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Hasan Baharun
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Jurnal Islam Nusantara
Published by Lembaga Ta'lif Wa An-Nasyr PBNU
ISSN : 25793756     EISSN : 25794825     DOI : DOI: https://doi.org/10.33852/jurnalin.v4i2
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Jurnal Islam Nusantara is published by the LTN PBNU Jakarta, Indonesia with its main aim to spread critical and original analysis from researchers and academic practitioners on various contemporary Islamic Thought issues in cross-perspective based on Islam Nusantara approach. The journal puts emphasis on various contemporary Islamic thought issues in cross-perspective based on Islam Nusantara approach. It’s scope consists of ; (1) Al-Qur’an and Hadits, (2) Theology, (3) Islamic mysticism, (4) Islamic Education and Management, (5) Islamic Law, (6) Islamic Economics, (7) Islamic art and history, and (8) philosophy. All submitted papers are subject to double-blind review process.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 25 Documents
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Search results for , issue "vol 9, no 2 (2025)" : 25 Documents clear
Internalizing Moral Values through Islamic Podcasts: A Phenomenological Study of Character Education in Secondary Schools Qurrotul Aien; Nur Aisyah
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.697

Abstract

The rapid expansion of digital media presents both challenges and opportunities for character education at the secondary school level. Among emerging digital platforms, Islamic podcasts offer unique potential to deliver moral messages in a reflective, context-specific manner. This study aims to analyze the process of internalizing moral values through Islamic podcast media in secondary school character education. Using a phenomenological approach, the research involved Islamic Religious Education teachers and students. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using phenomenological techniques comprising data reduction, data display, and the identification of essential meanings. The findings indicate that moral value internalization occurs through three stages: value comprehension, value reflection, and value habituation. Islamic podcasts effectively promote honesty, responsibility, and politeness through narrative and experiential content. The medium engages students’ cognitive, affective, and behavioral dimensions in moral learning. Podcasts also create a personal and meaningful learning atmosphere that enhances moral awareness and emotional involvement. Teachers play a crucial role as facilitators and moral role models in guiding the internalization process. This study contributes to character education scholarship by highlighting students’ lived experiences in digital moral learning. It recommends integrating Islamic podcasts as an alternative medium for strengthening character education in secondary schools.
Between Commitment and Compromise: The Dynamics of Nahdlatul Ulama Traditions within Minangkabau Cultural Contexts Soibatul Aslamiah Nasution; Iswantir Iswantir; Yulda Dina Septiana; Iswandi Iswandi
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.667

Abstract

This study examines how Nahdlatul Ulama (NU) adherents in Minangkabau negotiate and transform their religious traditions within a socio-cultural context in which NU lacks symbolic dominance. NU is widely known for integrating Islamic tradition with local culture, yet this accommodative model does not operate uniformly across regions. In Minangkabau, the supremacy of adat basandi syarak, syarak basandi Kitabullah shapes religious legitimacy and constrains the public expression of NU traditions. This qualitative field study employs an interpretive–critical paradigm, using in-depth interviews, participant observation, and document analysis in West Pasaman Regency. The findings reveal that NU religious practices are selectively enacted and symbolically moderated to preserve social harmony. NU identity is also mobilized instrumentally for social, political, and educational purposes, functioning as flexible symbolic capital. Additionally, pesantren traditions are transmitted to younger generations primarily through ethical values, leadership development, and civic engagement rather than through consistent ritual practice. These dynamics produce what this study conceptualizes as “half-hearted devotion,” a strategic form of adaptive religiosity rather than religious decline. This research contributes to studies of lived Islam and Islam Nusantara by highlighting negotiation and ambivalence as mechanisms of continuity and by recommending a balance between flexibility and efforts to sustain embodied religious traditions.
Contemporary Qur’anic Studies and Exegesis: A Comparative Epistemological Analysis of Non-Exegetical Works Muhamad Muhamad; Edwin Rewira; Tegar Brian Baskoro
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.635

Abstract

This study aims to examine the epistemological characteristics, validity, and typologies of Qur’anic interpretations produced by non-mufassir intellectuals in contemporary Indonesia. Recent studies show that the growing involvement of scientists and non-traditional scholars in Qur’anic interpretation has expanded interdisciplinary engagement but also raised concerns regarding interpretive authority and methodological legitimacy. The tension between classical tafsir standards and modern scientific approaches necessitates a critical evaluative framework grounded in Qur’anic hermeneutics. This research employs a qualitative Systematic Literature Review (SLR) design to map, evaluate, and synthesize non-tafsir works produced by selected non-mufassir intellectuals. Data were analyzed using comparative and content analysis through the lenses of ma‘na cum maghza, maqaṣidi tafsir, and the integration interconnection paradigm. The findings reveal that interpretive validity is primarily determined by scholarly capacity and methodological awareness rather than formal religious status. Second, non-mufassir interpretations fall into five epistemological typologies: apologetic, confirmatory, heuristic, critical, and collaborative-integrative, with varying degrees of credibility. Third, Qur’an science integration is methodologically sound only when grounded in equitable interdisciplinary dialogue, respect for historical meaning, and maqaṣid-oriented objectives. This study contributes an evaluative epistemological framework for contemporary tafsir studies and recommends strengthening methodological discipline and academic validation in future interdisciplinary interpretations.
Reintegrating Religion and Science: Ziauddin Sardar's Epistemological Critique of Modern Knowledge Risma Sulistia Aini; Eva Dewi
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.664

