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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 306 Documents
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Religious Moderation and Classical Kalam Theory in Islamic Education: Tawassuth, Tawazun, and Iʿtidal from an Ashʿarite Perspective Joni Harnedi; Awis Karni; Zaim Rais
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 Zulfahri Husein; Darliana Sormin; Delila Sari Batubara
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.
Efforts of Akidah Akhlak Teachers in Instilling the Values of Amar Ma’ruf Nahi Munkar at Assiham Quran School Bandar Lampung Widodo Prasetyo; Ahmad Zumaro; Septa Ahmad Santoso
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.v7i3.2676

Abstract

Character education is an important aspect in shaping an intelligent generation with integrity and moral values. From an Islamic perspective, character education is based on the values of amar ma'ruf nahi munkar, which teach the community to promote good and prevent evil. This study aims to identify the efforts of Akidah Akhlak teachers in instilling the values of amar ma'ruf nahi munkar in students at Sekolah Quran Assiham Bandarlampung, as well as the factors influencing its success. The method used is a descriptive qualitative approach, with data collection techniques through semi-structured interviews and direct classroom observations. The results of the study indicate that teachers’ efforts in instilling the values of amar ma'ruf nahi munkar include teaching, habituation, and role modeling. Influencing factors include the teacher's role, student character, facilities and infrastructure, and the surrounding environment. Although there are challenges, such as students' varied characteristics and environmental influences, the learning outcomes still show positive development in instilling these values. This study suggests the need for collaboration between teachers and parents, as well as the enhancement of supporting facilities to strengthen character education in schools.
Transnational Authoritative Parenting and Academic Motivation: A Self-Determination Theory Perspective on Children of Migrant Workers Luthfi Atmasari; Nisa Fitriani; Misbahul Munir
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.v7i3.2976

Abstract

Academic motivation is an important element in student success in an educational context. The absence of parents is known to have an important role in reducing academic motivation. However, based on theoretical studies and previous research, it is suspected that parental parenting, especially authoritative, is able to increase students' learning motivation even though they do not literally support them. The aim of this research is to determine the influence of the authoritative parenting style of parents who work as migrant workers on the academic motivation of MTsN 3 Tulungagung students. The research method that is relevant to the objectives of this research is the quantitative research method with simple regression tests. The research instruments used were the Parenting Styles and Dimensions Questionnaire (PSDQ) and The Academic Motivation Scale (AMS). Meanwhile, the sample in this research was class VIII students at MTsN 3 Tulungagung with predetermined criteria. Statistical testing confirmed a significant positive effect of authoritative parenting on academic motivation (p < 0.05; t = 4.83), with the regression model accounting for 28% of the variance in motivation levels. These findings imply that physical distance does not necessarily diminish parental influence. Effective remote parenting, maintained through emotional support and clear boundaries, can successfully sustain a child's academic drive. Consequently, these results provide vital insights for migrant families and schools on how effective communication and structured caregiving can mitigate the potential negative consequences of parental absence.
The Role of Murabbi in Developing the Intelligence of Santri: A Comparative Study of Traditional and Modern Pesantren Abdul Rosyad; Wawan Wahyudin; Endad Musaddad; Wasehuddin Wasehuddin
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.v7i3.2985

