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Muhammad Anas Maarif
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Tafkir: Interdisciplinary Journal of Islamic Education
Published by Universitas KH. Abdul Chalim
ISSN : -     EISSN : 27234975     DOI : https://doi.org/10.31538/tafkir
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Focus. The focus is to provide readers with a better understanding of Islamic education and present developments through the publication of articles. Scope. Study of Al-Quran and Hadith on Education; Philosophy of Islamic Education; History of Islamic Education; Theological Foundation of Education; Policies of Islamic Education; Politics of Islamic Education; Islamic Education Professionalism; Islamic Education Curriculum; ICT in Islamic Education; E-Learning in Islamic Education; Islamic Education Institution; Teaching and Learning in Islamic Education; Ethnography on Islamic Education; Local Wisdom-Based Islamic Education; Development of Learning Theory and Design; Psychology of Islamic Education; Islamic Education Paradigms; Character of Islamic Education; and Gender in Islamic Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
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Search results for , issue "vol. 7 no. 3 (2026): integrative islamic education" : 9 Documents clear
Challenges and Strategies of Female Leadership in Faith-Based Higher Education Institutions Indri Indri; Harun Joko Prayitno; Ahmad Muhibbin; Zukhrofa Rizkiana Ramadhani; Ani Syafriati; Dwi Purwati; Wafa Taqiyya; Iswantuti Iswantuti
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2879

Abstract

The landscape of women's leadership within Islamic educational institutions, particularly in the Muhammadiyah community, continues to be shaped by complex challenges rooted in prevailing social norms, cultural expectations, and institutional frameworks that often exhibit gender biases. This context frequently hinders the full realization of female leaders' potential and their contributions to organizational development. This qualitative study, focusing on the leadership of female rectors at Muhammadiyah-Aisyiyah Universities (PTMA), aimed to thoroughly investigate the specific obstacles encountered by these women leaders and to delineate the strategic approaches they employ to effectively navigate and overcome such impediments. Employing an empirical qualitative methodology, data were meticulously gathered through in-depth interviews with prominent women leaders in selected PTMA, complemented by a comprehensive analysis of relevant institutional policies and regulatory documents. The research findings reveal that despite the persistent presence of structural and patriarchal barriers, these female leaders adeptly adopt adaptive leadership strategies. These strategies encompass the crucial strengthening of social networks, fostering highly participatory decision-making processes, and driving significant managerial innovation within their respective institutions. Crucially, these insights underscore the profound significance of women's leadership in Islamic higher education, demonstrating their capacity not only to confront adversity but also to instigate transformative changes in institutional management and substantially enhance educational quality. The implications suggest a robust model for leadership development that integrates adaptive and inclusive practices within faith-based educational settings.
Gender Responsiveness in the Islamic Religious Education Curriculum in Islamic Elementary Schools: A Field Study Based on Paulo Freire’s Critical Pedagogy Ferianto Ferianto; Firmansyah Firmansyah
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2911

Abstract

Gender issues are still not optimally integrated into the Islamic religious education curriculum, especially at the elementary school level, which plays an important role in shaping students' religious and social values. The Islamic religious education curriculum often reflects gender bias, both in content, pedagogical approaches, and classroom learning practices. This study aims to analyze gender responsiveness in the Islamic Religious Education curriculum in Islamic elementary schools through the lens of Paulo Freire's critical pedagogy. This study is in the field of Islamic education and critical pedagogy, which emphasizes the values of justice, dialogue, and liberation in the educational process. The method used is qualitative research based on field studies through learning observations, in-depth interviews with teachers, and analysis of curriculum documents. The results show that despite initial efforts to accommodate gender perspectives, the Islamic Religious Education curriculum is still normative and teacher-centered, thus failing to fully encourage students' critical awareness of gender justice. Paulo Freire's critical pedagogy proved relevant as an analytical framework for reconstructing a more dialogical, participatory, and reflective curriculum. This study contributes to the development of a gender-responsive Islamic Religious Education curriculum and affirms the importance of transforming it to build critical awareness and inclusive religious understanding from primary education onwards.
Islamic Boarding School Management in Instilling Religious Moderation Zulhimma, Zulhimma; Zulhammi, Zulhammi; Rangkuti, Suheri Sahputra
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2931