Abstract

This study analyzes Ziauddin Sardar’s concept of integrating religion and science and its relevance for contemporary knowledge and civilization. Rapid scientific and technological development shaped by secular paradigms has generated ethical, ecological, and civilizational crises. At the same time, Muslim societies continue to face epistemological dependence and fragmentation between religious and scientific knowledge. These conditions underscore the need for an integrative framework that reconnects science with moral and spiritual values. This research employs a qualitative library-based method, examining Sardar’s key works alongside recent scholarly literature on Islamic epistemology and science–religion relations. Data are analyzed through qualitative content analysis to identify epistemological assumptions, normative principles, and thematic patterns. The findings show that, first, Sardar views integration as an epistemological reconstruction grounded in tawḥīd, rejecting the assumed neutrality of modern science. Second, his paradigm of Islamic science is value-based, human-centered, rooted in Islamic intellectual tradition, epistemically plural, and future-oriented through futures studies. Third, this integration constitutes a civilizational response to Western epistemological hegemony, moral disconnection in science, and global challenges, including climate change and artificial intelligence. This study contributes to Islamic epistemology and science–religion studies by framing integration as a paradigmatic and civilizational project, and it recommends further empirical research on the implementation of integrative science frameworks in education, policy, and technology.
A Transformational Pedagogical Approach to Religious Education in a Multicultural Environment An’im In ‘Amal Aufa; Hasan Baharun
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.698

Abstract

In an increasingly multicultural society, education faces the challenge of fostering not only intellectual competence but also ethical awareness, empathy, and moral responsibility among students. This study aims to explore how transformative religious pedagogy can foster ethical awareness in a diverse student population. Using a qualitative case study design, data were collected through in-depth interviews with faculty and student leaders, classroom observations, and analysis of institutional documents. The research findings reveal three key mechanisms: dialogic faith, which fosters reflective ethical transformation; reflective learning, which nurtures moral awareness through discussion, case analysis, and guided contemplation; and structured multicultural encounters, which strengthen compassionate identity and social responsibility. This study contributes a practical and conceptual model that integrates dialogic, reflective, and intercultural pedagogical approaches in religious education. The implications suggest that educators should implement structured opportunities for dialogue, reflection, and intercultural engagement to foster holistic moral development, bridging theoretical knowledge with ethical practice across diverse educational settings.
Talqin Strategy and Qur’anic Memorization in Non–Full Tahfidz Islamic Boarding Schools Ahmad Habibi; Chusnul Muali
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.640

Abstract

This study aims to examine the implementation and effectiveness of the talqin strategy in strengthening Qur’anic memorization in non–full tahfidz Islamic boarding schools. Qur’anic memorization remains a core element of Islamic education, yet many pesantren face limited instructional time and systemic constraints that undermine the quality of memorization. These conditions necessitate adaptive pedagogical strategies that maintain accuracy, retention, and student engagement. This research employed a qualitative multi-site case study conducted at two pesantren, using observations, in-depth interviews, and documentation. Data were analyzed through an interactive thematic model to capture cognitive, affective, and systemic dimensions of learning. The findings reveal that talqin significantly enhances the cognitive and technical quality of memorization by strengthening auditory encoding, retention stability, and recitational accuracy. It also positively influences students’ affective domain by increasing confidence, motivation, and learning readiness through guided correction and emotional reassurance. Furthermore, the effectiveness of talqin is powerfully shaped by instructional systems, teacher supervision, student preparedness, and institutional learning culture. These results demonstrate that talqin functions as a system-dependent pedagogical strategy rather than a standalone technique. This study contributes theoretically by offering a holistic model of Qur’anic memorization and, practically, by recommending a structured, supervised, and context-sensitive implementation of talqin in pesantren with limited tahfidz programs.
Normative Foundations of Islamic Education Based on Qur'anic Pedagogical Values Salma Raudya Rachma; Cecep Anwar; Hilma Fauzia Ulfa; Shofa Fauziyah
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.661

