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Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman
Published by Institut Agama Islam Negeri Padangsidimpuan
ISSN : 23388692     EISSN : 27156745     DOI : 10.24952
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
DARUL ILMI: Jurnal Ilmu Kependidikan dan Keislaman DARUL ‘ILMI merupakan jurnal ilmu kependidikan dan keislaman. Jurnal ini diterbitkan dua edisi setiap tahun yaitu edisi Januari-Juni dan edisi Juli-Desember. Tim redaksi menerima tulisan ilmiah baik merupakan hasil pemikiran konseptual maupun hasil penelitian yang berkaitan dengan kajian ilmu kependidikan dan keislaman yang belum pernah dipublikasikan sebelumnya. Tim penyunting berhak untuk melakukan revisi terhadap tulisan yang masuk ke meja redaksi untuk keseragaman format tanpa mengubah isi dan maksud tulisan. Alamat redaksi Fakultas Tarbiyah dan Ilmu Keguruan IAIN Padangsidimpuan Jl. H.T. Rizal Nurdin Km. 4,5 Sihitang Padangsidimpuan Telp. (0634)22080.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 13, No 2 (2025)" : 6 Documents clear
Interdisciplinary and Multidisciplinary Islamic Studies: Toward an Integratif and Interconnected Epistemology of Knowledge Harahap, Efridawati; Nasution, Abdul Riswan; Damanik, Agustina
Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 13, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/di.v13i2.18790

Abstract

Islam represents a syamil and holistic religious tradition that embeds knowledge at the core of its civilizational vision, as reflected in the primordial command of iqra’. Historically, during the Islamic Golden Age, religious and scientific disciplines evolved within an integrated epistemic framework, demonstrated by the works of Muslim polymaths who refused the dichotomy between ulum al-din and ulum al-dunya. The rise of Western colonialism and secular educational reforms, however, generated a structural epistemological rupture that separated religious knowledge from modern science. In the Indonesian context, this fragmentation surfaced in the divergence between pesantren/madrasah and public schools, producing generations with partial disciplinary competence. Contemporary Muslim thinkers including Ismail Raji al-Faruqi, Syed Muhammad Naquib al-Attas, and Fazlur Rahman have formulated intellectual responses to reconstruct Islamic epistemology, subsequently institutionalized through integrative–interconnective paradigms in Islamic higher education. In the era of globalization and the Fourth Industrial Revolution, the reintegration of knowledge is increasingly indispensable to ensure that scientific advancement remains ethically grounded and that Islamic studies retain analytical relevance to complex socio-civilizational challenges. This article asserts that adopting an integrative paradigm of knowledge is essential for addressing the epistemological crisis in the Muslim world and reaffirming Islam’s transformative role in modern civilization.
Instilling Islamic Religious Education Values by Implementing an Honesty Canteen for Students at Darunnajah Middle School Nursyamsiyah, Siti; Huda, Hairul; Halid, Ahmad; Ramlan, Siti Rosilawati
Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 13, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/di.v13i2.15887

Abstract

at the Madrasah Tsanawiyah Darunnajah Jember school, an honesty canteen was formed to instill the value of Islamic religious education, namely the value of honesty. Honesty canteen is a program held in schools based on a form of concern for students so that they become a generation of the nation who are knowledgeable and have morals, namely by selling goods needed by students in the form of school equipment such as notebooks, pencils, pens, rulers, food, drinks, and others. This research uses a qualitative approach, data collection is carried out through interviews, observation, and documentation. Based on the research results, the honesty canteen is conceptualized and managed carefully, the payment system is carried out by the buyer himself, namely by putting money into the box provided without being supervised by the canteen guard. So this honesty canteen really relies purely on the honesty of each student. This honesty canteen has many positive impacts that can be accepted and instilled in each individual student, namely being able to train the level of honesty possessed by each student, training students' discipline and responsibility, and being able to instill an anti-corruption spirit in students.
The Role of Parents in Developing Early Childhood Independence Based on Islamic Values within the Family Environment Istiqlaliyah, Hulailah; Indriyani, Fitri
Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 13, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/di.v13i2.17783

