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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 12 Documents
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Search results for , issue "Vol 9, No 4 (2025)" : 12 Documents clear
Internalizing Moral Values through Islamic Podcasts: A Phenomenological Study of Character Education in Secondary Schools Aien, Qurrotul; Aisyah, Nur
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.697

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.
Contemporary Qur’anic Studies and Exegesis: A Comparative Epistemological Analysis of Non-Exegetical Works Muhamad, Muhamad; Rewira, Edwin; Baskoro, Tegar Brian
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.635

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.
A Transformational Pedagogical Approach to Religious Education in a Multicultural Environment Aufa, An’im In ‘Amal; Baharun, Hasan
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.698

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.
Teachers' Pedagogical Competence and Students’ Qur’anic Memorization Achievement: Evidence from an Islamic Tahfidz Senior High School Ramadani, Muhammad Silahudin; Rahman, Fathur
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.628

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 Syukur, Musthafa
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.649

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 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.699

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.
Religious Moderation as Lived Practice among Islamic Education Students Mansur, Mansur; Nasir, M Iqbal; Yunus, Harmila
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.676

Abstract

This study aims to examine how religious moderation is understood, developed, and strengthened among students of Islamic Education in an Islamic higher education context. In recent years, religious moderation has become a crucial societal issue amid rising polarization, radical narratives, and identity-based tensions within multicultural societies. Islamic universities are therefore challenged to translate normative discourses of moderation into lived educational practices that shape students’ cognition, attitudes, and behavior. This qualitative study employed a phenomenological approach, using in-depth interviews, participant observation, and document analysis. Data were analyzed through data condensation, display, and verification to capture the essence of participants’ lived experiences. The findings reveal that students conceptualize religious moderation as a balanced integration of national commitment, respect for diversity, anti-violent principles, and openness to local culture. Academic factors, including curriculum integration, reflective pedagogy, and lecturers’ role modeling, significantly influence the internalization of moderation values. Non-academic activities such as interfaith dialogue, mentoring, community service, and pesantren-based programs further reinforce these values. Institutionally, structured courses, competent lecturers, and praxis-oriented strategies function as preventive mechanisms against radicalism. This study contributes theoretically by framing religious moderation as lived practice rather than mere doctrine and recommends strengthening integrative, context-sensitive strategies in Islamic higher education.
Negotiating Inclusive Islamic Da‘wah within Multicultural Contexts: Muslim Minority Experiences in Bali Ridwan, Muhammad; Tohayudin, Muhamad
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.690

Abstract

Islamic da’wah in multicultural societies faces growing complexity, particularly when Islam is positioned as a minority faith within a dominant cultural tradition. In Bali, where Hindu values strongly shape social life, da’wah encounters distinctive social, cultural, and symbolic challenges that demand adaptive and inclusive approaches. This study aims to examine how Islamic da’wah is practiced by Muslim minority communities in Bali within a multicultural social environment. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis to capture the lived da’wah practices in context. The findings show that da’wah in Bali is not primarily conducted through confrontational verbal preaching or symbolic expansion. First, da’wah bil-ḥal emerges as the dominant strategy, emphasizing moral exemplarity, social contribution, and everyday interaction. Second, internal community strengthening is prioritized as a means of preserving religious identity and resilience amid minority conditions. Third, interreligious relations are managed through informal social engagement and cultural sensitivity rather than formal dialogue alone. These strategies demonstrate that da’wah functions as a social practice embedded in daily life and intercultural communication. This study contributes empirically and theoretically to inclusive da’wah and minority Islam studies, and recommends comparative and mixed-methods research to broaden the understanding of da’wah in multicultural minority contexts.
Research Trends On Reading The Yellow Book Using The Al-Miftah Lil Ulum Method : A Bibliometric Study Almahmudi, M. Rifqi; Rofik, Abdur
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.693

Abstract

The yellow book learning method has a fundamental role in the Islamic boarding school education system in Indonesia because it is the main means of mastering the treasures of classical Islamic science. One of the methods that is famously used is the Al-Miftah Lil Ulum Method from Sidogiri Islamic boadhing school, which is present as a learning innovation that offers a systematic approach in improving the ability to read classical Arabic texts without harakat. This study aims to analyze the development of scientific studies related to the Al-Miftah Lil Ulum Method using a bibliometric analysis approach. Data were collected from Google Scholar and Garuda databases through the keywords "Al-Miftah Lil Ulum Method", "yellow book", "Sidogiri Islamic boarding school", and "yellow book reading method" in the 2012–2025 publication year. The analysis was conducted with the help of Publish or Perish and VOSviewer software to examine publication trends, citation rates, author collaboration, and keyword linkage mapping. The results of the analysis show a significant increase in the number of publications since 2018, with the peak of research occurring in the 2021–2023 period. The dominant themes include the implementation of the Al-Miftah Lil Ulum Method in Islamic boarding schools, its influence on students' ability to read the yellow book, and Islamic boarding school learning innovations. These findings confirm that the Al-Miftah Lil Ulum Method has developed from a local practice to a focus of national academic studies that is relevant to the development of Islamic educational pedagogy in Indonesia. 
Integrative Curriculum Framework for Practical Qur’anic-Based Educational Economic Development Iskandar, Iskandar; Materan, Materan; Syamsi, Nur
JURNAL ISLAM NUSANTARA Vol 9, No 4 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.642

Abstract

This study examines the implementation and impact of a Qur’an-based integrated curriculum in strengthening Islamic financial literacy among santri in a pesantren within a Muslim minority context. The separation between Islamic ethical teachings and everyday economic practices has contributed to financial vulnerability, consumptive behavior, and weak ethical decision-making among Muslim youth, particularly where access to Islamic financial institutions is limited. Using a qualitative Participatory Action Research (PAR) design, data were collected through observations, interviews, focus group discussions, pre- and post-tests, and documentation, and were analyzed thematically with methodological triangulation. The findings reveal three key results. First, students demonstrated low Islamic financial literacy, marked by ritualistic understanding, the normalization of debt, and susceptibility to social media–driven consumerism. Second, the Qur’an-based integrated learning model effectively enhanced students’ conceptual clarity and ethical awareness by connecting scriptural values, reflective practices, and contextual economic cases. Third, the intervention produced sustained transformations in values, attitudes, and behaviors, including ethical caution toward debt, responsible financial choices, and adaptive community-based economic strategies. The study contributes theoretically by translating the unity of knowledge into applied curriculum practice and practically by offering a replicable model for pesantren-based economic empowerment. Future studies should employ longitudinal designs to assess the durability of behavioral change.

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