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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 208 Documents
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Digital Literacy as a Response to the Threat of Radicalism in Islamic Education (PAI) Learning in Secondary Schools Aini, Intan Nur; Aisyah, Nur
JURNAL ISLAM NUSANTARA Vol 9, No 1 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i1.660

Abstract

This study aims to analyze the role of digital literacy in responding to the threat of radicalism in Islamic Religious Education (PAI) at the secondary school level. Using a qualitative case study approach across several schools in Bondowoso, data were collected through interviews, observations, and documentation. The findings show that digital literacy is not only related to technical skills but also encompasses critical awareness of how to select and evaluate religious information to avoid exposure to radical ideologies. Islamic education teachers play a crucial role by curating digital content, using interactive media, and facilitating reflective discussions to instill the values of religious moderation. The challenges identified include limited infrastructure, uneven digital competence among teachers, and insufficient support for school policies. Overall, the integration of digital literacy into Islamic Religious Education plays a strategic role in shaping critical, tolerant, and moderate attitudes as a preventive measure against radicalism in educational settings.
The Role of Islamic Education in Constructing Family Resilience: A Socio-Theological Study Handayani, Baiq Citra; Ahyar, Muhammad; Sahri, Wardi; Murzaki, Lalu Agus; Abdussyakur, Abdussyakur
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.v9i2.645

Abstract

This study aims to examine how Islamic education contributes to the construction of family resilience through socio-theological mechanisms in West Nusa Tenggara (NTB), Indonesia. In the context of rapid modernisation, socio-economic vulnerability, and recurrent natural disasters, families face increasing pressures that threaten stability and adaptive capacity. Previous studies on family resilience have emphasised psychological and structural factors but have insufficiently examined the role of religion and education in highly religious societies. This research employs a qualitative embedded single-case study design focusing on pesantren, majlis taklim, and resilient family units across Lombok and Sumbawa. Data were collected through in-depth interviews, participant observation, and document analysis and were analysed thematically using Family Resilience Theory and Social Capital Theory within a socio-theological framework. The findings reveal three interrelated processes. First, theological meaning-making rooted in tawakkul, sabr, and syukr enables families to reinterpret crises as purposeful divine tests, strengthening emotional regulation and optimism. Second, religious institutions function as social capital networks that provide trust-based support, collective problem-solving, and material assistance. Third, pedagogical transmission of family ethics and roles embeds moral discipline, adaptive communication, and relational responsibility in daily family life. These findings extend family resilience and social capital theories through an Islamic socio-theological lens and highlight Islamic educational institutions as strategic sites for resilience-building. Policymakers and educators are encouraged to integrate family counselling and psychosocial support into Islamic educational curricula.
Implementation of the Yanbu’a Method in Improving Students’ Ability to Read the Qur’an Salsabillah, Nada; Fadlullah, Muhammad Endy; Nasrodin, Nasrodin
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.v9i4.703

Abstract

The persistent gap between curriculum demands and students’ foundational competence in Qur’anic reading in formal Islamic secondary schools highlights the urgent need for effective, time-efficient instructional approaches. This study aims to analyze the effectiveness and practical implementation of the Yanbu’a method in improving students’ Qur’anic reading ability in contexts with limited instructional time. The growing gap between curricular demands and students’ foundational Qur’anic literacy necessitates pedagogical strategies that are both systematic and adaptable. In many madrasahs, conventional recitation approaches remain dominant despite varying student readiness levels and time constraints. This research employed a qualitative case study design. Data were collected through participatory classroom observations at the Ula, Wustho, and Ulya levels; in-depth interviews with the madrasah principal, three teachers, and three students; and analysis of instructional guidelines and learning records. The findings indicate that structured student grouping strengthened instructional differentiation and learning focus. Continuous teacher training enhanced pedagogical consistency and classroom management. The integration of motivational strategies and adaptive learning media increased student engagement and practice intensity. Formative evaluation based on mastery learning ensured gradual improvement in reading accuracy and fluency. The Yanbu’a method fostered disciplined learning routines and measurable progress across levels. This study contributes empirical evidence supporting the contextual adaptability of the Yanbu’a method in formal madrasah settings and recommends institutionalized teacher training and time-efficient instructional planning to sustain learning outcomes.
The Stunting Paradox in Yemen: Misaligned Priorities in Humanitarian Crisis Response Dewi, Nafisa Quraisyita
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.v9i4.694

Abstract

This study aims to analyze the paradox of stunting in Yemen, particularly the disconnect between humanitarian response priorities and children's actual nutritional needs amid the ongoing conflict. Stunting, a form of chronic malnutrition, is a significant public health issue in Yemen, exacerbated by the conflict's disruption of food, healthcare, and sanitation systems. Despite the clear evidence of rising stunting rates, international humanitarian interventions tend to focus on addressing acute crises, such as extreme hunger, while neglecting long-term nutritional needs. Using a qualitative literature review approach, the research synthesizes data from archival documents, reports, and secondary sources to explore the structural causes of stunting and the challenges faced by humanitarian actors in Yemen. The findings reveal that the protracted conflict, economic collapse, and humanitarian blockades have worsened food insecurity and malnutrition. Moreover, the humanitarian response often prioritizes short-term survival over long-term prevention of stunting, resulting in a lack of integrated, multisectoral interventions. The study emphasizes the need for a paradigm shift in humanitarian policies to incorporate long-term development strategies and integrate stunting prevention. This research contributes to the academic understanding of the humanitarian-development nexus and offers recommendations for more holistic interventions.
The Development of Arabic Linguistics in Educational Studies: An Analysis of Ibn Khaldun's Thought Cahyani, Febrina Dwi; Mirantika, Mazi Septina
JURNAL ISLAM NUSANTARA Vol 9, No 3 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i3.709

