizations—education, charity, hospitality, sacrificial-meat distribution, health services, environmental activities, and an open MSME bazaar—provided shared arenas without erasing organizational identity. From an Islamic Religious Education perspective, the process reflects non-formal value education through teaching, exemplary conduct, habituation, dialogue, and social participation. The study concludes that the Ministry did not create moderation from an initially conflictual setting; it strengthened an existing social ecology through an educational, adaptive, collaborative, and integrative strategy
Al – Jahiz’s Rational Epistemology : An Analysis of His Scientific Contribution to the Intellectual Dynamics of the Abbasid Dynasti Arif Rahman Harefa; Kacar Ginting; Rijalul Faizul Ichsan; Ira Annisa; Tien Suhaila
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 2 (2026): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i2.29546

Abstract

Islamic civilization during the abbasid era market the pinnacle of intellectual achievement, characterized by rapid advancements in science through the integration of Greek, Persian, and Indian traditions. In this context, Al-Jahiz emerged as a multidisciplinary thinker who combined rational and empirical approaches in his study aims to analyze the dynamics of knowledge development during the Abbasid era, to examine Al-Jahiz’s contributions, and to explore his rational epistemology. The research employs a qualitative approach based on library research using  historical and philosophical methods, with the primary source being Kitab Al-Hayawan, analyzed through content analysis. The Abbasid era was supported by a conducive intellectual ecosystem, such as political support, freedom of thought, and openness to various scientific traditions.
The Integration of Islamic Educational Philosophy and Neuroscience in Understanding the Nature of the Human Being as an Educational Subject Muhammad Fadhli Azmi; Muhammad Rafi; Azizah Hanum OK
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 2 (2026): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i2.30790

Abstract

Understanding human nature is fundamental to developing effective education. However, Islamic educational philosophy and neuroscience are often treated as separate disciplines, resulting in a fragmented view of humans as educational subjects. This study aims to examine the integration of Islamic educational philosophy and neuroscience in understanding human nature within the educational context. A qualitative library research design with an integrative-philosophical approach was employed. Data were collected from books, scholarly journal articles, and other relevant literature, then analyzed using content analysis and conceptual synthesis. The findings indicate that the Islamic concept of fitrah corresponds with the neuroscience concept of neuroplasticity, emphasizing the dynamic potential of human development. Furthermore, integrating the concepts of 'aql, qalb, nafs, and ruh with neuroscientific perspectives provides a more comprehensive understanding of learners as biological, cognitive, moral, and spiritual beings. This integration also supports the development of holistic educational practices that balance intellectual, emotional, moral, and spiritual growth. The study concludes that integrating Islamic educational philosophy and neuroscience offers a comprehensive framework for strengthening contemporary Islamic education.

Page 36 of 36 | Total Record : 354

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