Abstract

Islamic boarding schools have a significant role in shaping the religious perspective of the young generation of Muslims. In the midst of contemporary socio-political dynamics, this role is increasingly crucial, especially when religious discourse is often colored by polarization, exclusivism, and symptoms of intolerance and radicalism that target young people, including students. This study aims to describe and analyze the management approach of the Al-Ansor Padangsidimpuan Islamic Boarding School in instilling religious moderation among students. Religious moderation is an urgency in the context of contemporary Islamic education in response to the increasing symptoms of intolerance and radicalism. This study uses a qualitative, descriptive approach, collecting data through observation, interviews, and documentation. The results of the study show that pesantren management includes planning the goals and policy directions of pesantren related to religious moderation, active involvement of teachers and caregivers, contextual learning activities, inclusive da’wah, and dialogue between students, as the main instruments for internalizing the values of moderation. In addition, pesantren implement social and cultural control mechanisms based on example and habituation of values in daily life. This study recommends replicating these management models in other Islamic educational institutions to strengthen grassroots religious moderation.
Islamic Education as an Agent of Social Transformation: A Pedagogical and Socio-Cultural Perspective Mahmud, Amir; Pangestu, Febri Bekti; Barry, Aboubacar
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2917

Abstract

This article examines Islamic Religious Education (IRE) as an agent of social transformation in the context of socio-cultural change, digital disruption, and literacy challenges. The study aims to analyze how Islamic education operates as a pedagogical, cultural, and institutional practice that shapes public ethics, critical awareness, and students' social participation. This research employed a qualitative, educational ethnographic design at SMA Muhammadiyah 4, Andong, Boyolali, Central Java. Data were collected through participatory observation, in-depth interviews with IRE teachers, school leaders, student activity advisors, and students, as well as documentation of curriculum materials, school programs, and cultural artifacts. Data were analyzed thematically through coding, theme development, and interpretive meaning-making. The findings show that Islamic school culture functions as a collective moral language, IRE pedagogy moves between normative transmission and critical dialogue, and digital transformation produces micro-justice practices based on Islamic values. The article contributes to strengthening the perspective of Critical Islamic Pedagogy by integrating pedagogical, leadership, and socio-cultural dimensions in explaining the role of IRE as an agent of social transformation.
Effectiveness of Differentiated Strategy Implementation on Minimum Competency Assessment Ability of 5 Grade Students in Public Elementary Schools Setyoningtyas, Novia; Utaminingsih, Sri; Hariyadi, Ahmad
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2961

Abstract

The issue of the Minimum Competency Test (AKM) in Indonesia is a crucial educational problem because it affects the quality of learning, students' academic development, and the effectiveness of the education system. This study aims to examine the effect of implementing differentiation strategies on improving students’ literacy and numeracy skills in elementary schools, particularly in the context of AKM. Using a quantitative experimental design, this study involved two groups of students: an experimental group that implemented differentiation strategies and a control group that used traditional teaching methods. Data were collected through pre-tests and post-tests to measure changes in literacy and numeracy skills. The results showed that the experimental group experienced a significant increase in AKM scores compared to the control group. The average post-test score in the experimental group increased substantially, while the control group showed only a small increase. These findings confirm that differentiation strategies are effective in improving students’ literacy and numeracy skills. This study also shows that teaching tailored to individual student needs can yield better results in AKM. The results of this study are expected to provide educators and policymakers with valuable insights for designing more effective and inclusive teaching methods to improve the quality of education in Indonesia. Thus, differentiation strategies can be a solution in overcoming the challenges of low literacy and numeracy among Indonesian students, as well as improving overall competency test results.
Harmony in Academic Climate: Implementation of Religious Moderation Policy in Indonesia Islamic Higher Education Institutions (PTKIN) Muhibbuthabry, Muhibbuthabry; Putra, Rahmad Syah; Razak, Abd.; Amrullah, Amrullah; RD, Amirul Haq; Dina, Diva
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2962

Abstract

Religious moderation has become a strategic policy agenda in Indonesia's Islamic higher education system, yet its implementation across State Islamic Higher Education Institutions (PTKIN) remains uneven. This study aims to examine how the Religious Moderation Policy (RMP) is translated into institutional governance, curriculum practices, lecturer capacity, student engagement, and the sustainability of Centers for Religious Moderation (Rumah/Pusat Moderasi Beragama). Using a convergent mixed-methods design, the study collected quantitative survey data from lecturers and students and qualitative data through semi-structured interviews, focus group discussions, and institutional document analysis across ten PTKIN representing different Indonesian regions. The findings show that RMP implementation reached an overall index of 79.6%, categorized as good and approaching very good, with student engagement scoring highest (84%) and institutional sustainability scoring lowest (76%). Qualitative evidence indicates that successful implementation depends not only on formal regulations but also on leadership commitment, lecturer preparedness, participatory campus culture, and stable budgetary support. In several institutions, moderation has begun to function as an academic ethos embedded in learning, student activities, and community outreach; in others, it remains limited to symbolic programs and administrative compliance. The study implies that religious moderation in PTKIN should be strengthened through measurable policy indicators, sustainable institutional funding, lecturer development, and participatory governance so that moderation becomes a lived academic climate rather than a temporary policy campaign.
Epistemology and Hermeneutics of Islamic Religious Education in Madrasahs and Islamic Boarding Schools: Philosophical Reflections on the Integration of Faith, Reason, and Tradition Uwaisah, Uwaisah
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2975