Abstract

The study of Arabic linguistics plays a central role in the development of education, especially in efforts to systematically improve the quality of Arabic language learning and to be responsive to learners' needs. The development of Arabic linguistics not only covers aspects of language such as phonology, morphology, syntax, and semantics, but is also closely related to contextual and learner-needs-based educational approaches. Ibn Khaldun, as an Islamic thinker, made a major contribution to the development of linguistics, especially through his ideas in the Muqaddimah. This study aims to examine the relevance of Ibn Khaldun's ideas to the development of Arabic linguistics and their application in education. The research method used is a Systematic Literature Review (SLR), which involves collecting relevant literature and journals. The analysis indicates that Ibn Khaldun emphasized the importance of gradual learning methods (tadarruj), repetition (takrir), discussion (munazarah), and learning through comparative studies (rihlah). His thoughts emphasize that Arabic not only functions as a means of communication but also as an instrument of intellectual formation and cultural identity. Therefore, Ibn Khaldun's ideas are highly relevant to formulating effective Arabic teaching strategies that align with the dynamics of the times.
Beyond Human Dominion: Qur’anic Ecotheology and the Ethics of Environmental Accountability in Tafsir Studies Rozaqi, Muhammad Ikbar; Nurrohim, Ahmad
JURNAL ISLAM NUSANTARA Vol 9, No 3 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i3.711

Abstract

The contemporary environmental crisis, marked by ecosystem degradation, pollution, and the unsustainable exploitation of natural resources, reveals a profound ethical rupture in the human–nature relationship. Within Muslim societies, this crisis reflects a failure to internalize religious values that define humanity’s normative role as khalifah fi al-arḍ (vicegerent on earth). This study aims to examine how ecological concepts are articulated in the Qur’an through tafsir literature and to formulate a framework of ecological piety grounded in Islamic theology. Employing a qualitative library-based research design, the study analyses selected classical and contemporary Qur’anic exegeses using a thematic analysis. Primary tafsir sources are examined alongside relevant scholarly works in Islamic theology and environmental studies to ensure analytical depth. The findings reveal three interrelated dimensions of Qur’anic ecotheology. First, humans are positioned as divine trustees responsible for maintaining ecological balance and sustainability. Second, nature is conceptualised as ayat kawniyyah, cosmic signs that cultivate spiritual awareness and ethical responsibility. Third, environmental destruction is interpreted as a moral transgression that entails divine accountability and consequences. This study contributes a tafsir-based framework of ecological piety that enriches Islamic environmental ethics and contemporary ecotheological discourse. It recommends further empirical research to explore the application of this framework in Islamic education and environmental policymaking.
Islamic Values in Navigating Identity Crisis: A Psycho-Spiritual Reading of Dazai Osamu’s No Longer Human Albab, Muhammad Ulul; Fikri, Lora Hilal; Rohman, Muhammad Imdadur; Fawaid, Aan Miftakhul; Asy’ari, Abdul Chamid; Zainullah, M. Haris
JURNAL ISLAM NUSANTARA Vol 9, No 3 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i3.619

Abstract

This study aims to examine how Islamic values function as psycho-spiritual resources for addressing adolescent identity crises as represented in the novel Rejected as Human. Contemporary adolescents increasingly experience identity fragmentation amid rapid globalization, digital culture, and weakened moral-spiritual anchors. This condition contributes to moral disorientation and social alienation, indicating the urgency of value-based approaches to identity reconstruction. This research employs a descriptive qualitative design grounded in library research and textual analysis. Data were derived from close readings of the novel and thematically analyzed in dialogue with Islamic ethical frameworks. The findings show that identity crisis in the narrative manifests as existential emptiness, moral disorientation, and relational disconnection. Islamic values provide integrative resources for reconstructing meaning and moral agency through spiritual orientation, ethical discipline, social solidarity, and inner purification. Literary narratives function as reflective media that enable experiential moral learning and psycho-spiritual awareness. The application of religious moderation supports balanced spirituality that integrates devotion with social responsibility in plural contexts. Core values operate synergistically to strengthen inner stability, ethical clarity, and relational responsibility. The study contributes an integrative framework linking Islamic moral philosophy with literary analysis for identity reconstruction. Future research is recommended to extend comparative texts and empirical applications in educational settings.
Enhancing Intercultural Awareness through Project-Based Learning in the EFL Classroom Sukristiningsih, Sukristiningsih; Rajagukguk, Dewi V
JURNAL ISLAM NUSANTARA Vol 10, No 1 (2026)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v10i1.704

Abstract

This study investigates the implementation of Project-Based Learning (PBL) in a Cross-Cultural Understanding (CCU) class to enhance students’ intercultural awareness and English communication skills. The research was conducted in the English Education Department, involving undergraduate students enrolled in a CCU course. The main part of the project was an International Sharing Session, in which students spoke with speakers from different countries online to learn about their cultures, values, and daily lives. A qualitative descriptive design was used to gather data from classroom observations, students' project outputs, reflective responses, and records of learning activities. The findings indicate that PBL enhanced cultural comprehension, fostered empathy and open-mindedness, and elevated students' language and communication abilities through genuine, interactive activities. Students showed more confidence speaking English during discussions and presentations, and they also learned how to think critically and work together. Nonetheless, difficulties concerning information organization and linguistic constraints were also recognized, underscoring the necessity for instructional scaffolding and ongoing feedback. The study concludes that integrating PBL into CCU instruction effectively transforms passive learning into active inquiry, fostering the development of intercultural competence and 21st-century skills, thereby establishing it as a pertinent pedagogical approach for EFL contexts in higher education.

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