Abstract

Amid rapid socio-technological shifts, Islamic boarding schools (pesantren) face increasing demands to cultivate graduates who are intellectually competent, emotionally resilient, and spiritually grounded. Addressing this need, this study examines the role of the murabbi in developing santri intelligence through a comparative analysis of traditional and modern pesantren in Indonesia. Utilizing a qualitative comparative case study design, data were collected via in-depth interviews, participatory observation, and document analysis involving murabbi, institutional leaders, and santri. Findings reveal that the murabbi acts as a central pedagogical agent in fostering holistic intelligence across intellectual, emotional, and spiritual dimensions. In traditional pesantren, this role is profoundly relational, prioritizing spiritual mentoring and moral exemplarity to nurture emotional and spiritual growth. Conversely, modern pesantren employ structured curricula, academic assessments, and organized character-building programs to systematically integrate all three intelligences. Despite these methodological distinctions, both models share a foundational philosophy anchored in Islamic humanistic values. This research emphasizes the murabbi’s pedagogical agency as a critical determinant of holistic santri development. Practically, it provides strategic recommendations for pesantren leaders to enhance murabbi professional development, institutionalize compassionate mentoring practices, and align academic programs with spiritual-emotional formation, thereby strengthening value-based Islamic education in contemporary contexts.
Islamic Religious Education Learning for Gen Z in the Synergy of Independent Curriculum Digitalization and Teacher Education Reconstruction Ahmad Jamaluddin
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.v7i3.2998

Abstract

Significant changes in digital technology have transformed the communication patterns, social interactions, thinking patterns, and learning styles of Generation Z, including in Islamic Religious Education (PAI) learning. This generation is characterized by visual, fast-paced, interactive, and highly connected digital technology. On the other hand, the Independent Curriculum provides teachers with the opportunity to develop flexible, differentiated, project-based, and character-building learning. However, the implementation of digital-based PAI learning still faces challenges, particularly related to the uneven distribution of teachers' pedagogical skills and digital literacy. Therefore, a reconstruction of teacher education is needed to produce PAI educators who are adaptive, innovative, and responsive to current developments. This study aims to describe the PAI learning model for Generation Z through the synergy of the digitalization of the Independent Curriculum and the reconstruction of teacher education. The study used a qualitative approach with a case study method. Data collection techniques included observation, interviews with PAI teachers, and analysis of curriculum documents and learning materials. The research focused on the integration of digital learning, the implementation of the Independent Curriculum, and strengthening teacher competencies in PAI learning. The results of the study indicate that Islamic Religious Education (PAI) learning designed digitally, contextually, and project-based can significantly increase student engagement, motivation, and understanding. Teachers who have good pedagogical competence and digital literacy can create reflective, interactive, and meaningful learning according to the characteristics of Generation Z. This study contributes to formulating a conceptual model of Islamic Religious Education (PAI) learning that is responsive to the digital era while providing implications for the development of Islamic Religious Education (PAI) teacher education in madrasas in the future.
Pedagogies of Pluralism: Teacher Agency in Fostering Religious Moderation among Multifaith Students Muhammad Abri Harahap; Lahmuddin Lubis; Junaidi Arsyad
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.v7i3.3012

Abstract

Indonesia’s religious diversity presents both a national asset and a potential source of social tension, particularly in educational settings where pluralism must be actively navigated. Despite growing scholarly interest in religious moderation, empirical research on how teachers operationalize these values in multi-religious vocational schools remains limited. This study investigates the pedagogical strategies and institutional roles teachers employ to strengthen religious moderation among students from diverse faith backgrounds. Employing a qualitative case study design, data were gathered through in-depth interviews, participant observation, focus group discussions, and document analysis involving school leaders, teachers, students, and community members across two public vocational schools in North Sumatra. The findings reveal that teachers foster moderation by embedding four core values—national commitment, religious tolerance, non-violence, and local cultural accommodation—into curricular instruction, extracurricular programs, and daily school routines. Two complementary models emerged: an accommodation-based approach prioritizing habitual coexistence and cultural kinship, and a civic–Pancasila-based model grounded in structured character education and project-based learning. Crucially, the study demonstrates that religious moderation thrives not as a standalone subject but as a lived, contextual practice sustained by teacher exemplarity and supportive school policies. These findings provide actionable implications for educational policymakers and curriculum developers aiming to institutionalize inclusive pedagogies that nurture interfaith harmony and civic cohesion in pluralistic secondary education.
The Influence of the Contextual Teaching and Learning Model on Students' Learning Outcomes in the Subject of Akidah Akhlak Nurjanah Nurjanah; Pika Nurhasanah; Nuraeniyah Nuraeniyah; Nida Nurjubaedah; Dedi Anwar Muhtadin
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.v7i3.2678