Abstract

Education in Islam is inherently value-driven and aims at holistic human Development grounded in moral and spiritual consciousness. This study aims to formulate Qur'anic pedagogical values as normative foundations for Islamic education by examining their epistemological, methodological, and character-based dimensions. Employing a qualitative, normative–interpretative approach, the study analyzes selected Qur'anic verses alongside classical and contemporary tafsir, drawing on authoritative exegetes and scholarly literature through a systematic thematic analysis. The findings demonstrate that Islamic education is founded on a theocentric epistemology emphasizing literacy, knowledge transmission, and lifelong learning; an ethical and dialogical pedagogy rooted in wisdom and non-coercive communication; and a character education model centered on family-based moral formation. These results indicate that Qur'anic pedagogy offers an integrated and operational educational framework rather than abstract moral ideals. The study contributes a coherent normative model that bridges classical Qur'anic interpretation with contemporary academic discourse. It recommends the systematic integration of Qur'anic pedagogical values into curriculum design, instructional strategies, and teacher formation to strengthen the moral and philosophical coherence of Islamic education.
Teachers' Pedagogical Competence and Students’ Qur’anic Memorization Achievement: Evidence from an Islamic Tahfidz Senior High School Muhammad Silahudin Ramadani; Fathur Rohman
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.628

Abstract

This study aims to examine how teachers’ pedagogical competence influences students’ achievement in Qur’anic memorization (tahfidz) in an Islamic senior high school. Education in Islamic contexts is expected to develop intellectual capacity alongside moral and spiritual integrity, yet learning outcomes in intensive tahfidz programs often vary despite similar institutional settings. Previous studies highlight the importance of teacher competence but provide limited empirical insight into pedagogical practices within Qur’anic memorization education. This research employed a qualitative descriptive design and employed observations, in-depth interviews, and document analysis. Data were analyzed using an interactive model that involved reduction, display, and verification. The findings reveal that teachers’ pedagogical competence operates as an integrative instructional framework encompassing learner diagnosis, mastery of learning theories, curriculum development, educative implementation, effective communication, and continuous assessment. Pedagogical competence significantly enhances students’ cognitive accuracy, affective attachment to the Qur’an, and psychomotor precision in recitation. Supportive factors such as qualified teachers, a Qur’anic learning environment, and family support strengthen these outcomes, while weak intrinsic motivation and unstable spiritual intention inhibit learning consistency. This study contributes to Islamic education scholarship by contextualizing pedagogical competence within tahfidz learning and recommends integrating pedagogical training with spiritual mentoring to achieve sustainable memorization outcomes.
Public Perception of Halal Certification and Its Relationship with Ethical Standards in the Meat Industry Musthafa Syukur
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.649

Abstract

Halal certification at slaughterhouses (RPH) plays a strategic role in ensuring the halal status of meat products and building trust among Muslim consumers. However, in Probolinggo Regency, there is still a gap between halal certification standards and their implementation in practice. This study aims to analyze public perceptions of halal certification at slaughterhouses and its relationship to consumer trust and ethical standards in the meat industry. This study used a qualitative approach with a descriptive-analytical design. Data collection was conducted through in-depth interviews, field observations, and documentation involving slaughterhouse managers, slaughterers, religious leaders, community leaders, consumers, and economic observers. Data analysis was conducted using thematic analysis with triangulation techniques to maintain data validity. The results show that positive public perceptions of halal certification include halal assurance, increased consumer trust, global competitiveness, and support for local economic growth. However, negative perceptions also emerged related to high operational costs, weak oversight, the potential for commercialization of halal certification, and low confidence in the consistency of the slaughtering process. This research contributes to enriching halal studies in the upstream food supply chain sector, particularly slaughterhouses, and provides policy recommendations to strengthen halal certification governance and supervision at the local level.
Islamic Digital Parental Mediation and Children’s Willingness to Learn Religion: A Contemporary Islamic Psychology Perspective Saimun Saimun; Hanafi Hanafi
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.699

Abstract

The development of digital technology presents both challenges and opportunities in children's religious education, particularly regarding the role of parents as mediators of Islamic values. This study aims to analyse the role of parents' Islamic digital mediation in shaping children's willingness to learn about religion and to contribute conceptually to the development of adaptive Islamic parenting patterns in the digital age. The method used is a Systematic Literature Review (SLR) that examines 30 peer-reviewed articles published between 2015 and 2025, obtained from Google Scholar, Scopus, and DOAJ. The analysis was conducted through systematic synthesis to integrate findings on digital mediation, the psychological mechanisms underlying Muslim children's development, and factors that support and hinder religious learning. The results of the study indicate that restrictive, active, and co-viewing mediation patterns that align with the values of tarbiyah, ta'dib, and uswah hasanah play a significant role in increasing children's motivation, understanding of worship, character, and religious identity. The implication is that Islamic digital parenting should be positioned as an educational and preventive strategy to support children's psychological and spiritual development in the digital age.

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