Abstract

Islamic Religious Education in madrasahs and Islamic boarding schools is a dialectical space between classical scientific traditions and the challenges of modernity. Amid the flow of globalization and the secularization of knowledge, there is a need to reinterpret the epistemological and hermeneutical foundations of Islamic education to remain relevant. The imbalance between normative teaching and practical reality necessitates a philosophical approach that harmoniously integrates faith, reason, and traditional heritage. This study aims to analyze in depth the epistemological structure and hermeneutic approach in PAI implemented in madrasahs and Islamic boarding schools, and to examine how both can strengthen the integration of Islamic values in a contemporary context. The method is a qualitative approach, including literature reviews and semi-structured interviews with educators in madrasahs and Islamic boarding schools with backgrounds in classical and contemporary Islamic thought. The study's results show that the epistemology of Islamic education in both institutions remains predominantly textual-normative. Still, there is a new tendency towards a more reflective, contextual understanding through hermeneutic readings of religious texts. Pesantren tend to be strong in the transmission of tradition, while madrasahs are more open to integrating modern rationality into their curriculum. The contribution of this article is to offer an integrative model between the approaches of faith (revelation), reason (rationality), and tradition (classical heritage), so that it can enrich the discourse of Islamic educational philosophy and open up space for a more dialogical, critical, and sustainable PAI curriculum renewal.
Religious Moderation and Classical Kalam Theory in Islamic Education: Tawassuth, Tawazun, and Iʿtidal from an Ashʿarite Perspective Harnedi, Joni; Karni, Awis; Rais, Zaim
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.3034

Abstract

Religious moderation has emerged as a strategic issue in Islamic education in response to the growing challenges of extremism, ideological polarization, and intolerance within pluralistic societies. Although the discourse on religious moderation has been widely examined from sociological, political, and educational policy perspectives, studies that critically connect it with the epistemological foundations of classical Islamic theology remain limited. This article analyzes the convergence between the principles of religious moderation—tawassuṭ (the middle path), tawāzun (balance), and iʿtidāl (justice)—and classical kalām theory, particularly within the Ashʿarite theological tradition, and explores their relevance for strengthening Islamic education. This study employs a qualitative library research design using a historical–philosophical and educational approach. Primary data are drawn from classical Ashʿarite theological texts, especially discussions on the synthesis of reason and revelation and the doctrine of kasb. In contrast, secondary data include scholarly books, peer-reviewed journal articles, and policy documents on religious moderation and Islamic education. Data analysis is conducted through thematic classification, critical-comparative reading, and conceptual synthesis. The findings indicate that religious moderation is not merely a contemporary policy agenda or a socio-political response to extremism, but a theological-educational paradigm deeply rooted in classical Islamic intellectual heritage. Ashʿarite theology, through its balanced integration of reason and revelation and its doctrine of kasb, provides a moderate framework that affirms both divine sovereignty and human moral responsibility. These findings imply that integrating classical kalām into Islamic education strengthens the epistemological legitimacy of religious moderation and supports the development of curricula and pedagogical models that are critical, inclusive, and contextually responsive to contemporary challenges.
The Implementation of Fiqh Learning Based on Fathul Qarib in Pesantren Husein, Zulfahri; Sormin, Darliana; Batubara, Delila Sari
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.3049

Abstract

Fiqh learning based on classical Islamic texts in pesantren plays an important role in shaping students’ religious understanding and worship practices. However, it often faces challenges such as limited instructional time and students’ varying levels of Arabic language proficiency. One of the classical texts used in Fiqh instruction is the Kitab Fathul Qarib, which requires systematic learning management. This study aims to describe the planning, implementation, and evaluation of Fiqh learning based on the Kitab Fathul Qarib at Al-Azhar Bi’Ibadillah Islamic Boarding School, South Tapanuli Regency. The research employed a qualitative approach using a case study design as proposed by Creswell. The informants consisted of Fiqh teachers, dormitory supervisors, and third-grade Tsanawiyah students selected through purposive sampling. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings indicate that Fiqh learning is planned by aligning instructional materials and teaching methods with students’ abilities. The learning process is implemented through the bandongan and sorogan methods. Evaluation covers both academic aspects and practical worship practices, such as ablution and prayer, which are reinforced through mudzakarah activities and guidance from senior students. The study implies that Fiqh learning based on the Kitab Fathul Qarib is effective in improving students’ understanding and practice of Fiqh, although strengthening Arabic language skills and managing instructional time remain necessary.

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