Abstract

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on student learning outcomes in the subject of Akidah Akhlak in the 4th grade at MIS Pusakasari Cipaku. The background of this research is based on the condition of students who experience boredom and low learning outcomes due to a monotonous learning approach. Therefore, the CTL learning model presents itself as an alternative to address these issues. The research method used is quantitative with a one group pretest-posttest design experimental approach. The instrument used was a written test to determine students' learning outcomes before and after the CTL model was applied. The research results showed an increase in the average score from 60.50 on the pretest to 80.00 on the posttest. The hypothesis test used the Wilcoxon test, which showed a significance value of 0.000 (p < 0.05), indicating a significant effect of the CTL model implementation on students' learning outcomes. Thus, it can be concluded that the use of the CTL learning model has a significant impact on improving students' learning outcomes. This model is very suitable for application in the teaching of Akidah Akhlak because it can connect the lesson material with the students' real-life experiences, making it easier for them to understand and internalize religious values in their daily lives.
The Dynamics of Online Gaming in the Learning Lives of Muslim Students: A Qualitative Study Juliwis Kardi; Taufik Hidayat; Adi Putra; Iswandi Iswandi; Sulasmi Sulasmi
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.v7i3.2938

Abstract

Online games have become a necessity in modern society, especially among teenagers and adults. While they are primarily for entertainment and social interaction, they also impact the learning process. Online games have grown rapidly recently, especially in the world of e-sports. There are many variations or types of online games, such as PUBG, Domino Island, Free Fire, Poker, and other online games, which create engaging gameplay. The more engaging the game, the more people play it. Online games have become a new lifestyle for students and adults. The presence of online games has significantly eroded students' motivation to learn at school, resulting in a decline in the quality of learning. This study, however, is a crucial activity in the education system. This study aims to analyze the impact of online games on high schools. This study uses a survey method using quantitative research methods. This type of research uses a survey because in data collection, the author gathered information from respondents using a questionnaire as the primary method. Overall, the research findings show that in State Islamic Senior High Schools throughout West Pasaman, the impact of Mobile Legends on student achievement is a major concern, as measured by frequency and percentage calculations. The researcher found a 72% impact of the Mobile Legend game on students. Meanwhile, the decline in student learning achievement, according to the distributed questionnaire, reached 63%. Several activities that should be created to avoid the impact of Mobile Legends are extracurricular activities and homework, as well as strict supervision of students' smartphones. It is important to maintain balance in the approach taken by State Islamic Senior High Schools in West Pasaman.
Religious Moderation and the Construction of Tolerance in Multicultural Schools Ahmad Budiyono; Muhammad Hasyim; Arif Rahman Hakim; Hani Adi Wijono
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 6 No. 4 (2025): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v6i4.3181

Abstract

This study aims to analyze the implementation of religious moderation in shaping students’ tolerance attitudes at SMPN 1 Mojoagung. The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, teachers, and students from different religious backgrounds. The findings reveal that religious moderation has been integrated into the school culture through inclusive educational policies, equal religious learning services, habituation activities, collaborative social programs, and multicultural interaction among students. The implementation of moderation values is reflected in the provision of equal religious educational facilities, daily spiritual activities according to each religion, and social cooperation without discrimination based on religious identity. Teachers and school leaders play significant roles in strengthening tolerance values through role modeling, inclusive communication, and humanistic educational practices. The study also found several challenges, particularly the influence of intolerant narratives on digital media and differences in parental understanding regarding religious diversity. Nevertheless, the multicultural educational environment developed by the school contributes positively to strengthening students’ attitudes of tolerance, mutual respect, peaceful coexistence, and social harmony. This study contributes theoretically to religious moderation studies and practically to the development of multicultural educational strategies in pluralistic school environments.

Page 30 of 31 | Total Record : 306

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