Abstract

Early childhood independence is a fundamental aspect of personality and social development. In Muslim families, Islamic values play a central role in shaping children's character and fostering independence. This study aims to explore the role of parents in promoting early childhood independence through the application of Islamic values within the family environment. A qualitative case study approach was employed, utilizing observation, in-depth interviews, and documentation as data collection techniques. The findings reveal that parents play a significant role as role models, facilitators, and mentors in instilling Islamic values such as amanah (trustworthiness), shiddiq (truthfulness), istiqamah (consistency), and sabr (patience). These findings are supported by developmental theories from Erikson, Piaget, and Vygotsky, as well as Islamic educational perspectives from scholars such as Ibn Khaldun and Imam Al-Ghazali. This study highlights the importance of synergy between family-based education and Islamic values in holistically fostering independence in early childhood.
Development of Fine Motor Skills in Early Childhood Through Islamic Art Activities: A Case Study at RA. Labschool IIQ Jakarta Kindergarten Group B Zaida, Nur Aini; Febrianti, Dinda Safira
Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 13, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/di.v13i2.17784

Abstract

This study aims to describe the role of teachers, strategies, and challenges in developing fine motor skills in early childhood through Islamic art activities. A qualitative approach with a case study method was employed. The research subjects included children aged 5–6 years in the TK B group at RA. Labschool IIQ Jakarta, class teachers, and parents. Data were collected through observation, interviews, and documentation. The findings reveal that Islamic art activities such as basic calligraphy, coloring Islamic motifs, and hijaiyah letter collages effectively stimulate hand-eye coordination and fine motor skills. The strategies applied by teachers involved the use of engaging materials, thematic approaches based on Islamic values, and repetitive practice. The main challenges encountered included variations in children's skill levels and limited instructional time. This study recommends integrating Islamic art activities into early childhood education as a holistic medium that fosters both fine motor development and the internalization of spiritual values from an early age.
Philosophical Thinking of Al-Kindi Hayati, Nursri; Suhendra, Ade
Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 13, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/di.v13i2.18513

Abstract

This article comprehensively examines the philosophical thought of Al-Kindi, the first Muslim philosopher to seek to integrate Greek philosophy with Islamic teachings. The study highlights three main aspects of Al-Kindi’s philosophy: (1) Talfiq, the effort to harmonize religion and philosophy by affirming that both share the same ultimate goal of seeking truth; (2) metaphysics, which holds that God is the First Cause (al-ʿillah al-ūlā), the absolute Being, and the Creator of the universe from nothing (creatio ex nihilo); and (3) the concept of the soul (al-nafs), which emphasizes that the soul is spiritual, eternal, and originates from God, attaining perfection when it is liberated from the body. The Methodology used is library research with the technique of content analysis. Through his works spanning various disciplines, Al-Kindi laid the foundations for the development of a rational and religious Islamic philosophy. His perspective asserts philosophy is not a threat to religion. However, rather than being a tool for strengthening and deepening our comprehension of divine truths. His intellectual legacy became a foundation for subsequent developments in Islamic philosophical thought, including those of Al-Farabi, Ibn Sina, and Ibn Rushd
Modernization of Islamic Education Curriculum Reform, Reformers (Muhammad Abduh and Ahmad Dahlan) Hasibuan, Irwan; Harahap, Hotmatua; Nasution, Fauziah
Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 13, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/di.v13i2.18785

Abstract

The modernization of Islamic education is a response to the challenges of the times that demand reforms in the system, curriculum, and teaching methods. This article discusses the process of reforming Islamic education through a modern approach initiated by two important figures, namely Muhammad Abduh in Egypt and Ahmad Dahlan in Indonesia. Both emphasized the importance of integration between religious science and general science, rationality in understanding Islamic teachings, and the formation of moral and progressive students' character. Their curriculum reforms rejected the stagnant traditional education system, and replaced it with a system that was more open to science, technology, and critical thinking. Through a literature review and a historical-comparative approach, this article shows that the modernization of Islamic education is not a form of secularization, but an effort to refresh Islamic values to be relevant to the contemporary social and intellectual context. Abduh and Dahlan's thoughts became the foundation for the modern Islamic education model that balances faith, knowledge, and charity, and is able to answer the challenges of globalization and the progress of modern civilization

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