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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 297 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.

Page 30 of 30 | Total Record : 297

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